Can mixed assessment methods make biology classes more equitable? by Sehoya Cotner, Cissy J Ballen

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Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law by Yael Harlap, Christian Jørgensen, Sehoya Cotner

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Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms by Ngawang Gonsar, Lorelei Patrick, Sehoya Cotner

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In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter by Azariah Yonas, Margaret Sleeth, Sehoya Cotner

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Exams disadvantage women in introductory biology. by Cissy J Ballen, Shima Salehi, Sehoya Cotner

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Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students by Shima Salehi, Sehoya Cotner, Cissy J. Ballen

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Small group gender ratios impact biology class performance and peer evaluations. by Lauren L Sullivan, Cissy J Ballen, Sehoya Cotner

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Building Excellence in Scientific Teaching: In Training STEM TAs, How Important Is the Evidence for Evidence-Based Teaching? by Hillary Barron, Lorelei Patrick, Julie Brown, Sehoya Cotner

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Primary motivations of tourists visiting Galápagos: do tourists visit the archipelago to learn about evolution? by Clayton Mazur, Tiffany Galush, Randy Moore, Sehoya Cotner

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Teaching the tourists in Galápagos: what do Galápagos National Park guides know, think, and teach tourists about evolution? by Sehoya Cotner, Clayton Mazur, Tiffany Galush, Randy Moore

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Leveraging public data to offer online inquiry opportunities by Seth K. Thompson, Catherine Kirkpatrick, Maxwell Kramer, Sehoya Cotner

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Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution by Samantha Brandt, Sehoya Cotner, Zoe Koth, Suzanne McGaugh

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A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting by Seth K. Thompson, Connor J. Neill, Ellen Wiederhoeft, Sehoya Cotner

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Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors by Sadie Hebert, Jessamina Blum, Deena Wassenberg, David Marks, Kate Barry, Sehoya Cotner

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Teaching During COVID-19 Times: A Community College Perspective by Clay Mazur, Catherine Creech, Jan Just, Cleo Rolle, Sehoya Cotner, James Hewlett

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Norway’s gender gap: classroom participation in undergraduate introductory science by Cissy J Ballen, Marie Danielsen, Christian Jørgensen, John-Arvid Grytnes, Sehoya Cotner

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Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence by Sehoya Cotner, Lucas M. Jeno, J. D. Walker, Christian Jørgensen, Vigdis Vandvik

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Hidden Identities Shape Student Perceptions of Active Learning Environments by Jeremiah A. Henning, Cissy J. Ballen, Cissy J. Ballen, Sergio A. Molina, Sehoya Cotner

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Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors by Cissy J. Ballen, Seth K. Thompson, Jessamina E. Blum, Nicholas P. Newstrom, Sehoya Cotner

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Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses by Sharday N. Ewell, Sehoya Cotner, Abby Grace Drake, Sheritta Fagbodun, Angela Google, Lecia Robinson, Paula Soneral, Cissy J. Ballen

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