Ben England, Ed.D.
B.A., Taylor University
M.S., Ball State University
Ed.D., Ball State University
Broadly, England's research has focused on biology teaching and learning, exploring the student response to instructor practices and the effects of these responses on performance and persistence. His specific interests include modeling the factors contributing to classroom climate, measuring student anxiety in the biology classroom, and creating predictive models for student attrition.
Publications and Media Placements
England BJ, Brigati JR, and Schussler EE. (2019). Student anxiety impacts performance and persistence in introductory Biology courses. CBE-Life Sciences Education 18(2), ar21.
Van Nuland ME, Chen M, and England BJ. (2019). Bringing plants and soils to life through a simple role-playing activity. The American Biology Teacher 81(4), 287-290.
Brigati, JR, England BJ, and Schussler EE. (2019). It’s not just for points: teacher justifications and student perceptions about active learning. Journal of College Science Teaching 48(3), 45-55.
England BJ, Brigati JR, and Schussler EE. (2017). Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major. PLoS ONE 12(8): e0182506.
Honors and Awards
Best Project Pitch Award, iEMBER 2019 Conference, April 2019.
Best Lightning Talk, iEMBER 2019 Conference, April 2019.
Professional Organizations and Associations
National Association of Biology Teachers (NABT), 2015 - present
Society for the Advancement of Biology Education Research (SABER), 2016 - present
National Science Teachers Association (NSTA), 2016 - present