Citations (151)
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Rebecca Friesen & Adriana Cimetta. (2023) Facilitating Departmental and Institutional Change for Expanding Undergraduate Research Experiences: The Effectiveness of a Microgrant. Journal of College Science Teaching 52:5, pages 61-69.
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Bryce Edward Hughes & Shriyansh Kothari. (2023) Don’t Be Too Political: Depoliticization, Sexual Orientation, and Undergraduate STEM Major Persistence. Journal of Homosexuality 70:4, pages 632-659.
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Natasha J. Vora, Kristina Vatcheva, Manuel G. Saldivar, Saraswathy Nair, Michael W. Lehker & Sue Anne Chew. (2023) Biomedical Freshman Research Initiative: A Course-based Undergraduate Research Experience at a Hispanic-Serving Institution. Journal of Latinos and Education 22:1, pages 357-370.
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Helen Walkington & Belinda Ommering. (2022) How does engaging in authentic research at undergraduate level contribute to student well-being?. Studies in Higher Education 47:12, pages 2497-2507.
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Emily Faulconer, Brent Terwilliger, Robert Deters & Kelly George. (2022) Is a Framework of Support Enough? Undergraduate Research for Online STEM Students. Journal of College Science Teaching 51:3, pages 3-4.
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Jonathan J. Okstad & Kira C. Dahlk. (2021) Developing an interprofessional research infrastructure at a mid-sized liberal arts university. Journal of Interprofessional Care 35:sup1, pages 39-43.
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Christine Broussard, Margaret Gough Courtney, Sarah Dunn, K. Godde & Vanessa Preisler. (2021) Course-Based Undergraduate Research Experiences Performance Following the Transition to Remote Learning During the COVID-19 Pandemic. Journal of College Science Teaching 51:1, pages 27-41.
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Allison Martin, Adam Rechs, Thomas Landerholm & Kelly McDonald. (2021) Course-Based Undergraduate Research Experiences Spanning Two Semesters of Biology Impact Student Self-Efficacy but not Future Goals. Journal of College Science Teaching 50:4, pages 33-47.
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Joi-Lynn Mondisa, Becky Wai-Ling Packard & Beronda L. Montgomery. (2021) Understanding what STEM mentoring ecosystems need to thrive: A STEM-ME framework. Mentoring & Tutoring: Partnership in Learning 29:1, pages 110-135.
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Carlie D. Trott, Laura B. Sample McMeeking, Cheryl L. Bowker & Kathryn J. Boyd. (2020) Exploring the long-term academic and career impacts of undergraduate research in geoscience: A case study. Journal of Geoscience Education 68:1, pages 65-79.
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Donna Chamely-Wiik, Brian T. Cooney & Michael A. DeDonno. (2020) Who mentors undergraduate student researchers? An analysis of faculty involvement at a four-year university. Mentoring & Tutoring: Partnership in Learning 28:1, pages 78-97.
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Jessica Cooper, Kristen Jabanoski & Marlene Kaplan. (2019) Exploring experiential opportunity impacts on undergraduate outcomes in the geosciences. Journal of Geoscience Education 67:3, pages 249-265.
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Leslie Rupert Herrenkohl, Jiyoung Lee, Fan Kong, Susie Nakamura, Kimia Imani, Kari Nasu, Ansel Hartman, Benjamin Pennant, Elisa Tran, Everet Wang, Noushyar Panahpour Eslami, Daniel Whittlesey, David Whittlesey, Tri Minh Huynh, Allen Jung, Chris Batalon, Adam Bell & Katie Headrick Taylor. (2019) Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education. Cognition and Instruction 37:3, pages 327-348.
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Merrilee F. Guenther, Jon L. Johnson & Thomas P. Sawyer. (2019) The KEYSTONE Program: A Model for STEM Student Success and Retention at a Small Liberal Arts College. Journal of College Science Teaching 48:6, pages 8-13.
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Tina L. Tootle, Darren S. Hoffmann, Anna K. Allen, Andrew J. Spracklen, Christopher M. Groen & Daniel J. Kelpsch. (2019) Mini-Course-Based Undergraduate Research Experience: Impact on Student Understanding of STEM Research and Interest in STEM Programs. Journal of College Science Teaching 48:6, pages 44-54.
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Bradley G. Lusk. (2019) The importance of the democratic and multidirectional exchange of values between scientists, STEM educators, and historically underrepresented members of the community. Journal of Responsible Innovation 6:2, pages 248-254.
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Angie L. Miller, Latosha M. Williams & Samantha M. Silberstein. (2019) Found my place: the importance of faculty relationships for seniors’ sense of belonging. Higher Education Research & Development 38:3, pages 594-608.
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Sweeney Windchief, Raquel Arouca & Blakely Brown. (2018) Developing an Indigenous Mentoring Program for faculty mentoring American Indian and Alaska Native graduate students in STEM: a qualitative study. Mentoring & Tutoring: Partnership in Learning 26:5, pages 503-523.
