It’s in the Syllabus: What Syllabi Tell us about Introductory Biology Courses

2024-9-1

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs

2024-9-1

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students’ Perceptions of Inclusion in Introductory STEM Courses

2024-9-1

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences

2024-9-1

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education

2024-9-1

Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research

2024-9-1

Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses

2024-9-1

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning

2024-9-1

Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion

2024-9-1

Models of Disability as Research Frameworks in Biology Education Research

2024-8-27

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students

2024-7-15

Challenging Misconceptions about Race in Undergraduate Genetics

2024-7-9

The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need

2024-7-9

Toward Culturally Responsive Mentoring of Muslim Research Mentees in the Sciences

2024-6-20

Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities

2024-6-20

Emotion in Teacher Learning and Professional Development

2024-6-17

Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments

2024-6-17

Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices

2024-6-1

Inclusive Research Environments for Deaf and Hard of Hearing English Speakers

2024-6-1

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections

2024-6-1

A Road Map for Planning Course Transformation Using Learning Objectives

2024-6-1

Development of the Mentoring in Undergraduate Research Survey

2024-6-1

Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM

2024-6-1

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

2024-6-1

Exploring Undergraduate Biochemistry Students’ Gesture Production Through an Embodied Framework

2024-6-1

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions

2024-6-1

Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature

2024-5-28

A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science

2024-5-21

Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool

2024-5-10

How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?

2024-5-10

The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging

2024-5-10

An Undergraduate Health Care Experience Course Increases Confidence and Improves Student Understanding of Health Care Careers

2024-4-26

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students

2024-4-19

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits

2024-4-15

Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students

2024-3-12

Variations in Student Approaches to Problem Solving in Undergraduate Biology Education

2024-3-4

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving

2024-3-4

Annotations of <i>LSE</i> Research: Enhancing Accessibility and Promoting High Quality Biology Education Research

2024-3-1

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

2024-3-1

Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams?

2024-3-1

A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students

2024-3-1

Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation

2024-3-1

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms

2024-3-1

Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate Coursework

2024-3-1

Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory

2024-3-1

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses

2024-3-1

Emotion, Fact, and Anthropogenic Disturbances: Undergraduate Attitudes Toward Wildfire and Urbanization after a Brief Intervention

2024-3-1

Designing Activities to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design

2024-3-1

Anatomy of an Education Study: Asset-Based Research to Uncover Black Science Majors’ Community Cultural Wealth

2024-2-5

Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations

2024-2-2