| A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers |
22 |
| Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership |
15 |
| Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course |
15 |
| Language Matters: Considering Microaggressions in Science |
12 |
| One Size Doesn't Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research |
11 |
| FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students' Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments |
10 |
| Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching |
9 |
| Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses |
9 |
| Inclusive Teaching |
8 |
| A Framework to Guide Undergraduate Education in Interdisciplinary Science |
8 |
| Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices |
8 |
| Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences |
7 |
| Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes |
7 |
| The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE |
7 |
| Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation |
6 |
| Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement |
6 |
| Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills |
6 |
| Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research |
6 |
| Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum That Increases Undergraduates' Scientific Agency and Skills |
5 |
| EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates |
5 |
| Factors Contributing to the Success of NIH-Designated Underrepresented Minorities in Academic and Nonacademic Research Positions |
5 |
| How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE) |
5 |
| Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills |
5 |
| Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers |
5 |
| The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy |
5 |
| Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom |
5 |
| The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways |
5 |
| Mixed Student Ideas about Mechanisms of Human Weight Loss |
5 |
| Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching |
4 |
| Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion |
4 |
| Where's My Mentor?! Characterizing Negative Mentoring Experiences in Undergraduate Life Science Research |
4 |
| Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research |
4 |
| Getting Messy with Authentic Data: Exploring the Potential of Using Data from Scientific Research to Support Student Data Literacy |
4 |
| Burnout and Mental Health Problems in Biomedical Doctoral Students |
4 |
| Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
4 |
| Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning |
4 |
| Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement |
4 |
| Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review |
4 |
| Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions |
4 |
| Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment |
4 |
| When Group Work Doesn't Work: Insights from Students |
4 |
| Energy Connections and Misconnections across Chemistry and Biology |
4 |
| Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes |
4 |
| The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education |
4 |
| Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences |
4 |
| Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs |
4 |
| Students' Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism |
4 |
| The Graph Rubric: Development of a Teaching, Learning, and Research Tool |
3 |
| Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students |
3 |
| Welcoming Deaf Students into STEM: Recommendations for University Science Education |
3 |
