2020: Wood, S., Henning, J. A., Chen, L., McKibben, T., Smith, M. L., Weber, M., Zemenick, A., & Ballen, C. J. 

A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags. (In press, Proceedings of the Royal Society B: Biological Sciences)

2020: Aguillon, S. M.*, Siegmund, G.-F.*, Petipas, R., Drake, A. G., Cotner, S., & Ballen, C. J. Gender differences in student participation in an active learning classroom. (In press, CBE-Life Sciences Education)

2020: Ballen, C.J. Enhancing Diversity in College Science with Active Learning. In J.J. Mintzes and E.M.Walter, Eds. Active learning in college science:  The case for evidence based practice.  Berlin:  Springer Nature. (In press)

2019: Salehi, S., Cotner, S., Azarin, S. M., Carlson, E. E., Driessen, M., Ferry, V. E., Harcombe, W., McGaugh, S., Wassenberg, D., Yonas, A., & Ballen, C. J. Gender performance gaps across different assessment methods and the underlying mechanisms: the case of incoming preparation and test anxiety. Frontiers in Education 4(107). PDF

2019: Ballen, C.J., Aguillon, S.M., Awwad, A., Bjune, A.E., Challou, D., Drake, A.G., Driessen, M., Ellozy, A., Ferry, V.A., Goldberg, E.E., Harcombe, W., Jensen, S., Jørgensen, C., Koth, Z., McGaugh, S.E., Mitry, C.,  Mosher, B., Mostafa, H., Petipas, R.H., Soneral, P.A.G., Watters, S., Wassenberg, D., Weiss, S., Yonas, A., Zamudio, K.R., & Cotner, S. Smaller classes promote equitable student participation in STEM. Bioscience 69(8), 669-680. PDF

2019: Neill, C., Cotner, S., Driessen, M., & Ballen, C.J. Structured learning environments are required to promote equitable participation. Chemistry Education Research and Practice 20(1), 197-203. PDF

2019: Ballen, C.J. & Holmegaard, H.T. With big data comes big responsibilities for science equity research. Journal of Microbiology & Biology Education 20(1): 1-4. PDF

2019: Henning, J.A., Ballen, C.J., Molina, S., & Cotner, S. Hidden identities shape student perceptions of active learning environments. Frontiers in Education. 4(129). PDF.

2018: 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

2018: 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.

2018: 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

2018: 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

2018: 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

2017: Ballen, C.J. & Greene, H.W. Walking and talking the tree of life: Why and how to teach about biodiversity. PLoS Biology 15(3):e2001630. PDF

2017: Ballen, C.J. & Mason, N.A. Longitudinal analysis of a diversity support program in biology: a national call for further assessment. Bioscience 67(4):367-373. PDF

2017: Cotner, S. & Ballen, C.J. Can Mixed Assessment Methods Make Biology Classes More Equitable? PLoS ONE 12(12):e0189610. PDF

2017: Ballen, C.J., Wieman, C., Salehi, S., Searle, J. & Zamudio, K.R. Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE-Life Sciences Education 16(4):ar56. PDF

 

2017: Ballen, C.J.*, Salehi, S.*, & Cotner, S. Exams disadvantage women in introductory biology. PLoS ONE 12(10):e0186419. PDF

*Authors contributed equally to this work

2017: Ballen, C.J., Blum, J., Brownell, S., Hebert, S., Hewlett, J., Klein, J., McDonald, E., Monti, D., Nold, S., Slemmons, K., Soneral, P., & Cotner, S. A call to develop course-based undergraduate research experiences (CUREs) for nonmajor courses. CBE-Life Sciences Education 16(2): mr2. PDF

2017: Ballen, C.J., Danielsen, M., Jørgensen, C., Grytnes, J. A., & Cotner, S. Norway’s gender gap: classroom participation in introductory science. Nordic Journal of STEM Education 1(1):262-270. PDF

2017: Cotner, S., Ballen, C.J., & Jeno, L.M. Strategies to document active learning in biology. Nordic Journal of STEM Education. 1(1):36-42. 

