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• AAAS Fellow - American Association for the Advancement of Science (11/30/2022)
• SENCER Ambassador - National Center for Science & Civic Engagement (10/04/2022)
• Council Member; UTEP's Hispanic Servingness Research Council - The University of Texas at El Paso (09/01/2021)
• Provost Faculty Fellow for Curriculum Effectiveness and Improvement - The University of Texas at El Paso (09/01/2021)
• Invited Participant; LASER Institute on Learning Analytics in Science Education Research - National Science Foundation; PI S. Kellogg (North Carolina State University) (06/14/2021)
• Invited Participant; QUBES Faculty Mentoring Network on Science and Civic Engagement - QUBES; National Center for Science & Civic Engagement (01/15/2021)
• Chair; ASM Conference for Undergraduate Educators (ASMCUE 2018) - American Society for Microbiology (ASM) (01/01/2018-12/31/2018)
• Invited Participant; PKAL STEM Leadership Institute - Project Kaleidoscope (AAC&U) (01/01/2018-12/31/2018)
• Vice-Chair; ASM Conference for Undergraduate Educators (ASMCUE 2017) - American Society for Microbiology (ASM) (01/01/2017-12/31/2017)
• Invited Participant; CUREnet (NSF RCN-UBE) - National Science Foundation Research Coordination Network; PI - E. Dolan (University of Georgia) (11/01/2017)
• TeachTech Fellow (2017-2018) - UTEP (09/01/2017-09/30/2017)
• BUILDing SCHOLARS 2017 Mentor Award - The University of Texas at El Paso (09/07/2017)
• Invited Participant; BioTAP Scholars (NSF RCN-UBE) - National Science Foundation Research Coordination Network; PI - E. Schussler (Tennessee State University) (06/11/2017)
• Invited Participant; ACE-Bio (NSF RCN-UBE) - National Science Foundation Research Coordination Network; PI - N. Pelaez (Purdue University) (05/21/2017)
• Invited Participant; Compact for Faculty Diversity - Research Mentoring Institute - Institute on Teaching and Mentoring (01/01/2016-12/31/2016)
• National Academies Education Fellow in the Life Sciences (2016 - 2017) - National Academies (01/01/2016-12/31/2016)
• International Educator Mentor (2014, 2015, 2016) - American Society for Microbiology (ASM) (07/20/2016)
• BUILDing SCHOLARS Faculty Travel Award - The University of Texas at El Paso (03/28/2016)
• Invited Participant; ACE-Bio (NSF RCN-UBE) - National Science Foundation Research Coordination Network; PI - N. Pelaez (Purdue University) (01/07/2016)
• First Year Scholar's Award - University of Northern Colorado (04/01/2014-04/30/2014)

• Ph D in Curriculum & Instruction, University of Maryland (2013)
• MS in Cell Biology & Molecular Genetics, University of Maryland (2010)
• MA in Curriculum & Instruction, University of Maryland (2009)
• BS in Biology, Ursinus College (2006)

• Gender identity and student perceptions of peer research aptitudes in CUREs and traditional laboratory courses in the biological sciences CBE-Life Sciences Education 22 4 (2023), David Esparza, Aimeé A. Hernández-Gaytan, Jeffrey T. Olimpo.
• Preparing teaching assistants to facilitate course-based undergraduate research experiences (CUREs) in the biological sciences: A call to action CBE-Life Sciences Education 22 4 (2023), Erin E. Shortlidge, Amie M. Kern, Emma C. Goodwin, Jeffrey Olimpo.
• SMART CUREs: A professional development program for advancing teaching assistant preparedness to facilitate course-based undergraduate research experiences Journal of Microbiology & Biology Education 24 1 (2023), Amie M. Kern, Jeffrey T. Olimpo.
• Racial Health Disparities and Black Heterogeneity in COVID-19: A Case Study of Miami Gardens Journal of Applied Social Science 17 2 (2023), Yok-Fong Paat, Max Orezzoli, Chun-Kit Ngan, Jeffrey Olimpo.
• Converting a face-to-face neuroanatomy course-based undergraduate research experience (CURE) to an online environment: Lessons learned from remote teaching Advances in Physiology Education (2023), Christina E. D'Arcy, Leonid Lapsov, Vanessa Navarro, Denise Nevarez, Jeffrey Olimpo.
• Implementation and evaluation of the Model of the Use of Evolutionary Trees (MUET) curricular module in an introductory organismal biology course International Journal of Science Education 2022 (2022), Yi Kong, Jennifer Apodaca, Jeffrey T. Olimpo.
• Empowering current and future educators: Using a scalable action research module as a mechanism to promote high-quality teaching and learning in STEM Frontiers in Education (Teacher Education) (2022), David Esparza, Ruby Lynch-Arroyo, Jeffrey Olimpo.
