Robnett, R., Ballen, C. J., Fagbodun, S., Lane, A. K., McCoy, S., Robinson, L., Weems, E., Cotner, S. Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course. (In press, PLoS ONE)

Tracy, C.*, Driessen, E.P.*, Beatty, A.E., Lamb, T., Pruett, J., Botello, J., Brittain, C., Claudio Ford, I., Josefson, C., Klabacka, R., Smith, T., Steele, A., Zhong, M., Bowling, S., Dixon, C., & Ballen, C. J. Why students struggle in undergraduate biology: sources and solutions. (In press, CBE-Life Sciences Education)

Ewell, S., Cotner, S., Drake, A. G., Fagbodun, S., Google, A., Robinson, L., Soneral, P., & Ballen, C. J. Eight recommendations to promote effective study habits for biology students enrolled in online courses. Journal of Microbiology & Biology Education, e00260-21.

Beatty, A.E., Esco, A., Curtiss, A., & Ballen, C.J. Students who prefer face-to-face tests outperform their online peers in organic chemistry. Chemistry Education Research & Practice, 23(2), 464-474.

Ewell, S., Josefson, C., & Ballen, C. J. Why did students report lower test anxiety during the COVID-19 pandemic? Journal of Microbiology & Biology Education, 00282-21.