Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students

Por Melissa McCartney, Adam B. Roddy, John Geiger, Natalia C. Piland, Melina M. Ribeiro, Alexis Lainoff
Publicado em 2022-04-01

Scientific Societies Integrating Gender and Ethnoracial Diversity Efforts: A First Meeting Report from Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS...

Por Rebecca Campbell-Montalvo, Andrea Lucy Putwen, Lucas Hill, Heather E. Metcalf, Ershela L. Sims, Jan W. Peters, Alexandra N. Zimmerman, Donald L. Gillian-Daniel, Gretalyn M. Leibnitz, Verónica A. Segarra
Publicado em 2022-04-01

Teaching Microscopy Remotely: Two Engaging Options

Por Kathryn A. Lionetti, Heather Townsend
Publicado em 2022-04-01

Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

Por Sierra C. Nichols, Yongyong Y. Xia, Mikaylie Parco, Elizabeth G. Bailey
Publicado em 2022-04-01

Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?

Por Sharday N. Ewell, Chloe C. Josefson, Cissy J. Ballen
Publicado em 2022-04-01

A Mixed-Methods Study of a Poster Presentation Activity, Students’ Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions

Por E. Austin Leone, Donald P. French
Publicado em 2022-04-01

Use of Digital Whiteboard to Engage Undergraduates in Online Studies of Instructor-Generated Biological Diagrams

Por Aura Mendez, Juleissy Brioso, Angie Jaramillo, Dhananjaya Premawardena, Emily Cunningham, Lisa Sarran-Armogan, Chun Zhou
Publicado em 2022-04-01

Development of a Remote, Course-Based Undergraduate Experience to Facilitate In Silico Study of Microbial Metabolic Pathways

Por Samantha T. Parks, Caroline Taylor
Publicado em 2022-04-01

Undergraduates' Experiences with Online and in-Person Courses Provide Opportunities for Improving Student-Centered Biology Laboratory Instruction

Por Mark A. Sarvary, Frank R. Castelli, Mitra Asgari
Publicado em 2022-04-01

Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance

Por Sarah B. Pickett, Catie Nielson, Hydea Marshall, Kimberly D. Tanner, John D. Coley
Publicado em 2022-04-01

Characterizing Staphylococcus aureus from Healthy Individuals: an Authentic Research Experience for Undergraduates

Por Amanda J. Brosnahan, Taylor J. Mach
Publicado em 2022-04-01

Creating an Interdisciplinary Curriculum within the Undergraduate Arts and Sciences through Agar Art

Por Julie Torruellas Garcia, Kandy López-Moreno, Véronique Côté, Katie Crump
Publicado em 2022-04-01

A Guide to Implementing Inclusive and Accessible Virtual Poster Sessions

Por Lina Arcila Hernández, Nicole Chodkowski, Kira Treibergs
Publicado em 2022-04-01

Development and Implementation of a Remote Enzyme Kinetics Laboratory Exercise

Por Abhishek Bhattacharjee, Eileen Johnson, Pablo Perez-Pinera, Karin Jensen
Publicado em 2022-04-01

Improving Student Attitudes and Academic Performance in Introductory Biology Using a Project-Based Learning Community

Por Tyesha N. Burks
Publicado em 2022-04-01

Educating Online Students in Laboratory Safety

Por Heather Townsend, Eylana Goffe
Publicado em 2022-04-01

TikTok: An Emergent Opportunity for Teaching and Learning Science Communication Online

Por Abigail G. B. Radin, Caitlin J. Light
Publicado em 2022-04-01

Addressing Foodborne Illness in Côte d’Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience

Por Marie A. Smith, Jeffrey T. Olimpo, Karen A. Santillan, Jacqueline S. McLaughlin
Publicado em 2022-04-01

Establishment of an Engaged and Active Learning Community in the Biology Classroom and Lab with Discord

Por Amy M. Wiles, Sean L. Simmons
Publicado em 2022-04-01

Rapid Pivot of CURE Wet Lab to Online with the Help of Instructor Communities

Por Enid T. González-Orta, Deborah Tobiason, Brittany J. Gasper, Aarti Raja, Sarah Miller
Publicado em 2022-04-01