Ph.D., University of California - Berkeley 2001
M.S., University of California - Davis 1994
B.A., Pomona College 1990
Lemons, Paula, Julie A. Reynolds, Amanda Curtin, and Ahrash Bissell. “Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition.” In Using Reflection and Metacognition to Improve Student Learning, edited by Ahrash M. Kaplan, N. Silver, D. LaVaque-Manty, & D. Meizlish. Stylus Publishing, LLC, 2013.
Ye, Jiansheng, James F. Reynolds, Julie A. Reynolds, Jeffery E. Herrick, Jianguo Wu, Togtohyn Chuluun, Feng-Min Li, and Ruijun Long. “New Ecology Education: Preparing Students for the Complex Human- Environmental Problems of Dryland East Asia.” In Dryland East Asia (DEA): Land Dynamics Amid Social And Climate Change, edited by Jiquan Chen, Shiqiang Wan, Geoffrey Henebry, Jiaguo Qi, Garik Gutman, Ge Sun, and Martin Kappas. Walter de Gruyter, 2013.
Reynolds, J. “Disciplinary-Specific Thesis Assessment Protocol: A validated rubric that promotes student learning and faculty development.” In Changing the Conversation about Higher Education, edited by Robert Joseph Thompson. Rowman & Littlefield, 2013.
Thaiss, Christopher, and Julie A. Reynolds. “How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect.” In Changing the Conversation about Higher Education, edited by Robert Joseph Thompson. Rowman & Littlefield, 2013.
Ahern-Dodson, J., C. R. Clark, T. Mourad, and J. A. Reynolds. “Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community.” Ecosphere 11, no. 2 (February 1, 2020). https://doi.org/10.1002/ecs2.3025. Full Text
Reynolds, J. A., V. Cai, J. Choi, S. Faller, M. Hu, A. Kozhumam, J. Schwartzman, and A. Vohra. “Teaching during a pandemic: Using high-impact writing assignments to balance rigor, engagement, flexibility, and workload.” Ecology and Evolution, January 1, 2020. https://doi.org/10.1002/ece3.6776. Full Text
Dowd, Jason E., Robert J. Thompson, Leslie Schiff, Kelaine Haas, Christine Hohmann, Chris Roy, Warren Meck, John Bruno, and Julie A. Reynolds. “Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers.” Cbe Life Sciences Education 18, no. 2 (June 2019): ar28. https://doi.org/10.1187/cbe.18-07-0141. Full Text Open Access Copy
Mourad, T. M., A. F. McNulty, D. Liwosz, K. Tice, F. Abbott, G. C. Williams, and J. A. Reynolds. “The role of a professional society in broadening participation in science: A national model for increasing persistence.” Bioscience 68, no. 9 (January 1, 2018): 715–21. https://doi.org/10.1093/biosci/biy066. Full Text Open Access Copy
Dowd, Jason E., Robert J. Thompson, Leslie A. Schiff, and Julie A. Reynolds. “Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.” Cbe Life Sciences Education 17, no. 1 (January 2018). https://doi.org/10.1187/cbe.17-03-0052. Full Text Open Access Copy
Reynolds, J., J. Dowd, and R. Thompson. “Quantitative Genre Analysis of Undergraduate Theses: Uncovering Different Ways of Writing and Thinking in Science Disciplines.” The Wac Journal 27 (2016): 36–51. Open Access Copy
Dowd, J. E., M. P. Connolly, R. J. Thompson, and J. A. Reynolds. “Improved Reasoning in Undergraduate Writing through Structured Workshops.” The Journal of Economic Education 46, no. 1 (January 2, 2015): 14–27. https://doi.org/10.1080/00220485.2014.978924. Full Text Open Access Copy
Dowd, J. E., C. P. Roy, R. J. Thompson, and J. A. Reynolds. “"on course" for supporting expanded participation and improving scientific reasoning in undergraduate thesis writing.” Journal of Chemical Education 92, no. 1 (January 1, 2015): 39–45. https://doi.org/10.1021/ed500298r. Full Text Open Access Copy
Dowd, Jason E., Tanya Duncan, and Julie A. Reynolds. “Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything.” Cbe Life Sciences Education 14, no. 4 (January 2015): ar39. https://doi.org/10.1187/cbe.15-06-0138. Full Text
Collaborative Research: Accelerating the Pace of Research and Implementation of Writing-to-Learn Pedagogies Across STEM Disciplines awarded by National Science Foundation (Principal Investigator). 2015 to 2021
The COMPASS PROJECT awarded by Howard Hughes Medical Institute (Co Investigator). 2014 to 2020
Determining the relative impact of community, mentoring, and research on STEM persistence and literacy awarded by Howard Hughes Medical Institute (Principal Investigator). 2015 to 2018
Duke BioCoRE: Increasing Diversity through Student and Faculty Engagement awarded by Merck Foundation (Co-Principal Investigator). 2015 to 2016
Collaborative Research: Understanding the Role of Writing in Promoting Learning and Engagement for Diverse Thesis Writers awarded by National Science Foundation (Principal Investigator). 2012 to 2016
Increasing Diversity and Student Engagement in the BioSciences awarded by Merck Foundation (Co Investigator). 2014 to 2015
Writing-to-Learn in the STEM Disciplines awarded by National Science Foundation (Co-Principal Investigator). 2010 to 2011