| Session |
Author(s) |
Title |
41 |
Olsen, AM |
Translating fish skull science into a product: My first year launching an employee-owned animal anatomy and mechanics bio-design company |
41 |
White, BJ*; Jackson, BE |
Coconuts not included: Merging art with real data to animate bird flight |
41 |
Cohen, RE*; Land, AM; Martensen, BF; Sharlin, DS; Smith, BA |
Transforming the undergraduate curriculum – engaging first year students in authentic research experiences |
41 |
Steffenson, MM*; Lucas, L |
The effect of learning space management on student engagement |
41 |
Kissane, KC |
Teaching during a pandemic: observations of students’ reactions to different teaching formats |
41 |
Woodley, SK |
Four years of community-engaged learning in a summer undergraduate research program: successes and lessons learned |
41 |
Voltzow, J*; Karpiak, CP; Mulhall, D; Muir, S |
Royal Scholars: An NSF S-STEM program to support science identity in low-income STEM students in Pennsylvania |
41 |
Sanders, BC*; Ruhl, N |
Exploring the nature and process of science with abnormal frogs |
41 |
Sharpe, SL |
Developing LGBTQIA+ inclusive biology content and classrooms |
41 |
Harrison, JF*; Henry, JR; Ostwald, M; Glass, JR |
Can we teach the learning objectives of an animal physiology lab online? |
41 |
Perry, O*; Zornik, E |
Crescent Loom: Weaving and unravelling biophysical motor circuits in an online learning activity |
41 |
Ilyas, Z; Brar, N; Shin, J; Hansen, AK; Telemeco, RS; Müller, UK* |
How is COVID19 affecting scientific publishing – a study of a conference-proceedings journal |
41 |
Challener, RC |
Teaching a women-in-science course: lessons from a biologist |
