CBE-Life Sciences Education

Papers
(The H4-Index of CBE-Life Sciences Education is 23. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)
ArticleCitations
Gender Differences in Student Participation in an Active-Learning Classroom70
Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology59
Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses58
“How Well Does Your Structural Equation Model Fit Your Data?”: Is Marcoulides and Yuan’s Equivalence Test the Answer?55
Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students46
Demystifying the Meaning of Active Learning in Postsecondary Biology Education44
BioSkills Guide: Development and National Validation of a Tool for Interpreting theVision and ChangeCore Competencies43
Fostering Metacognition to Support Student Learning and Performance41
COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institu41
The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It37
An Exploratory Study of Students with Depression in Undergraduate Research Experiences36
Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities36
“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning36
Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors34
The Dark Side of Development: A Systems Characterization of the Negative Mentoring Experiences of Doctoral Students30
Is This Science? Students’ Experiences of Failure Make a Research-Based Course Feel Authentic29
“Accepting Evolution Means You Can’t Believe in God”: Atheistic Perceptions of Evolution among College Biology Students29
Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic29
Design-Based Research: A Methodology to Extend and Enrich Biology Education Research27
A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes27
A New Measure of Students’ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity24
Applying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Design23
Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research23
A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment23
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