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Benjamin A. Wolfe. (2018) Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations. Journal of Geoscience Education 66:1, pages 36-54.
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Benjamin A. Wolfe & Eric M. Riggs. (2017) Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences. Journal of Geoscience Education 65:4, pages 577-593.
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Gilpatrick Hornsby, Sheila Scott-Halsell, Catherine Curtis, Bill Ryan & Jason Kirksey. (2017) Do I fit in? Impact of race on hospitality student perceptions of departmental climate. Journal of Teaching in Travel & Tourism 17:4, pages 219-236.
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Jacqueline Shea McLaughlin, David E. Favre, Suzanne E. Weinstein & Christine M. Goedhart. (2017) The Impact of a Four-Step Laboratory Pedagogical Framework on Biology Students’ Perceptions of Laboratory Skills, Knowledge, and Interest in Research. Journal of College Science Teaching 47:1, pages 83-91.
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Jennifer S. Stanford, Suzanne E. Rocheleau, Kevin P.W. Smith & Jaya Mohan. (2017) Early undergraduate research experiences lead to similar learning gains for STEM and Non-STEM undergraduates. Studies in Higher Education 42:1, pages 115-129.
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Rachelle Winkle-Wagner & Dorian L. McCoy. (2016) Entering the (Postgraduate) Field: Underrepresented Students' Acquisition of Cultural and Social Capital in Graduate School Preparation Programs. The Journal of Higher Education 87:2, pages 178-205.
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Joanna Gilmore, Michelle Vieyra, Briana Timmerman, David Feldon & Michelle Maher. (2015) The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students. The Journal of Higher Education 86:6, pages 834-863.
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Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart & Helen Walkington. (2015) Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature. Mentoring & Tutoring: Partnership in Learning 23:5, pages 359-376.
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Louise Temple & Lynn Lewis. (2015) Phage on the stage. Bacteriophage 5:3.
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Gilpatrick Deshone Hornsby & Sheila A. Scott-Halsell. (2015) Minorities in Hospitality Management: The State of Diversity in Hospitality Education. Journal of Hospitality & Tourism Education 27:3, pages 102-111.
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Articles from other publishers (123)
Winny Dong, Rebecca M. Eddy, David M. Mendelsohn, Courtney Koletar, Monique Matelski & Everardo Barraza. (2021) Effects of Research-Related Activities on Graduation at a Hispanic Serving Institution. Journal of College Student Retention: Research, Theory & Practice 26:1, pages 126-150.
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Rebecca S. Friesen & Adriana D. Cimetta. (2024) The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences. Journal of Research in Science Teaching 61:5, pages 1032-1061.
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KJE Hickman & Geoffrey Zahn. (2024) Ten simple rules for leading a successful undergraduate-intensive research lab. PLOS Computational Biology 20:4, pages e1011994.
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Seungjin Lee & Ying Guo. (2024) Evolution of Teaching Independent Undergraduate Chemistry Research Courses and Student Skills Developed through the COVID-19 Pandemic and Forward. Journal of Chemical Education 101:4, pages 1726-1734.
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Heather Haeger, Elia Hilda Bueno & Quentin Sedlacek. (2024) Participation in Undergraduate Research Reduces Equity Gaps in STEM Graduation Rates. CBE—Life Sciences Education 23:1.
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Gino Galvez, David W. Killilea, Sharla Berry, Vasanthy Narayanaswami & Ellen B. Fung. (2024) Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco. Innovative Higher Education.
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Ali Sina Önder. (2024)
Women in
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Kevin D. Wilson. (2022) Integrating Non-Invasive Brain Stimulation Into the Undergraduate Psychology Curriculum: An Upper-Level Laboratory Course Using Transcranial Direct Current Stimulation. Teaching of Psychology 51:1, pages 110-117.
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Benjamin Goehring. (2023) Improving Content Analysis: Tools for Working with Undergraduate Research Assistants. PS: Political Science & Politics 57:1, pages 57-63.
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Karen Collier & Margaret Blanchard. (2023) Investigating Graduate Students’ Experiences through Structural Equation Modeling (SEM). Trends in Higher Education 2:4, pages 718-746.
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Bailey M. Von der Mehden, Eric M. Pennino, Heather L. Fajardo, Catherine Ishikawa & Kelly. K. McDonald. (2023) Building Authentic Science Experiences: Students’ Perceptions of Sequential Course-Based Undergraduate Research. CBE—Life Sciences Education 22:4.
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Albert Ziegler & Heidrun Stoeger. (2023) Talent denied: Equity and excellence gaps in STEMM. Annals of the New York Academy of Sciences 1530:1, pages 32-45.