2017: Mcdiarmid, C.S., Friesen, C., Ballen, C.J., & Olsson, M. Sexual coloration and sperm performance in the Australian painted dragon lizard, Ctenophorus pictus. Journal of Evolutionary Biology 30:1303-1312. PDF

2016: Ballen, C.J., Andrews, R., Shine, R., & Olsson, M. Multifactorial sex-determination in chameleons. Journal of Herpetology 50(4):548-551. PDF

2015: Tobler, M., Ballen, C.J., Healey, M., Wilson, M., & Olsson, M. Oxidant trade-offs in immunity: an experimental test in a lizard. PLoS One 10(5):e0126155. PDF

2015: Ballen, C.J., Shine, R., & Olsson, M. Developmental plasticity in an unusual animal: the effects of incubation temperature on behavior in chameleons. Behaviour 152 (10):1307-1324. PDF

2014: Ballen, C.J., Shine, R., & Olsson, M. Effects of early social isolation on the behaviour and performance of juvenile lizards, Chamaeleo calyptratusAnimal Behaviour 88:1-6. PDF

2013: Olsson, M. M., Stuart-Fox, D., & Ballen, C.J. Genetics and evolution of colour patterns in reptiles. Seminars in Cell and Developmental Biology 24:529-41. PDF

2012: Ballen, C.J., Healey, M., Wilson, M., Tobler, M., & Olsson, M. Predictors of telomere content in dragon lizards. Naturwissenschaften 99(8):661-664. PDF

2012: Ballen, C.J., Healey, M., Wilson, M., Tobler, M., Wapstra, E. and Olsson, M. Net superoxide levels: steeper increase with activity in cooler female and hotter male lizards. Journal of Experimental Biology 215(5):731-735. PDF

2011: Cotner, S., Ballen, C.J., Brooks, C. D., & Moore, R. Instructor gender and student confidence in the sciences: a need for more role models? Journal of College Science Teaching 40(5):96-101. PDF

Teaching publications

2019: Ballen, C.J., Drake, A.G., and Zamudio, K.R. Forensic phylogenetics: implementing tree-thinking in a court of law. CourseSource. https://doi.org/10.24918/cs.2019.16.  PDF

2017: Ballen, C.J. and Newstrom, N. Testing hypotheses about sexual violence among adolescents’, in Cotner, S. and Nelson, P. Evolution and Biology of Sex: Laboratory Investigations, 4E. Bluedoor: Minnesota.

2016: Ballen, C.J. ‘Reconstruction and using phylogenetic trees: Active learning module’, in Sadava, D.E, Hillis, D.M., Heller, H.C., Hacker, S. D., eds., Life: The science of biology. London, UK: Macmillan Learning.

2016: Ballen, C.J. ‘Introduction to population genetics: Active learning module’, in Sadava, D.E, Hillis, D.M., Heller, H.C., Hacker, S. D., eds., Life: The science of biology. London, UK: Macmillan Learning.

2016: Ballen, C.J. ‘Animal origins and diversity: Apply What You’ve Learned’, in Hillis, D.M., Sadava, D.E, Heller, H.C., Price, M.V., eds., Principles of Life, 2e. Sunderland, MA: Sinauer Associates.

2016: Ballen, C.J. ‘Protostome Diversity: Apply What You’ve Learned’, in Hillis, D.M., Sadava, D.E, Heller, H.C., Price, M.V., eds., Principles of Life, 2e. Sunderland, MA: Sinauer Associates.

2016: Ballen, C.J. ‘Deuterostome Diversity: Apply What You’ve Learned’, in Hillis, D.M., Sadava, D.E, Heller, H.C., Price, M.V., eds., Principles of Life, 2e. Sunderland, MA: Sinauer Associates.