Elise Walck-Shannon teaches Principles of Biology I and II (2960 and 2970) Labs. She is interested in collaborating with faculty as they use data to improve their courses, encouraging student participation, especially in large courses, and helping students reflect on their own learning.
Walck-Shannon, E.M., Rowell, S. F., & Frey, R. F. (2021). To what extent do study habits relate to performance? CBE Life Sciences Education, 20(1), 1–15.
Rowell, S. F., Frey, R. F., & Walck-Shannon, E.M. (2020). Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course: https://journals.sagepub.com/doi/10.1177/0098628320979893, 48(2), 165–174.
Walck-Shannon, E.M., Cahill, M. J., McDaniel, M. A., & Frey, R. F. (2019). Participation in voluntary re-quizzing is predictive of increased performance on cumulative assessments in introductory biology. CBE Life Sciences Education, 18(2).
Walck-Shannon, E.M., Batzli, J., Pultorak, J., & Boehmer, H. (2019). Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing? CBE Life Sciences Education, 18(3).