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CBE Life Sciences Education|December 4, 2013
"What if students revolt?"--considering student resistance: origins, options, and opportunities for investigationShannon B Seidel, Kimberly D TannerCBE Life Sciences Education|January 31, 2018
Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference PresentationsLisa A Corwin, Amy Prunuske, Shannon B SeidelCBE Life Sciences Education|November 20, 2015
Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology CourseShannon B Seidel, Amanda L Reggi, Jeffrey N Schinske, et al.CBE Life Sciences Education|September 26, 2022
Increased Pass Rates in Introductory Biology: Benefits and Potential Costs of Implementing a Mathematics Prerequisite in a Community College SettingStacey L Kiser, Christine M Andrews, Shannon B Seidel, et al.CBE Life Sciences Education|April 29, 2017
Broadening Participation in Biology Education Research: Engaging Community College Students and FacultyJeffrey N Schinske, Virginia L Balke, M Gita Bangera, et al.CBE Life Sciences Education|January 13, 2018
Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific TeachingMelinda T Owens, Gloriana Trujillo, Shannon B Seidel, et al.CBE Life Sciences Education|August 31, 2019
Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling StrategyColin D Harrison, Tiffy A Nguyen, Shannon B Seidel, et al.Proceedings of the National Academy of Sciences of the United States of America|March 8, 2017
Classroom sound can be used to classify teaching practices in college science coursesMelinda T Owens, Shannon B Seidel, Mike Wong, et al.Pageof 1