Smaller Classes Promote Equitable Student Participation in STEM

Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology

(2018) Katelyn M. Cooper et al.   ADVANCES IN PHYSIOLOGY EDUCATION

Do Small Classes in Higher Education Reduce Performance Gaps in STEM?

(2018) Cissy J Ballen et al.   BIOSCIENCE

The gender gap in science: How long until women are equally represented?

(2018) Luke Holman et al.   PLOS BIOLOGY

Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research

(2018) Elli Theobald   CBE-Life Sciences Education

Can mixed assessment methods make biology classes more equitable?

(2017) Sehoya Cotner et al.   PLoS One

Men ask more questions than women at a scientific conference

(2017) Amy Hinsley et al.   PLoS One

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

(2016) Daniel Z. Grunspan et al.   PLoS One

Sex redefined

(2015) Claire Ainsworth   NATURE

Asking gender questions

(2014) J. Pritchard et al.   ASTRONOMY & GEOPHYSICS

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

(2014) Sarah L. Eddy et al.   CBE-Life Sciences Education

Active learning increases student performance in science, engineering, and mathematics

(2014) S. Freeman et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

(2013) Kimberly D. Tanner   CBE-Life Sciences Education

Stag Parties Linger: Continued Gender Bias in a Female-Rich Scientific Discipline

(2012) Lynne A. Isbell et al.   PLoS One

Increased Course Structure Improves Performance in Introductory Biology

(2011) Scott Freeman et al.   CBE-Life Sciences Education

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

(2011) D. C. Haak et al.   SCIENCE

Why Peer Discussion Improves Student Performance on In-Class Concept Questions

(2009) M. K. Smith et al.   SCIENCE