Publications

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Link to my ORCiD.

12.  Sankar, U., Silldorff, E. P., Uminski, C., & Crowther, G. J. (in prep). Can animal and alien examples elicit higher-order thinking and human physiology?

11.  Burgess, T., Uminski, C., & Couch, B. A. (in prep). Monitoring student resource use when completing a low-stakes, out-of-class concept assessment.

10. Uminski, C.,  Wright, L. K., & Newman, D. L. (submitted). Sketchy understandings: Drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA.  Preprint: https://doi.org/10.1101/2025.02.28.640796

9. Uminski, C., Sujith, S., Nallani, A., Armpriest, B., Wright, L. K.,  Newman, D. L. & Yang, M. (under review). Showing the bonds of ATP — A subtle but important difference in figure design that may alleviate student confusion about ATP hydrolysis. 

8. Uminski, C., Cammarota, C., Couch, B. A., Newman, D. L., & Wright, L. K. (under review). Biology exams rarely use visual models to engage higher-order cognitive skills. Preprint: https://doi.org/10.1101/2024.12.23.630136

7.  Esparza, D., Amin, N. E., Frings, F. G., Halmo, S., Hazlett, Z. S., Heim, A. B., Uminski, C., Von der Mehden, B., Wright, A. M., Yang, M. (accepted). For trainees, by trainees: Supporting discipline-based education research scholars-in-training through career transitions with inclusive, accessible professional development. In Eston, C., Lightner, T., Greenler, R (Eds.), Understanding Membership Diversity and Supporting Equitable STEM Communities. Lexington Books. 

6.  Uminski, C., Wright, L. K., & Newman, D. L. (2025). Probing visual literacy skills reveals unexpected student conceptions of chromosomes. CBE—Life Sciences Education, 24(1), ar17. https://doi.org/10.1187/cbe.24-07-0176

5.  Uminski, C. & Couch, B. A. (2024). Identifying factors associated with instructor implementation of three-dimensional assessments in undergraduate biology courses. PLoS ONE, 19(10), e0312252. https://doi.org/10.1371/journal.pone.0312252

4.  Newman, D. L., Uminski, C., & Wright, L. K. (2024). Student-generated analogies for learning about information flow. CourseSource, 11. https://doi.org/10.24918/cs.2024.14

3.  Uminski, C., Burbach, S. M., & Couch, B. A. (2024). Undergraduate biology lecture courses predominantly test facts about science rather than scientific practices. CBE—Life Sciences Education, 23(2), ar19. https://doi.org/10.1187/cbe.23-12-0244

2.  Uminski, C., Hubbard, J. K., & Couch, B. A. (2023). How administration stakes and settings affect student behavior and performance on a biology concept assessment. CBE—Life Sciences Education, 22(2), ar27. https://doi.org/10.1187/cbe.22-09-0181

1.  Uminski, C. & Couch, B. A. (2021). GenBio-MAPS as a case study to understand and address the effects of test-taking motivation in low-stakes program assessments. CBE—Life Sciences Education, 20(2), ar20. https://doi.org/10.1187/cbe.20-10-0243