Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016).Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience, 66(1), 54-62.

Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M. C., & Wenderoth, M. P. (2015). Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE—Life Sciences Education, 14(4), ar45.

Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., Eddy, S. L., ... & Cyert, M. S. (2015). A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data. CBE—Life Sciences Education, 14(2), ar21.

Brownell, S. E., & Kloser, M. J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 40(3), 525-544.

Bangera, G., & Brownell, S. E. (2014). Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive. CBE—Life Sciences Education, 13(4), 602-606.

Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. CBE—Life Sciences Education, 13(3), 478-492.

Brownell, S. E., Freeman, S., Wenderoth, M. P., & Crowe, A. J. (2014). BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors. CBE—Life Sciences Education, 13(2), 200-211.

Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., ... & Crowe, A. J. (2014). How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities. BioScience, 64(2), 125-137.

Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. J. (2013).Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses. Journal of Microbiology & Biology Education, 14(2), 176.

Brownell, S. E., Price, J. V., & Steinman, L. (2013). Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training. Journal of Undergraduate Neuroscience Education, 12(1), E6.