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CBE Life Sciences Education|May 12, 2018
Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD StudentsMarenda A Wilson, Anthony DePass, Andrew J Bean
CBE Life Sciences Education|May 12, 2018
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple InstitutionsKaren N Pelletreau, Jennifer K Knight, Paula P Lemons, et al.
CBE Life Sciences Education|May 23, 2018
Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student PerceptionsKathryn P Kohn, Sonia M Underwood, Melanie M Cooper
CBE Life Sciences Education|October 7, 2021
Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship ProgramMike Wilton, Daniel Katz, Anthony Clairmont, et al.
CBE Life Sciences Education|October 22, 2021
Supporting Scientific Practice through Model-Based Inquiry: A Students'-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory ExperienceMolly S Bolger, Jordan B Osness, Julia S Gouvea, et al.
CBE Life Sciences Education|October 22, 2021
Development of a Framework for the Culture of Scientific ResearchJessica Dewey, Gillian Roehrig, Anita Schuchardt
CBE Life Sciences Education|October 29, 2021
Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered InstructionR M Price, C J Self, W C Young, et al.
CBE Life Sciences Education|October 4, 2021
Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop InterventionsLauren Hensley, Amy Kulesza, Joshua Peri, et al.
CBE Life Sciences Education|April 22, 2022
Similarity and Contact Frequency Promote Mentorship Quality among Hispanic Undergraduates in STEMRachelle M Pedersen, Carinna F Ferguson, Mica Estrada, et al.
CBE Life Sciences Education|April 26, 2022
Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology CourseDawn Foster-Hartnett, Gwantwa Mwakalundwa, Lisa Bofenkamp, et al.
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