Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE—Life Sciences Education, 16(1), ar8.
Barnes, M. E., Elser, J., & Brownell, S. E. (2017). Impact of a Short Evolution Module on Students’ Perceived Conflict between Religion and Evolution. The American Biology Teacher, 79(2), 104-111.
Shortlidge, E. E., & Brownell, S. E. (2016). How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences. Journal of Microbiology & Biology Education, 17(3), 399.
Hekmat‐Scafe, D. S., Brownell, S. E., Seawell, P. C., Malladi, S., Conlkin Imam, J. F., Singla, V., ... & Stearns, T. (2017). Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course‐based undergraduate research experience in molecular and cell biology.
Cooper, K. M., & Brownell, S. E. (2016). Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students. CBE—Life Sciences Education, 15(3), ar37.
Eddy, S. L., & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2), 020106.
Hsu, J. L., Wrona, A. M., Brownell, S. E., & Khalfan, W. (2016). The Explorations Program: Benefits of Single-Session, Research-Focused Classes for Students and Postdoctoral Instructors. Journal of College Science Teaching, 45(6).
Wright, C. D., Eddy, S. L., Wenderoth, M. P., Abshire, E., Blankenbiller, M., & Brownell, S. E. (2016). Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses. CBE—Life Sciences Education, 15(2), ar23.
Barnes, M. E., & Brownell, S. E. (2016). Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution. CBE—Life Sciences Education, 15(2), ar18.
Grunspan, D. Z., Eddy, S. L., Brownell, S. E., Wiggins, B. L., Crowe, A. J., & Goodreau, S. M. (2016). Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms. PLoS One, 11(2), e0148405.