Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution

por Barnes, M. Elizabeth, Brownell, Sara E.
Publicado 2016

A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

por Barnes, M. Elizabeth, Brownell, Sara E.
Publicado 2017

Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education

por Barnes, M. Elizabeth, Brownell, Sara E.
Publicado 2017

Experiences of Judeo-Christian Students in Undergraduate Biology

por Barnes, M. Elizabeth, Truong, Jasmine M., Brownell, Sara E.
Publicado 2017

Core principles of evolutionary medicine: A Delphi study

por Grunspan, Daniel Z, Nesse, Randolph M, Barnes, M Elizabeth, Brownell, Sara E
Publicado 2017

Are scientists biased against Christians? Exploring real and perceived bias against Christians in academic biology

por Barnes, M. Elizabeth, Truong, Jasmine M., Grunspan, Daniel Z., Brownell, Sara E.
Publicado 2020

Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students

por Barnes, M. Elizabeth, Maas, Samantha A., Roberts, Julie A., Brownell, Sara E.
Publicado 2021

Muslim undergraduate biology students’ evolution acceptance in the United States

por Barnes, M. Elizabeth, Roberts, Julie A., Maas, Samantha A., Brownell, Sara E.
Publicado 2021

An Exploratory Study of Students with Depression in Undergraduate Research Experiences

por Cooper, Katelyn M., Gin, Logan E., Barnes, M. Elizabeth, Brownell, Sara E.
Publicado 2020

A Revised Measure of Acceptance of the Theory of Evolution: Introducing the MATE 2.0

por Barnes, M. Elizabeth, Misheva, Taya, Supriya, K., Rutledge, Michael, Brownell, Sara E.
Publicado 2022

Community College Student Understanding and Perceptions of Evolution

por Barnes, M. Elizabeth, Riley, Rebekkah, Bowen, Chloe, Cala, Jacqueline, Brownell, Sara E.
Publicado 2022

A New Measure of Students’ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity

por Barnes, M. Elizabeth, Supriya, K., Zheng, Yi, Roberts, Julie A., Brownell, Sara E.
Publicado 2021

A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence

por Bowen, Chloe D., Summersill, Alexa R., Jensen, Jamie L., Brownell, Sara E., Barnes, M. Elizabeth
Publicado 2022

A comparison study of human examples vs. non-human examples in an evolution lesson leads to differential impacts on student learning experiences in an introductory biology course

por Grunspan, Daniel Z., Dunk, Ryan D. P., Barnes, M. Elizabeth, Wiles, Jason R., Brownell, Sara E.
Publicado 2021

Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students

por Barnes, M. Elizabeth, Supriya, K., Dunlop, Hayley M., Hendrix, Taija M., Sinatra, Gale M., Brownell, Sara E.
Publicado 2020

“Accepting Evolution Means You Can’t Believe in God”: Atheistic Perceptions of Evolution among College Biology Students

por Barnes, M. Elizabeth, Dunlop, Hayley M., Sinatra, Gale M., Hendrix, Taija M., Zheng, Yi, Brownell, Sara E.
Publicado 2020

Expert-Led Module Improves Non-STEM Undergraduate Perception of and Willingness to Receive COVID-19 Vaccines

por Morra, Christina N., Adkins-Jablonsky, Sarah J., Barnes, M. Elizabeth, Pirlo, Obadiah J., Almehmi, Sloan E., Convers, Bianca J., Dang, Derek L., Howell, Michael L., Fleming, Ryleigh, Raut, Samiksha A.
Publicado 2022

To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses

por Cooper, Katelyn M., Hendrix, Taija, Stephens, Michelle D., Cala, Jacqueline M., Mahrer, Kali, Krieg, Anna, Agloro, Ashley C. M., Badini, Giovani V., Barnes, M. Elizabeth, Eledge, Bradley, Jones, Roxann, Lemon, Edmond C., Massimo, Nicholas C., Martin, Annette, Ruberto, Thomas, Simonson, Kailey, Webb, Emily A., Weaver, Joseph, Zheng, Yi, Brownell, Sara E.
Publicado 2018