Cissy J Ballen
Biographic Data
| ID | 4123765 |
|---|---|
| NAME | Cissy J Ballen |
| GIVEN NAMES | Cissy J |
| FAMILY NAME | Ballen |
| SIGNATURE | BALLEN C J |
| AFFILIATIONS | Auburn University |
| ORCID | 0000-0002-4693-6117 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Ideological awareness in practice: Perspectives from experienced introductory biology instructors
Ideological biases influence how we perceive, conduct, and teach science, yet traditional science education often neglects inherent sociocultural dimensions of scientific knowledge. Ideological awareness as pedagogy remedies this by acknowledging and accepting ideological influences, enabling students to make these connections and challenge prevailing worldviews. Given recent legislation in the United States that has prohibited instructors from t…
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi
An inequitable distribution of resources and opportunities for marginalized students (i.e., opportunity gaps) leads to challenges in identifying effective study behaviors, metacognition, and academic help‐seeking in higher education. While students benefit when these skills are taught explicitly through co‐curricular workshops and courses, these interventions often require significant time investment from faculty and students, underscoring a need…
Embracing the inclusion of societal concepts in biology improves student understanding
Understanding the relationship between science and society is included as a core competency for biology students in the United States. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of science and society, such as representation in STEM, historical unethical research experiments, biology of sex and gender, and environmental justice. As…
Inclusive Instructional Practices: Course Design, Implementation, and Discourse
As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discours…
Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students
Recent efforts to promote diversity in the sciences, technology, engineering and math (STEM) disciplines include widening access to colleges and universities for capable but academically underprepared students. Equally important in these efforts is to provide students with support after acceptance, particularly in large, introductory STEM courses. We found that under-represented minority students and first-generation college attendees underperfor…
Politics a “Chilly” Environment for Undergraduate Women in Norway
Gender differences in academic performance and attitudes are widespread in male-stereotyped disciplines but rarely are studied in the social sciences. To assess the extent that gender influences the behavior of undergraduate women in political science, participation was analyzed in a large (N = 130) introductory comparative-politics class at the University of Bergen—a large public university in Norway. In the 2016 fall semester, observers documen…
Politics a “Chilly” Environment for Undergraduate Women in Norway
Gender differences in academic performance and attitudes are widespread in male-stereotyped disciplines but rarely are studied in the social sciences. To assess the extent that gender influences the behavior of undergraduate women in political science, participation was analyzed in a large (N = 130) introductory comparative-politics class at the University of Bergen—a large public university in Norway. In the 2016 fall semester, observers documen…
Politics a “Chilly” Environment for Undergraduate Women in Norway
Gender differences in academic performance and attitudes are widespread in male-stereotyped disciplines but rarely are studied in the social sciences. To assess the extent that gender influences the behavior of undergraduate women in political science, participation was analyzed in a large (N = 130) introductory comparative-politics class at the University of Bergen—a large public university in Norway. In the 2016 fall semester, observers documen…
Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students
Recent efforts to promote diversity in the sciences, technology, engineering and math (STEM) disciplines include widening access to colleges and universities for capable but academically underprepared students. Equally important in these efforts is to provide students with support after acceptance, particularly in large, introductory STEM courses. We found that under-represented minority students and first-generation college attendees underperfor…
Inclusive Instructional Practices: Course Design, Implementation, and Discourse
As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discours…
Embracing the inclusion of societal concepts in biology improves student understanding
Understanding the relationship between science and society is included as a core competency for biology students in the United States. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of science and society, such as representation in STEM, historical unethical research experiments, biology of sex and gender, and environmental justice. As…
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi
An inequitable distribution of resources and opportunities for marginalized students (i.e., opportunity gaps) leads to challenges in identifying effective study behaviors, metacognition, and academic help‐seeking in higher education. While students benefit when these skills are taught explicitly through co‐curricular workshops and courses, these interventions often require significant time investment from faculty and students, underscoring a need…
Ideological awareness in practice: Perspectives from experienced introductory biology instructors
Ideological biases influence how we perceive, conduct, and teach science, yet traditional science education often neglects inherent sociocultural dimensions of scientific knowledge. Ideological awareness as pedagogy remedies this by acknowledging and accepting ideological influences, enabling students to make these connections and challenge prevailing worldviews. Given recent legislation in the United States that has prohibited instructors from t…
Mathematics education (6 works) · Psychology (6 works) · Pedagogy (5 works) · Political science (5 works) · Computer Science (3 works) · Medicine (3 works) · Politics (3 works) · Science education (3 works) · Sociology (3 works) · Cognition (2 works)