Ballen, C.J., Aguillon, S.M., Brunelli, R., Drake, A.G., Wassenburg, D., Weiss, S.L., Zamudio, K.R., & Cotner, S.  Do small classes reduce performance gaps in STEM? Bioscience 68(8):593–600. PDF

Ballen, C.J. & Zamudio, K.R. Active learning reduces course content misconceptions and promotes self-efficacy in large classrooms. In Golding, J., K. Kern, and C. Rawn (Eds.), Strategies for Teaching Large Classes Effectively in Higher Education. Cognella Publishing.

Mason, N.A., Brunner, R., Ballen, C.J., & Lovett, I.J. Cognitive and social benefits among underrepresented first-year biology students in a field course: a qualitative case study of experiential learning in the Galápagos. Frontiers: International Journal of Study Abroad. PDF

Sullivan, L.L.*, Ballen, C.J.*, & Cotner, S. Small group gender ratios in active learning courses impact performance and peer evaluations. PLoS ONE 13(4):e0195129. PDF

*Authors contributed equally to this work

2018: Ballen, C.J., Lee, D., Rakner, L., & Cotner, S. Politics a ‘chilly’ environment for undergraduate women in Norway. PS: Political Science & Politics 51(3):653-658. PDF

Ballen, C.J., Thompson, S.T., Blum, J.E., Newstrom, N.P., & Cotner, S. Discovery and broad relevance may be insignificant components of course-based undergraduate research experiences for non-biology majors.  Journal of Microbiology & Biology Education 19(2):1-9. PDF