Rachel A. Scott

Factors that predict life sciences student persistence in undergraduate research experiences

Katelyn M. Cooper, Logan E. Gin, Barierane Akeeh et al. · PLoS ONE · 2019 · 106 citations · Full text

Education, Higher Education, Science Education +14

It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution

Logan E. Gin, Rachel A. Scott, Leilani D. Pfeiffer et al. · AJP Advances in Physiology Education · 2021 · 52 citations · Full text

Education, Instruction, Teaching +14

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

K. Supriya, Chris Mead, Ariel D. Anbar et al. · Frontiers in Education · 2021 · 46 citations · Full text

Education, Educational Assessment, Higher Education +14

An Exploration across Institution Types of Undergraduate Life Sciences Student Decisions to Stay in or Leave an Academic-Year Research Experience

Logan E. Gin, Carolyn E. Clark, Deanna B. Elliott et al. · CBE—Life Sciences Education · 2021 · 18 citations · Full text

Education, Higher Education, Science Education +12