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The influence of active learning practices on student anxiety in large-enrollment college science classrooms

International journal of STEM education, 2018-06, Vol.5 (1), p.23-18, Article 23

2018

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Aspects of online college science courses that alleviate and exacerbate undergraduate depression

PloS one, 2022-06, Vol.17 (6), p.e0269201-e0269201

2022

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Factors that predict life sciences student persistence in undergraduate research experiences

PloS one, 2019-08, Vol.14 (8), p.e0220186

2019

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Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?

International journal of STEM education, 2020-06, Vol.7 (1), p.27-27, Article 27

2020

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To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses

PloS one, 2018-08, Vol.13 (8), p.e0201258-e0201258

2018

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Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

International journal of STEM education, 2024-12, Vol.11 (1), p.42-18, Article 42

2024

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Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

International Journal of STEM Education, 2023-12, Vol.10 (1), p.35-35, Article 35

2023

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Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution

International journal of STEM education, 2021-02, Vol.8 (1), p.1-17, Article 6

2021

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Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

Journal of microbiology & biology education, 2017-09, Vol.18 (2)

2017

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Developing Course-Based Research Experiences in Discipline-Based Education Research: Lessons Learned and Recommendations

Journal of microbiology & biology education, 2018, Vol.19 (2)

2018

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New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic

Journal of microbiology & biology education, 2022-04, Vol.23 (1)

2022

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A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial

JMIR mental health, 2023-11, Vol.10, p.e48926

2023

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Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

CBE life sciences education, 2016-09, Vol.15 (3), p.ar37

2016

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Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

Journal of microbiology & biology education, 2022-04, Vol.23 (1)

2022

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Don't Joke About Me: Student Identities and Perceptions of Instructor Humor in College Science Courses

Journal of microbiology & biology education, 2020, Vol.21 (1)

2020

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Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences

Journal of microbiology & biology education, 2017-09, Vol.18 (2)

2017

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Who Perceives They Are Smarter? Exploring the Influence of Student Characteristics on Student Academic Self-Concept in Physiology

Advances in physiology education, 2018-06, Vol.42 (2), p.200-208

2018

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Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

PloS one, 2023-07, Vol.18 (7), p.e0287795-e0287795

2023

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The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE

CBE life sciences education, 2019-12, Vol.18 (4), p.ar57-ar57

2019

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The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

CBE - Life Sciences Education, 2023-06, Vol.22 (2), p.ar26-ar26

2023

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COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions

CBE life sciences education, 2021-09, Vol.20 (3), p.ar36-ar36

2021

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What's in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

CBE life sciences education, 2017-03, Vol.16 (1), p.ar8

2017

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Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

CBE life sciences education, 2020-06, Vol.19 (2), p.ar20

2020

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PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

CBE life sciences education, 2021-09, Vol.20 (3), p.ar41-ar41

2021

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Active learning: "Hands-on" meets "minds-on"

Science (American Association for the Advancement of Science), 2021-10, Vol.374 (6563), p.26-30

2021

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The influence of active learning practices on student anxiety in large-enrollment college science classrooms

Aspects of online college science courses that alleviate and exacerbate undergraduate depression

Factors that predict life sciences student persistence in undergraduate research experiences

Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?

To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses

Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

Developing Course-Based Research Experiences in Discipline-Based Education Research: Lessons Learned and Recommendations

New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic

A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial

Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

Don't Joke About Me: Student Identities and Perceptions of Instructor Humor in College Science Courses

Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences

Who Perceives They Are Smarter? Exploring the Influence of Student Characteristics on Student Academic Self-Concept in Physiology

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions

What's in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

Active learning: "Hands-on" meets "minds-on"

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