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CBE Life Sciences Education|October 22, 2024
Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of PossibilityAshley Rose Acosta-Parra, Dax Ovid, Brie Tripp
CBE Life Sciences Education|May 10, 2024
The Value of Support: STEM Intervention Programs Impact Student Persistence and BelongingErin E Shortlidge, MacKenzie J Gray, Suzanne Estes, et al.
CBE Life Sciences Education|December 20, 2024
Undergraduate STEM Students' Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determinationBrie Tripp, Akshaya Ravi, Ethan Pang, et al.
CBE Life Sciences Education|August 23, 2022
Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students' Transition to a Four-Year UniversityMacKenzie J Gray, Sandhya A Gunarathne, Nikki N Nguyen, et al.
CBE Life Sciences Education|October 10, 2023
Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to ActionErin E Shortlidge, Amie M Kern, Emma C Goodwin, et al.
CBE Life Sciences Education|January 26, 2019
Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry CoursesErin E Shortlidge, Liz Rain-Griffith, Chloe Shelby, et al.
Ecology and Evolution|December 23, 2021
A resource for understanding and evaluating outcomes of undergraduate field experiencesErin E Shortlidge, Alison Jolley, Stephanie Shaulskiy, et al.
American Journal of Botany|March 30, 2016
Distribution drivers and physiological responses in geothermal bryophyte communitiesEstefanía Llaneza García, Todd N Rosenstiel, Camille Graves, et al.
CBE Life Sciences Education|August 25, 2018
Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?Emma C Goodwin, Jane N Cao, Miles Fletcher, et al.
CBE Life Sciences Education|January 2, 2024
Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate CourseworkBrie Tripp, Sherri Cozzens, Catherine Hrycyk, et al.
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