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Creators/Authors contains: "Dunk, Ryan_D P"

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  1. ; ; ; ; ; ; ; ; ; ; et al (, CBE—Life Sciences Education)
    Luanna, Prevost (Ed.)
    In this essay, we review how counter-stereotypical scientists have been featured in life science courses and discuss the benefits and costs of developing and interacting with these materials from the perspectives of three groups: students, instructors, and the featured scientists. 
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    Free, publicly-accessible full text available June 1, 2026
  2. ; ; ; ; ; (, CBE—Life Sciences Education)
    Harrison, Colin (Ed.)
    Students were not able to recognize the inherent gender implied by terms such as “woman” though they frequently corrected text about an infant’s gender. This language is common in textbooks, and this paper shows that more work is needed to rid the biology curriculum of implied equality between an individual’s gender and their sex characteristics. 
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