Role models, compatibility, and knowledge lead to increased evolution acceptance by Daniel G. Ferguson, Jamie L. Jensen

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Prevalence and Persistence of Misconceptions in Tree Thinking by Tyler A. Kummer, Clinton J. Whipple, Jamie L. Jensen

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Investigating the effects of exam length on performance and cognitive fatigue. by Jamie L Jensen, Dane A Berry, Tyler A Kummer

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Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses. by K Scott Weber, Jamie L Jensen, Steven M Johnson

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Predicting evolution acceptance among religious students using the predictive factors of evolution acceptance and reconciliation (pFEAR) instrument by Daniel G. Ferguson, Ross A. Larsen, Elizabeth G. Bailey, Jamie L. Jensen

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Using Backward Design in Education Research: A Research Methods Essay by Jamie L. Jensen, Elizabeth G. Bailey, Tyler A. Kummer, K. Scott Weber

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Influences on Attitudes Regarding COVID-19 Vaccination in Germany by John Paul Fobiwe, Peter Martus, Brian D. Poole, Jamie L. Jensen, Stefanie Joos

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Reconciling evolution: evidence from a biology and theology course by Ethan R. Tolman, Daniel G. Ferguson, Mark Mann, April Maskiewicz Cordero, Jamie L. Jensen

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Barriers to teaching evolution in higher education by Ethan R. Tolman, Daniel G. Ferguson, Gabriella Hubble, Mahealani Kaloi, Megan Niu, Jamie L. Jensen

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Development of an Evolutionary Tree Concept Inventory by Tyler A. Kummer, Clinton J. Whipple, Seth M. Bybee, Byron J. Adams, Jamie L. Jensen

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A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence by Chloe D. Bowen, Alexa R. Summersill, Jamie L. Jensen, Sara E. Brownell, M. Elizabeth Barnes

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Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model. by Rebecca L Sansom, Desiree M Winters, Bryn E St Clair, Richard E West, Jamie L Jensen

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A Call for a Community of Practice to Assess the Impact of Emerging Technologies on Undergraduate Biology Education by Jamie L. Jensen, Juville Dario-Becker, Lee E. Hughes, D. Sue Katz Amburn, Joyce A. Shaw

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Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model by Rebecca L. Sansom, Desiree M. Winters, Bryn E. St. Clair, Richard E. West, Jamie L. Jensen

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A longitudinal study of attitudes toward evolution among undergraduates who are members of the Church of Jesus Christ of Latter-day Saints. by William S Bradshaw, Andrea J Phillips, Seth M Bybee, Richard A Gill, Steven L Peck, Jamie L Jensen

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Scientific reasoning ability does not predict scientific views on evolution among religious individuals by Katie F. Manwaring, Jamie L. Jensen, Richard A. Gill, Richard R. Sudweeks, Randall S. Davies, Seth M. Bybee

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Cautious Sexual Attitudes Diminish Intent to Vaccinate Children against HPV in Utah by David S. Redd, Jamie L. Jensen, Ruth J. Bodily, Abigail A. Lee, Ty J. Skyles, Brian D. Poole

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Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses. by K Scott Weber, Laura C Bridgewater, Jamie L Jensen, Donald P Breakwell, Brent L Nielsen, Steven M Johnson

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Combating Vaccine Hesitancy with Vaccine-Preventable Disease Familiarization: An Interview and Curriculum Intervention for College Students by Deborah K. Johnson, Emily J. Mello, Trent D. Walker, Spencer J. Hood, Jamie L. Jensen, Brian D. Poole

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Verbalized Studying and Elaborative Interrogation in the Virtual Classroom: Students with Social Anxiety Prefer Working Alone, but Working with a Peer Does Not Hurt Their Learning by Rachel Tomco Novak, Elizabeth G. Bailey, Bethany D. Blinsky, Burke W. Soffe, David Patterson, Jordon Ockey, Jamie L. Jensen

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