• 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.
• 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.
• Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Seawell, P. C., Imam, J. F. C., 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., 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.
• 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.
• Bangera G. and Brownell S.E. (2014).  Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sciences Education.
• Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: lack of training, time, incentives, and… tensions with professional identity?.CBE-Life Sciences Education, 11(4), 339-346.

************************************************************************************************************************************************