OOIR: Observatory of International Research

Papers

(The TQCC of CBE-Life Sciences Education is 9. 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.)

Article	Citations
Gender Differences in Student Participation in an Active-Learning Classroom	70
Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology	59
Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses	58
“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 Students	46
Demystifying the Meaning of Active Learning in Postsecondary Biology Education	44
BioSkills Guide: Development and National Validation of a Tool for Interpreting theVision and ChangeCore Competencies	43
Fostering Metacognition to Support Student Learning and Performance	41
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 Institu	41
The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It	37
Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities	36
“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning	36
An Exploratory Study of Students with Depression in Undergraduate Research Experiences	36
Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors	34
The Dark Side of Development: A Systems Characterization of the Negative Mentoring Experiences of Doctoral Students	30
“Accepting Evolution Means You Can’t Believe in God”: Atheistic Perceptions of Evolution among College Biology Students	29
Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic	29
Is This Science? Students’ Experiences of Failure Make a Research-Based Course Feel Authentic	29
Design-Based Research: A Methodology to Extend and Enrich Biology Education Research	27
A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes	27
A New Measure of Students’ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity	24
Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research	23
A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment	23
Applying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Design	23
Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education	22

Female In-Class Participation and Performance Increase with More Female Peers and/or a Female Instructor in Life Sciences Courses	22
PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students	22
Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data	20
Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety	20
Scientific Societies Fostering Inclusive Scientific Environments through Travel Awards: Current Practices and Recommendations	20
Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM Disciplines	19
Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM	18
A Meta-analysis of University STEM Summer Bridge Program Effectiveness	18
Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students	17
Resources for Teaching and Assessing the Vision and Change Biology Core Concepts	17
Transfer: A Review for Biology and the Life Sciences	17
Using Systems and Systems Thinking to Unify Biology Education	17
Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students	17
Integrating Critical Approaches into Quantitative STEM Equity Work	16
Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data	16
“How Do We Do This at a Distance?!” A Descriptive Study of Remote Undergraduate Research Programs during COVID-19	16
Access Needs: Centering Students and Disrupting Ableist Norms in STEM	16
Finding a Fit: Biological Science Doctoral Students’ Selection of a Principal Investigator and Research Laboratory	15
Optimizing the Efficacy of Learning Objectives through Pretests	15
Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory–Informed Undergraduate Research Experience	15
Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy	15
Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses	15
Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course	15
Uncovering Factors Influencing Instructors’ Decision Process when Considering Implementation of a Course-Based Research Experience	15
Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers	14
The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society	14
Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?	14
Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race	14
Diving into the Details: Constructing a Framework of Random Call Components	14
Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance	14
Student Preclass Preparation by Both Reading the Textbook and Watching Videos Online Improves Exam Performance in a Partially Flipped Course	14
Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?	13
A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology	13
The Experiences of Undergraduates with Depression in Online Science Learning Environments	13
Students’ Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates’ Explanations for Interaction between Genetics and Environment	13
Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective	13
Evaluation of a Questionnaire Measuring University Students’ Sense of Belonging to and Involvement in a Biology Department	12
Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture	12
Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring	12
Reframing Educational Outcomes: Moving beyond Achievement Gaps	12
Navigating Tensions of Research and Teaching: Biology Graduate Students’ Perceptions of the Research–Teaching Nexus within Ecological Contexts	12
Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning	12
“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses	12
The Moderating Effect of Faculty Mentorship on Undergraduate Students’ Summer Research Outcomes	11
Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed	11
The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences	11
To What Extent Do Study Habits Relate to Performance?	11
Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review	11
Diversity Interventions in the Classroom: From Resistance to Action	10
Similarity and Contact Frequency Promote Mentorship Quality among Hispanic Undergraduates in STEM	10

Fostering Students’ Understanding of Complex Biological Systems	10
Measuring Research Mentors’ Cultural Diversity Awareness for Race/Ethnicity in STEM: Validity Evidence for a New Scale	10
“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course	9
Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions	9
Attention Matters: How Orchestrating Attention May Relate to Classroom Learning	9
Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology	9
Brain-to-Brain Synchrony in the STEM Classroom	9
The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses	9
Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety	9