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Submissions from 2022

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Sustainability and Justice: Challenges and Opportunities for an Open STEM Education, Carrie Diaz Eaton, Kaitlin Bonner, Karen Cangialosi, Bryan Dewsbury, Maggie Diamond-Stanic, Jason Douma, Michelle Smith, Robin Taylor, Jeremy Wojdak, and Krystie Wilfong

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Can We Bridge the Gap? Mathematics and the Life Sciences, Part 1–Calculus-Based Modules, Programs, Curricula, Raina Robeva, Timothy D. Comar, and Carrie Diaz Eaton

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Can We Bridge the Gap? Mathematics and the Life Sciences: Part 2–Discrete Models, Statistics, Co-Curricular Opportunities, Raina Robeva, Timothy D. Comar, and Carrie Diaz Eaton

Submissions from 2021

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The case for biocalculus: Improving student understanding of the utility value of mathematics to biology and affect toward mathematics, Melissa L. Aikens, Carrie Diaz Eaton, and Hannah Callender Highlander

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Cultivating inclusive instructional and research environments in ecology and evolutionary science, Nathan C. Emery, Ellen K. Bledsoe, Andrew O. Hasley, and Carrie Diaz Eaton

Submissions from 2020

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Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education, Olcay Akman, Carrie Diaz Eaton, Dan Hrozencik, Kristin P. Jenkins, and Katerina V. Thompson

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21st century reform efforts in undergraduate quantitative biology education: Conversations, initiatives, and curriculum change in the United States of America, Carrie Diaz Eaton, M. Drew Lamar, and Maeve L. McCarthy

Time, Talent, and Treasure: Philanthropy in the Early Republic, Anelise H. Shrout

Submissions from 2019

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Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses, Susan Ganter, Stella Hofrenning, Carrie Diaz Eaton, and Victor Piercey