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PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes
PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes
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PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

CBE life sciences education, 2015-06, Vol.14 (2), p.14:ar23-14:ar23 [Peer Reviewed Journal]

2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2015 S. L. Eddy © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.14-06-0095 ;PMID: 26033871

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2
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

CBE life sciences education, 2016-06, Vol.15 (1), p.ar20 [Peer Reviewed Journal]

2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 S. Rodenbusch © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-03-0117 ;PMID: 27252296

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3
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
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A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

CBE life sciences education, 2018-03, Vol.17 (1), p.ar9 [Peer Reviewed Journal]

2018 M. Estrada et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2018 M. Estrada CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2018 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.17-04-0066 ;PMID: 29351912

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4
Improving Underrepresented Minority Student Persistence in STEM
Improving Underrepresented Minority Student Persistence in STEM
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Improving Underrepresented Minority Student Persistence in STEM

CBE life sciences education, 2016-09, Vol.15 (3), p.1 [Peer Reviewed Journal]

2016 M. Estrada et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 M. Estrada CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-01-0038 ;PMID: 27543633

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5
The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
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The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

CBE life sciences education, 2013-12, Vol.12 (4), p.618-627 [Peer Reviewed Journal]

2013 M. K. Smith © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2013 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.13-08-0154 ;PMID: 24297289

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6
Inclusive Teaching
Inclusive Teaching
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Inclusive Teaching

CBE life sciences education, 2019-06, Vol.18 (2), p.fe2 [Peer Reviewed Journal]

2019 B. Dewsbury and C. J. Brame. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2019 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.19-01-0021 ;PMID: 31025917

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7
Development and Evaluation of the "Tigriopus" Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course
Development and Evaluation of the "Tigriopus" Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course
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Development and Evaluation of the "Tigriopus" Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

CBE life sciences education, 2016-12, Vol.15 (4), p.ar72 [Peer Reviewed Journal]

2016 J. T. Olimpo et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 J. T. Olimpo CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.15-11-0228 ;PMID: 27909022

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8
Lessons Learned While Creating an Effective Emergency Remote Learning Environment for Students during the COVID-19 Pandemic
Lessons Learned While Creating an Effective Emergency Remote Learning Environment for Students during the COVID-19 Pandemic
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Lessons Learned While Creating an Effective Emergency Remote Learning Environment for Students during the COVID-19 Pandemic

Advances in physiology education, 2020-12, Vol.44 (4), p.722-725 [Peer Reviewed Journal]

Copyright American Physiological Society Dec 2020 ;Copyright © 2020 the American Physiological Society 2020 American Physiological Society ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00140.2020 ;PMID: 33141599

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9
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
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Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

CBE life sciences education, 2017-12, Vol.16 (4), p.ar56 [Peer Reviewed Journal]

2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2017 C. J. Ballen CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2017 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-12-0344 ;PMID: 29054921

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10
Applying Learning Theories and Instructional Design Models for Effective Instruction
Applying Learning Theories and Instructional Design Models for Effective Instruction
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Applying Learning Theories and Instructional Design Models for Effective Instruction

Advances in physiology education, 2016-06, Vol.40 (2), p.147-156 [Peer Reviewed Journal]

Copyright © 2016 The American Physiological Society. ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00138.2015 ;PMID: 27068989

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11
A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges
A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges
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A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges

CBE - Life Sciences Education, 2023-03, Vol.22 (1), p.ar4-ar4 [Peer Reviewed Journal]

2023 C. T. Leonetti CBE—Life Sciences Education © 2023 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2023 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.21-11-0318 ;PMID: 36607290

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12
The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy
The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy
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The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

CBE life sciences education, 2018-03, Vol.17 (1), p.ar14 [Peer Reviewed Journal]

2018 M. R. Connolly et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2018 M. R. Connolly CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2018 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.17-02-0039 ;PMID: 29440074

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13
Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic
Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic
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Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic

Advances in physiology education, 2021-03, Vol.45 (1), p.37-43 [Peer Reviewed Journal]

Copyright American Physiological Society Mar 2021 ;Copyright © 2021 the American Physiological Society 2021 American Physiological Society ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00136.2020 ;PMID: 33464190

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14
Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers
Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers
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Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers

CBE life sciences education, 2016-03, Vol.15 (1), p.rm1-rm1 [Peer Reviewed Journal]

2016 T. D. Reeves and G. Marbach-Ad. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 T. D. Reeves and G. Marbach-Ad. © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.15-08-0183 ;PMID: 26903498

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15
Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy
Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy
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Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy

CBE life sciences education, 2016-09, Vol.15 (3), p.ar48 [Peer Reviewed Journal]

2016 K. I. Maton et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 K. I. Maton CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-01-0062 ;PMID: 27587857

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16
Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research
Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research
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Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research

CBE life sciences education, 2014-03, Vol.13 (1), p.41-48 [Peer Reviewed Journal]

2014 R. Theobald and S. Freeman. © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2013 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe-13-07-0136 ;PMID: 24591502

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17
One Size Doesn't Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research
One Size Doesn't Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research
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One Size Doesn't Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research

CBE life sciences education, 2019-03, Vol.18 (1), p.rm1-rm1 [Peer Reviewed Journal]

2019 E. Knekta CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2019 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.18-04-0064 ;PMID: 30821600

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18
Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students
Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students
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Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

CBE life sciences education, 2015-06, Vol.14 (2), p.ar12 [Peer Reviewed Journal]

2015 B. Toven-Lindsey et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2015 B. Toven-Lindsey © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.14-05-0082 ;PMID: 25828403

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19
Integrating Critical Approaches into Quantitative STEM Equity Work
Integrating Critical Approaches into Quantitative STEM Equity Work
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Integrating Critical Approaches into Quantitative STEM Equity Work

CBE life sciences education, 2022-03, Vol.21 (1), p.es1-es1 [Peer Reviewed Journal]

2022 M. I. Pearson CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2022 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.21-06-0158 ;PMID: 35100005

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20
Effect of Self-Regulated Learning and Technology-Enhanced Activities on Anatomy Learning, Engagement, and Course Outcomes in a Problem-Based Learning Program
Effect of Self-Regulated Learning and Technology-Enhanced Activities on Anatomy Learning, Engagement, and Course Outcomes in a Problem-Based Learning Program
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Effect of Self-Regulated Learning and Technology-Enhanced Activities on Anatomy Learning, Engagement, and Course Outcomes in a Problem-Based Learning Program

Advances in physiology education, 2022-06, Vol.46 (2), p.219-227 [Peer Reviewed Journal]

Copyright American Physiological Society Jun 2022 ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00039.2021 ;PMID: 35113679

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