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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course
Maurina L. Aranda, Michelle Diaz, Lorenzo Gastelum Mena, et al.
CBE—Life Sciences Education (2021) Vol. 20, Iss. 4
Open Access | Times Cited: 21

Showing 21 citing articles:

More than a token photo: humanizing scientists enhances student engagement
Robin A. Costello, Emily P. Driessen, Melissa K. Kjelvik, et al.
Proceedings of the Royal Society B Biological Sciences (2025) Vol. 292, Iss. 2039
Open Access | Times Cited: 1
“No matter what your story is, there is a place for you in science”: Students’ Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women
Kelsey J. Metzger, Molly J. Dingel, Ethan Brown
CBE—Life Sciences Education (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 16
Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments
Dax Ovid, L’vannah Abrams, Tess Carlson, et al.
CBE—Life Sciences Education (2023) Vol. 22, Iss. 2
Open Access | Times Cited: 15
Social justice awareness in the undergraduate ecology classroom
Karina A. Sanchez, Amanda J. Bevan Zientek, Emily A. Holt
Ecosphere (2025) Vol. 16, Iss. 3
Open Access
Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses
Robin A. Costello, Sharday N. Ewell, Paula E. Adams, et al.
CBE—Life Sciences Education (2025) Vol. 24, Iss. 2
Closed Access
Leveraging Student Partnerships in Chemistry Education: A Service-Learning, Students-as-Partners Course Teaching Social Context in Undergraduate Chemistry
Lora Randa, Daniela Kohen
Journal of Chemical Education (2025)
Open Access
More than a token photo: humanizing scientists enhances student engagement
Robin A. Costello, Emily P. Driessen, Melissa K. Kjelvik, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2024)
Open Access | Times Cited: 3
Engaging short film activity that supports learning, science identity, and nature of science comprehension
Amanda L. Molder, Emily Howell, Sarah Goodwin, et al.
Journal of Microbiology and Biology Education (2025)
Open Access
"All of us are capable, and all of us can be scientists." The Impact of Scientist Spotlight Assignments with Undergraduates in Physiology Courses
Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, et al.
AJP Advances in Physiology Education (2024) Vol. 48, Iss. 4, pp. 770-783
Open Access | Times Cited: 2
“Scientists are People too”: Biology Students Relate More to Scientists When They are Humanized in Course Materials
Elizabeth H. Schultheis, Ash T. Zemenick, Rachel M. Youngblood, et al.
CBE—Life Sciences Education (2024) Vol. 23, Iss. 4
Closed Access | Times Cited: 2
Scientists in the Textbook
Shaohui Chi, Zuhao Wang, Qian Li
Science & Education (2023) Vol. 33, Iss. 4, pp. 937-962
Closed Access | Times Cited: 5
‘Scientists Like Me’: Using Culturally Relevant Information Literacy Instruction to Foster Student STEM Identity
Sheena Campbell, Nancy Wallace
Issues in Science and Technology Librarianship (2024), Iss. 105
Open Access | Times Cited: 1
Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students
Angelita T. Rivera, Shaelin Chong, Jerick Kim, et al.
CBE—Life Sciences Education (2024) Vol. 23, Iss. 4
Open Access | Times Cited: 1
Breaking Stereotypes: How Undergraduates’ Life Experiences of Scientists Shape their Scopes of Possibility
Ashley Rose Acosta-Parra, Dax Ovid, Brie Tripp
CBE—Life Sciences Education (2024) Vol. 23, Iss. 4
Open Access | Times Cited: 1
A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities
Jesús A. Romo, Megan E. Rokop
Journal of Microbiology and Biology Education (2022) Vol. 23, Iss. 3
Open Access | Times Cited: 4
Evaluating Representation in Science Through a Peer-Reviewed Research Study
Cissy J. Ballen, Abby E. Beatty, Enya Granados
CourseSource (2023) Vol. 10
Open Access | Times Cited: 2
Diversifying the ‘Great Economists’: An Assignment to Promote Inclusivity and Belongingness in Introductory Economics Courses
Jacqueline Strenio
Review of Political Economy (2023) Vol. 35, Iss. 3, pp. 650-665
Closed Access | Times Cited: 1
Visualizing Inequities: A Step Toward Equitable Student Outcomes
Sumitra Tatapudy, Rachel Augustine Potter, Linnea Bostrom, et al.
CBE—Life Sciences Education (2024) Vol. 23, Iss. 4
Open Access
Two Belonging-Based Interventions and Faculty-Staff Collaborations Support Student Outcomes and Sense of Belonging in First-Year STEM Course
Simon L. Newman, Kristin McKinley, Roslyn M. Theisen
Journal of College Science Teaching (2024), pp. 1-10
Closed Access
Me, My Brain, and I: A Framework for Neuroscience Curriculum Fostering Research‐Practice Partnership Between Scientists and Educators
Adi Korisky, Ido Davidesco, Ofek Ben‐Abu, et al.
Mind Brain and Education (2024) Vol. 18, Iss. 4, pp. 449-460
Open Access
From Cancer Microenvironment to Myofibroblasts
Jesus Lizbeth Cervantes-Valencia, Robert M. Kao
The American Biology Teacher (2023) Vol. 85, Iss. 1, pp. 12-16
Open Access
PubNavigator as an undergraduate teaching tool
Rosario A. Marroquín-Flores, Maverick A. Campbell, Stephanie Grimes, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2023)
Open Access
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