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Aruna Sharma. (2023) Role of Research in Undergraduate Education. Journal of Scientific Dentistry 13:2, pages 37-37.
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Justino J. FloresShihui HuangSimone SawyerMiracle ThomasLuz VenegasMark W. BurkeKim M. Blankenship & Anthony K. Wutoh. (2023) Developing an Inclusive Generation of HIV Researchers Through Diversity and Community. JAIDS Journal of Acquired Immune Deficiency Syndromes 94:2S, pages S53-S59.
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Patrick N. Beymer & Emily Q. Rosenzweig. (2023) Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses. Contemporary Educational Psychology 75, pages 102236.
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Gwo-Jiunn H. Hwang & Rosemary K. Clyne. (2023) Long non-coding RNA and ribosomal protein genes in a yeast ageing model: an investigation for undergraduate research-based learning. Essays in Biochemistry 67:5, pages 893-901.
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Jing Yang, Adam V. Maltese, Daniel Donghyeak AnBlair, Qiu Zhong & David Daleke. (2023) Cross-Cultural Mentoring Relationship in International Chemistry and Biology Undergraduate Research Experiences. Journal of Chemical Education 100:9, pages 3209-3219.
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Sara E. Grineski, Danielle X. Morales & Timothy W. Collins. (2023) Modifying Summer Undergraduate Research Programs during COVID-19 Increased Graduate School Intentions but Exacerbated Anxieties. CBE—Life Sciences Education 22:3.
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Pheather R. Harris & Barry Nagle. (2023) Exploring the Relationship Between Faculty Mentor Engagement and African American STEM Persistence. Journal of African American Studies 27:3, pages 215-233.
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Thomas W. Stiles, Thaddeus H. Adams, Bugrahan Yalvac & Christopher M. Quick. (2022)
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Alita R. Burmeister, Melanie Bauer & Mark J. Graham. (2023) Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity. Journal of Microbiology & Biology Education 24:2.
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Rika Meyer, Madhura Sohani, Stacy M. Alvares, Katharine Hunt, Christina Sciabarra & Jacqueline Goeres Gapinski. (2023) Cross-disciplinary CURE Program Increases Educational Aspirations in a Large Community College. CBE—Life Sciences Education 22:2.
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Ana Maria Barral, Rachel E. Simmons, Marie Boman-Davis, Emelia DeForce & Jeff S. Bowman. (2023) A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities. Education Research International 2023, pages 1-15.
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José Caraballo-Cueto, Ísar Godreau & Raymond Tremblay. (2022) From Undergraduate Research to Graduation: Measuring the Robustness of the Pathway at a Hispanic-Serving Institution. Journal of Hispanic Higher Education 22:2, pages 219-232.
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Caitlin Larracey, Natalie Strobach, Julie Lirot, Thai-Catherine Matthews & Samanda Robinson. (2022) “A Place to Be Heard and to Hear”: the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research. Innovative Higher Education 48:2, pages 219-238.
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Sue Ellen DeChenne-Peters, John F. Rakus, Amy D. Parente, Tamara L. Mans, Rebecca Eddy, Nicole Galport, Courtney Koletar, Joseph J. Provost, J. Ellis Bell & Jessica K. Bell. (2023) Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC). PLOS ONE 18:3, pages e0282170.
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Katelyn M. Cooper, Sarah L. Eddy & Sara E. Brownell. (2023) Research Anxiety Predicts Undergraduates’ Intentions to Pursue Scientific Research Careers. CBE—Life Sciences Education 22:1.
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Sara E. Grineski, Danielle X. Morales, Timothy W. Collins, Shawna Nadybal & Shaylynn Trego. (2022) A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19. International Journal of Environmental Research and Public Health 19:11, pages 6534.
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Molly S. Bolger, Jordan B. Osness, Julia S. Gouvea & Alexandra C. Cooper. (2021) Supporting Scientific Practice through Model-Based Inquiry: A Students’-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory Experience. CBE—Life Sciences Education 20:4.
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Katelyn M. Cooper, Jacqueline M. Cala & Sara E. Brownell. (2021) Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution. International Journal of STEM Education 8:1.
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Alexandria K Hansen, Patrice Connors, Dermot Donnelly-Hermosillo, Robert Full, Alisa Hove, Hayley Lanier, David Lent, Jasmine Nation, Kimberly Pause Tucker, Jennifer Ward, Lisa Whitenack & Erika Zavaleta. (2021) Biology Beyond the Classroom: Experiential Learning Through Authentic Research, Design, and Community Engagement. Integrative and Comparative Biology 61:3, pages 926-933.
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Laura Lee, Kristi Wilkum, Kathy R. Immel & Abbey E. Fischer. (2020) A Taxonomy for Designing and Evaluating High-Impact Practice Experiences. College Teaching 69:4, pages 191-201.
