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D-Index & Metrics

Social Sciences and Humanities

D-Index
43
Citations
9571
World Ranking
4352
National Ranking
2080

Overview

Kimberly D. Tanner is affiliated with San Francisco State University in the United States and has contributed extensively to the fields of social sciences and psychology, with a strong focus on education and developmental and educational psychology. Their research spans multiple subfields including social psychology, safety research, and cognitive neuroscience.

The scientist's work is concentrated primarily in science education and pedagogy, covering a variety of interconnected topics such as innovative teaching methods, career development and diversity, educational strategies and epistemologies, biomedical and engineering education, evaluation of teaching practices, and interdisciplinary research and collaboration.

Kimberly D. Tanner has published numerous papers, notably in the venue CBE-Life Sciences Education, which includes 14 of their works. Other publication venues include Journal of Microbiology and Biology Education, Natural Sciences Education, QUBES, and Integrative and Comparative Biology.

Selected recent papers are:

  • "Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research" (2021), CBE-Life Sciences Education
  • "Attention Matters: How Orchestrating Attention May Relate to Classroom Learning" (2020), CBE-Life Sciences Education
  • "Resources for Teaching and Assessing the Vision and Change Biology Core Concepts" (2020), CBE-Life Sciences Education
  • "Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course" (2021), CBE-Life Sciences Education
  • "Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments" (2023), CBE-Life Sciences Education

The scientist frequently collaborates with several co-authors including Jeffrey N. Schinske, Dax Ovid, Ido Davidesco, Sara E. Brownell, and Joshua Vargas Luna.

Kimberly D. Tanner's research contributes to advancing understanding and development in educational psychology and science teaching practices, with a clear emphasis on fostering inclusive and effective pedagogical strategies across life sciences education and beyond.

Best Publications

  • Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

    Sara E. Brownell;Kimberly D. Tanner

  • Promoting student metacognition.

    Kimberly D. Tanner

  • Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity.

    Kimberly D. Tanner

  • Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

    Deborah Allen;Kimberly Tanner

  • Considering the role of affect in learning: monitoring students' self-efficacy, sense of belonging, and science identity

    Gloriana Trujillo;Kimberly D. Tanner

  • Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners

    Deborah Allen;Kimberly Tanner

  • Teaching More by Grading Less (or Differently).

    Jeffrey Schinske;Kimberly Tanner

  • Approaches to Biology Teaching and Learning: Understanding the Wrong Answers—Teaching toward Conceptual Change

    Kimberly Tanner;Deborah Allen

  • Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection—Engaging All Students in Science Courses

    Kimberly Tanner;Deborah Allen

  • "What if students revolt?"—Considering Student Resistance: Origins, Options, and Opportunities for Investigation

    Shannon B. Seidel;Kimberly D. Tanner

  • Approaches to cell biology teaching: cooperative learning in the science classroom--beyond students working in groups.

    Kimberly Tanner;Liesl S. Chatman;Deborah Allen

  • Formalin induces biphasic activity in C-fibers in the rat

    W.D. McCall;Kimberly D. Tanner;Jon D. Levine

  • Damage to the cytoskeleton of large diameter sensory neurons and myelinated axons in vincristine-induced painful peripheral neuropathy in the rat.

    Kimberly S. Topp;Kimberly D. Tanner;Jon D. Levine

  • Common origins of diverse misconceptions: cognitive principles and the development of biology thinking.

    John D. Coley;Kimberly D. Tanner

  • Microtubule disorientation and axonal swelling in unmyelinated sensory axons during vincristine‐induced painful neuropathy in rat

    Kimberly D. Tanner;Jon D. Levine;Kimberly S. Topp

  • Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.

    John D. Coley;Kimberly Tanner

  • Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching

    Katayoun Chamany;Deborah Allen;Kimberly Tanner

  • Approaches to cell biology teaching: learning content in context--problem-based learning.

    Deborah Allen;Kimberly Tanner

  • The Problem of Revealing How Students Think: Concept Inventories and Beyond

    Julia I. Smith;Kimberly Tanner

  • Nociceptor Hyper-Responsiveness during Vincristine-Induced Painful Peripheral Neuropathy in the Rat

    Kimberly D. Tanner;David B. Reichling;Jon D. Levine

Frequent Co-Authors

John D. Coley
John D. Coley Northeastern University
Scott William Roy
Scott William Roy San Francisco State University
David B. Reichling
David B. Reichling University of California, San Francisco
William B. Wood
William B. Wood University of Colorado Boulder
Sara E. Brownell
Sara E. Brownell Arizona State University
Ravinder N. M. Sehgal
Ravinder N. M. Sehgal San Francisco State University
Sarah C. R. Elgin
Sarah C. R. Elgin Washington University in St. Louis
William P. Cochlan
William P. Cochlan San Francisco State University
Philip M. Sadler
Philip M. Sadler Harvard University

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