Cooper, K. M., Gin, L. E., & Brownell, S. E. (2019). Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission. Advances in physiology education, 43(2), 221-232.

Couch, B. A., Wright, C. D., Freeman, S., Knight, J. K., Semsar, K., Smith, M. K., ... & Brownell, S. E. (2019). GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs. CBE—Life Sciences Education, 18(1), ar1.

Barnes, M. E., Dunlop, H. M., Holt, E. A., Zheng, Y., & Brownell, S. E. (2019). Different evolution acceptance instruments lead to different research findings. Evolution: Education and Outreach, 12(1), 4.

Grunspan, D. Z., Kline, M. A., & Brownell, S. E. (2018). The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education. CBE—Life Sciences Education, 17(3), es6.

Wright, C. D., Huang, A. L., Cooper, K. M., & Brownell, S. E. (2018). Exploring Differences In Decisions About Exams Among Instructors Of The Same Introductory Biology Course. International Journal for the Scholarship of Teaching and Learning, 12(2), 14.

Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International journal of STEM education, 5(1), 23.

Cooper, K. M., Ding, L., Stephens, M. D., Chi, M. T., & Brownell, S. E. (2018). A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. CBE—Life Sciences Education, 17(2), ar31.

Cooper, K. M., Krieg, A., & Brownell, S. E. (2018). Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology. Advances in physiology education, 42(2), 200-208.

Barnes, M. E., & Brownell, S. E. (2018). Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education. Science education, 102(1), 36-59.

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sciences Education, 16(1), ar8.

Wright, C. D., Eddy, S. L., Wenderoth, M. P., Abshire, E., Blankenbiller, M., & Brownell, S. E. (2016). Cognitive difficulty and format of exams predicts gender and socioeconomic gaps in exam performance of students in introductory biology courses. CBE—Life Sciences Education, 15(2), ar23.

Eddy, S. L., & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2), 020106.

Barnes, M. E., & Brownell, S. E. (2016). Practices and perspectives of college instructors on addressing religious beliefs when teaching evolution. CBE—Life Sciences Education, 15(2), ar18.

Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., 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.

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