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Alex T. St. Louis, Penny Thompson, Tracey N. Sulak, Marty L. Harvill & Michael E. Moore. (2021) Infusing 21st Century Skill Development into the Undergraduate Curriculum: The Formation of the iBEARS Network. Journal of Microbiology & Biology Education 22:2.
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Sophie Pierszalowski, Jana Bouwma-Gearhart & Lindsay Marlow. (2021) A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color. Social Sciences 10:9, pages 328.
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Bethany Lucas, Gena Nichols & Max Boeck. (2021) Linking Genetics, Microbiology & Molecular Biology Courses to Provide Research Experiences in Undergraduate Biology. The American Biology Teacher 83:7, pages 474-478.
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Logan E. Gin, Carolyn E. Clark, Deanna B. Elliott, Travis B. Roderick, Rachel A. Scott, Denisse Arellano, Diana Ramirez, Cindy Vargas, Kimberly Velarde, Allyson Aeschliman, Sarah T. Avalle, Jessica Berkheimer, Rachel Campos, Michael Gerbasi, Sophia Hughes, Julie A. Roberts, Quinn M. White, Ehren Wittekind, Yi Zheng, Katelyn M. Cooper & Sara E. Brownell. (2021) An Exploration across Institution Types of Undergraduate Life Sciences Student Decisions to Stay in or Leave an Academic-Year Research Experience. CBE—Life Sciences Education 20:3, pages ar47.
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Angela Frederick, Sara E. Grineski, Timothy W. Collins, Heather A. Daniels & Danielle X. Morales. (2021) The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences. CBE—Life Sciences Education 20:2, pages ar18.
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Tissyana C. Camacho, Yolanda Vasquez-Salgado, Gabriela Chavira, David Boyns, Scott Appelrouth, Carrie Saetermoe & Crist Khachikian. (2021) Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory–Informed Undergraduate Research Experience. CBE—Life Sciences Education 20:2, pages ar23.
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Corinne A. Moss-Racusin, Evava S. Pietri, Jojanneke van der Toorn & Leslie Ashburn-Nardo. (2021) Boosting the Sustainable Representation of Women in STEM With Evidence-Based Policy Initiatives. Policy Insights from the Behavioral and Brain Sciences 8:1, pages 50-58.
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Stokes S. Baker, Mohamed S. Alhassan, Kristian Z. Asenov, Joyce J. Choi, Griffin E. Craig, Zayn A. Dastidar, Saleh J. Karim, Erin E. Sheardy, Salameh Z. Sloulin, Nitish Aggarwal, Zahraa M. Al-Habib, Valentina Camaj, Dennis D. Cleminte, Mira H. Hamady, Mike Jaafar, Marcel L. Jones, Zayan M. Khan, Evileen S. Khoshaba, Rita Khoshaba, Sarah S. Ko, Abdulmalik T. Mashrah, Pujan A. Patel, Rabeeh Rajab & Sahil Tandon. (2021) Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples. Frontiers in Microbiology 12.
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Yuri Castro-Rodríguez. (2020) Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias. Duazary 17:4, pages 65-80.
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Pleuni Pennings, Mayra M. Banuelos, Francisca L. Catalan, Victoria R. Caudill, Bozhidar Chakalov, Selena Hernandez, Jeanice Jones, Chinomnso Okorie, Sepideh Modrek, Rori Rohlfs & Nicole Adelstein. (2020) Ten simple rules for an inclusive summer coding program for non-computer-science undergraduates. PLOS Computational Biology 16:9, pages e1007833.
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Katelyn M. Cooper, Logan E. Gin, M. Elizabeth Barnes & Sara E. Brownell. (2020) An Exploratory Study of Students with Depression in Undergraduate Research Experiences. CBE—Life Sciences Education 19:2, pages ar19.
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Julie J. Park, Young K. Kim, Cinthya Salazar & Shannon Hayes. (2019) Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention. Research in Higher Education 61:3, pages 330-356.
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Rishita Bhatt, Bernadette West & Sunita Chaudhary. (2020) Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes. PLOS ONE 15:2, pages e0228934.
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Kiara V. Whitley, Josie A. Tueller & K. Scott Weber. (2020) Genomics Education in the Era of Personal Genomics: Academic, Professional, and Public Considerations. International Journal of Molecular Sciences 21:3, pages 768.
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Janel L. Ortiz, April A. Torres Conkey, Leonard A. Brennan, LaVonne Fedynich & Marybeth Green. (2020) Incorporating research into the undergraduate wildlife management curriculum. Natural Sciences Education 49:1.
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Rachel Renbarger. (2019) Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review. Higher Education Politics & Economics 5:1, pages 33-53.
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Katelyn M. Cooper, Joseph N. Blattman, Taija Hendrix & Sara E. Brownell. (2019) The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE. CBE—Life Sciences Education 18:4, pages ar57.
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