CEILS Publications and Presentations

Members of the CEILS team have contributed to the publication of many peer-reviewed manuscripts and presentations contributing to education research in STEM, listed as follows. Co-authors on many of these publications include members of the broader CEILS community with whom the CEILS directors collaborated on these projects.



Amy Liu, Casey Shapiro, Jess Gregg, Marc Levis-Fitzgerald, Erin Sanders O’Leary & Rachel L. Kennison (2022) Scaling up a life sciences college career exploration course to foster STEM confidence and career self-efficacy, Research in Science & Technological Education, DOI: 10.1080/02635143.2022.2083599

Amin S, Sellami N, Toven-Lindsey B, Shapiro C, Levis-Fitzgerald M, and Shaked S (in preparation). Students enrolled in the same physics course: those with undergraduate learning assistants learned more. Intended for submission to CBE-Life Sciences Education.

Sanders O’Leary E, Eagan MK, Fregoso J, Conley W, Garfinkel A, Shevtsov J, Hasson T, and Van Valkenburgh B (in preparation). Reimagining the Introductory Math Curriculum for Life Science Majors. Intended for submission to CBE-Life Sciences Education.

Sanders O’Leary E, Wahl K, Sellami N, Hurtado S, and Sork VL (in preparation). Norm- referenced Grading Practices Widen the Performance Gap for College Students Underrepresented and Underserved in Science, Technology, Engineering, and Math (STEM). Intended for submission to PLOS ONE.

Barnes, M. E., Misheva, T., Supriya, K., Rutledge, M., & Brownell, S. E. (2022). A Revised Measure of Acceptance of the Theory of Evolution: Introducing the MATE 2.0. CBE—Life Sciences Education, 21(1), ar10.

Busch, C. A., Supriya, K., Cooper, K. M., & Brownell, S. E. (2022). Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course. CBE—Life Sciences Education, 21(2), ar37.

Conference Presentations

Roberts, J., Supriya, K. Decentering whiteness in educational design using a design justice lens. American Association of Colleges & Universities Conference on Diversity, Equity, and Student Success (2022) [Number of workshop participants ~ 50]


Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., … & Brownell, S. E. (2021). Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning. In Frontiers in Education (p. 428).

Barnes, M. E., Supriya, K., Zheng, Y., Roberts, J. A., & Brownell, S. E. (2021). A new measure of students’ perceived conflict between evolution and religion (PCoRE) is a stronger predictor of evolution acceptance than understanding or religiosity. CBE—Life Sciences Education, 20(3), ar42.

Worsham, D., Hoffner, C. Shaked, S. Creating a STEM Collaborative Learning Center: A Case Study. (2021). Journal of Learning Spaces 10(1).



O’Leary, E.S., Shapiro, C., Toma, S. et al. Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. IJ STEM Ed 7, 32 (2020). https://doi.org/10.1186/s40594-020-00230-7

Barnes, M.E., Supriya, K., Dunlop, Hayley M., Hendrix, T.M., Sinatra, G.M., Brownell, S.B. 2020 The religious backgrounds and evolution acceptance of Black and Hispanic Biology Students. CBE- Life Sciences Education. 19 (4), ar59

Mead, C., Supriya, K., Zheng, Y., Anbar, A.D., Collins, J.P., LePore, P., Brownell, S.B. 2020 Online biology degree program broadens access for women, first-generation college, and low-income students, but grade disparities remain. PLoS One. 15 (12), e0243916



Lee CJ, Toven-Lindsey B, Shapiro C, Soh M, Mazrouee S, Levis-Fitzgerald M, and Sanders ER (2018) Error-Discovery Learning Boosts Student Engagement and Performance, while Reducing Student Attrition in a Bioinformatics Course. CBE-Life Sciences Education 17(3): 1-13. DOI:10.1187/cbe.17-04-0061.

Stains M, Harshman J, Barker MK, Chasteen SV, Cole R, DeChenne-Peters SE, Eagan Jr. MK, Esson JM, Knight JK, Laski FA, Levis-Fitzgerald M, Lee CJ, Lo SM, McDonnell LM, McKay TA, Michelotti N, Musgrove A, Palmer MS, Plank KM, Rodela TM, Sanders ER, Schimpf NG, Schulte PM, Smith MK, Stetzer M, Van Valkenburgh B, Vinson E, Weir LK, Wendel PJ, Wheeler LB, and Young AM (2018) Anatomy of STEM Teaching in North American Universities. Science 359(6383): 1468-1470. DOI: 10.1126/science.aap8892.


Sellami N, Shaked S, Laski F, Eagan MK, and Sanders ER (2017). Implementation of a Learning Assistants Program Improves Student Performance on Higher-Order Assessments. CBE-Life Sciences Education 16(4): ar62. DOI: 10.1187/cbe.16-12-0341.


Sanders ER, Moberg-Parker J, Hirsch AM, Lee PY, Shapiro C, Toma S, and Levis- Fitzgerald M (2016) Transforming Laboratory Education in the Life Sciences: A Scalable Framework for Designing Authentic Undergraduate Research Experience-based Courses Benefits Both Students and Faculty. Microbe 11(2): 69-74.


Shapiro C, Moberg-Parker J, Toma S, Ayon C, Zimmerman H, Roth-Johnson EA, Hancock S, Levis-Fitzgerald M, and Sanders ER (2015) Comparing the Impact of Course-based and Apprentice-based Research Experiences in a Life Science Laboratory Curriculum. J. Microbiol. Biol. Educ. 16(2): 186-197.


Sanders ER and Hirsch AM (2014). Immersing Undergraduate Students into Research on the Metagenomics of the Plant Rhizosphere: A Pedagogical Strategy to Engage Civic-Mindedness and Retain Undergraduates in STEM. Front. Plant Sci. 5: 157.