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Submissions from 2019

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Smaller classes promote equitable student participation in STEM, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne McGaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, and Sehoya Cotner
As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in ...

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Integrating CRISPR-Cas9 technology into undergraduate courses: Perspectives from a National Science Foundation (NSF) workshop for undergraduate faculty, June 2018, Michael J. Wolyniak, Shane Austin, Lucian F. Bloodworth, Dawn Carter, Scott H. Harrison, Tiffany Hoage, Lisa Hollis-Brown, Felicia Jefferson, Alison Krufka, Farida Safadi-Chamberlin, Maria S. Santisteban, Paula Soneral, Beth Van Winkle, and Anil K. Challa
As CRISPR (clustered regularly interspaced short palindromic repeats)-Cas9 technology becomes more mainstream in life science research, it becomes critical for undergraduate instructors to devise engaging ways to bring the technology into t...

Submissions from 2018

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“Is this class hard?" Defining and analyzing academic rigor from a learner’s perspective, Sara A. Wyse and Paula A.G. Soneral
Despite its value in higher education, academic rigor is a challenging construct to define for instructor and students alike. How do students perceive academic rigor in their biology course work? Using qualitative surveys, we asked students...

Submissions from 2017

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A Call to Develop Course-based Undergraduate Research Experiences (CUREs) for Nonmajors Courses, Cissy J. Ballen, Jessamina E. Blum, Sara Brownell, Sadie Hebert, James Hewlett, Joanna R. Klein, Erik A. McDonald, Denise L. Monti, Stephen C. Nold, Krista E. Slemmons, Paula A.G. Soneral, and Sehoya Cotner
Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to...

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Chemically imaging bacteria with super-resolution SERS on ultra-thin silver substrates, Aeli P. Olson, Kelsey B. Spies, Anna C. Browning, Paula A.G. Soneral, and Nathan C. Lindquist
Plasmonic hotspots generate a blinking Surface Enhanced Raman Spectroscopy (SERS) effect that can be processed using Stochastic Optical Reconstruction Microscopy (STORM) algorithms for super-resolved imaging. Furthermore, by imaging through...

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A SCALE-UP mock-up: Comparison of student learning gains in high- and low-tech active-learning environments, Paula A.G. Soneral and Sara A. Wyse
Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specifi...

Submissions from 2012

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Choosing orientation: Influence of cargo geometry and ActA polarization on actin comet tails, Catherine I. Lacayo, Paula A.G. Soneral, Jie Zhu, Mark A. Tsuchida, Matthew J. Footer, Frederick S. Soo, Yu Lu, Younan Xia, Alexander Mogilner, and Julie A. Theriot
Networks of polymerizing actin filaments can propel intracellular pathogens and drive movement of artificial particles in reconstituted systems. While biochemical mechanisms activating actin network assembly have been well characterized, it...