| A delicate balance: integrating active learning into a large lecture course JD Walker, SH Cotner, PM Baepler, MD Decker CBE—Life Sciences Education 7 (4), 361-367, 2008 | 257 | 2008 |
| Gender differences in student participation in an active-learning classroom SM Aguillon, GF Siegmund, RH Petipas, AG Drake, S Cotner, CJ Ballen CBE—Life Sciences Education 19 (2), ar12, 2020 | 226 | 2020 |
| “It's Not You, It's the Room”—are the high-tech, active learning classrooms worth it? S Cotner, J Loper, JD Walker, DC Brooks Journal of College Science Teaching 42 (6), 82-88, 2013 | 222 | 2013 |
| Exams disadvantage women in introductory biology CJ Ballen, S Salehi, S Cotner PloS one 12 (10), e0186419, 2017 | 131 | 2017 |
| Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses? SH Cotner, BA Fall, SM Wick, JD Walker, PM Baepler Journal of Science Education and Technology 17, 437-443, 2008 | 112 | 2008 |
| A call to develop course-based undergraduate research experiences (CUREs) for nonmajors courses CJ Ballen, JE Blum, S Brownell, S Hebert, J Hewlett, JR Klein, ... CBE—Life Sciences Education 16 (2), mr2, 2017 | 102 | 2017 |
| Can mixed assessment methods make biology classes more equitable? S Cotner, CJ Ballen PLoS One 12 (12), e0189610, 2017 | 97 | 2017 |
| Gender performance gaps across different assessment methods and the underlying mechanisms: The case of incoming preparation and test anxiety S Salehi, S Cotner, SM Azarin, EE Carlson, M Driessen, VE Ferry, ... Frontiers in Education 4, 107, 2019 | 81 | 2019 |
| The creationist down the hall: does it matter when teachers teach creationism? R Moore, S Cotner BioScience 59 (5), 429-435, 2009 | 81 | 2009 |
| Do Biology Majors Really Differ from Non–STEM Majors? S Cotner, S Thompson, R Wright CBE—Life Sciences Education 16 (3), ar48, 2017 | 78 | 2017 |
| The relation of high school biology courses & students' religious beliefs to college students' knowledge of evolution R Moore, C Brooks, S Cotner The American Biology Teacher 73 (4), 222-226, 2011 | 77 | 2011 |
| Ecological facilitation may drive major evolutionary transitions Z Kikvidze, RM Callaway BioScience 59 (5), 399-404, 2009 | 77 | 2009 |
| Instructor gender and student confidence in the sciences: A need for more role models? S Cotner, C Ballen, DC Brooks, R Moore Journal of College Science Teaching 40 (5), 2011 | 76 | 2011 |
| Hidden identities shape student perceptions of active learning environments JA Henning, CJ Ballen, SA Molina, S Cotner Frontiers in Education 4, 129, 2019 | 75 | 2019 |
| Smaller classes promote equitable student participation in STEM CJ Ballen, SM Aguillon, A Awwad, AE Bjune, D Challou, AG Drake, ... BioScience 69 (8), 669-680, 2019 | 72 | 2019 |
| IS THE AGE OF THE EARTH ONE OF OUR “SOREST TROUBLES?” STUDENTS’PERCEPTIONS ABOUT DEEP TIME AFFECT THEIR ACCEPTANCE OF EVOLUTIONARY THEORY S Cotner, DC Brooks, R Moore Evolution 64 (3), 858-864, 2010 | 67 | 2010 |
| How the ecology and evolution of the COVID‐19 pandemic changed learning MA Lashley, M Acevedo, S Cotner, CJ Lortie Ecology and Evolution 10 (22), 12412-12417, 2020 | 60 | 2020 |
| Evolution education is a complex landscape RDP Dunk, ME Barnes, MJ Reiss, B Alters, A Asghar, BE Carter, S Cotner, ... Nature Ecology & Evolution 3 (3), 327-329, 2019 | 55 | 2019 |
| Variation in incoming academic preparation: Consequences for minority and first-generation students S Salehi, S Cotner, CJ Ballen Frontiers in Education 5, 552364, 2020 | 54 | 2020 |
| Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence S Cotner, LM Jeno, JD Walker, C Jørgensen, V Vandvik International Journal of STEM Education 7, 1-10, 2020 | 52 | 2020 |