• Addressing foodborne illness in Côte d'Ivoire: Connecting the classroom to the community through a nonmajors course-based undergraduate research experience Journal of Microbiology & Biology Education (2022), Marie Smith, Jeffrey Olimpo, Karen Santillan, Jacqueline McLaughlin.
• No cameras, no problem: Creating an inclusive research-driven classroom environment using student-generated avatars Journal of Microbiology & Biology Education 23 1 (2022), Luzconsuelo Gavaldon, Socorro Nieto-Gavaldon, Christina D'Arcy, Jeffrey Olimpo.
• Integrating museum education into an introductory biology CURE leads to positive perceptions of scientific research and museum exhibitions among students, faculty/staff, and museum patrons Journal of Biological Education (2022), Nikki T. Donegan, Jocelyn Zachariah, Jeffrey Olimpo.
• The DoC IT: a professional development tool to support and articulate alignment of one's course with the five dimensions of CUREs Journal of Microbiology & Biology Education 22 3 (2021), Jeffrey Olimpo, Amie Kern.
• Current approaches for integrating responsible and ethical conduct of research (RECR) education into course-based undergraduate research experiences: A national assessment CBE-Life Sciences Education 20 3 (2021), Laura Diaz-Martinez, Aimee Hernandez, Christina D'Arcy, Stephanie Corral, Jay Bhatt, David Esparza, Martina Rosenberg, Jeffrey Olimpo.
• A historical perspective on training students to create standardized maps of novel brain structure: Newly-uncovered resonances between past and present research-based neuroanatomy curricula Neuroscience Letters 759 (2021), Arshad M. Khan, Christina E. D'Arcy, Jeffrey Olimpo.
• A historical perspective on training students to create standardized maps of novel brain structure: Newly-uncovered resonances between past and present research-based neuroanatomy curricula Neuroscience Letters 759 (2021), Arshad Khan, Christina E. D'Arcy, Jeffrey T. Olimpo.
• Advancing metacognitive practices in experimental design: A suite of worksheet-based activities to promote reflection and discourse in laboratory contexts Journal of Microbiology & Biology Education 21 1 (2020), Thomas McCabe, Jeffrey Olimpo.
• Research culture: Framework for advancing rigorous research eLife 9 (2020), Walter J. Koroshetz, Shannon Behrman, Cynthia J. Brame, Janet L. Branchaw, Emery N. Brown, Erin A. Clark, David Dockterman, Jordan J. Elm, Pamela L. Gay, Katelyn M. Green, Sherry Hsi, Michael G. Kaplitt, Benedict J. Kolber, Alex L. Kolodkin, Diane Lipscombe, Malcom R. MacLeod, Caleb C. McKinney, Marcus R. Munafò, Barbara Oakley, Jeffrey T. Olimpo, Nathalie Percie du Sert, Indira M. Raman, Ceri Riley, Amy L. Shelton, Stephen M. Uzzo, Devon C. Crawford, Shai D. Silberberg.
• Active learning and conceptual understanding in biology Springer International Publishing AG (2020), Jeffrey T. Olimpo, David Esparza.
• Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience. CBE—Life Sciences Education 19 1 (2020), David Esparza, Amy E. Wagler, Jeffrey Olimpo.
• Characterization of instructor and student behaviors in CURE and non-CURE learning environments: Impacts on student motivation, science identity development, and perceptions of the laboratory experience CBE-Life Sciences Education 19 1 (2020), David Esparza, Amy E. Wagler, Jeffrey Olimpo.
• Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemoarchitecture mapping course-based undergraduate research experience Journal of Undergraduate Neuroscience Education 18 1 (2019), Christina E. D'Arcy, Anais Martinez, Arshad M. Khan, Jeffrey Olimpo.
• Examining teaching assistants' (TA) experiences facilitating traditional versus active-learning-based tree-thinking curricula: TA perceptions, student outcomes, and implications for teaching and learning about evolution Springer International Publishing AG (2019), Yi Kong, Nancy Pelaez, Trevor Anderson, Jeffrey T. Olimpo.
• Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report. CBE life sciences education 18 2 (2019), Laura A. Diaz-Martinez, G R. Fisher, D Esparza, Jay M. Bhatt, Christina E. D'Arcy, Jennifer Apodaca, S Brownell, L Corwin, W B. Davis, Kevin Floyd, P J. Killion, J Madden, P Marsteller, T Mayfield-Meyer, K K. McDonald, M Rosenberg, M A. Yarborough, Jeffrey Olimpo.
• Recommendations for effective integration of ethics and responsible conduct of research (E/RCR) education into course-based undergraduate research experiences: A meeting report CBE-Life Sciences Education 18 2 (2019), Laura A. Diaz-Martinez, Ginger R. Fisher, David Esparza, Jay M. Bhatt, Christina E. D'Arcy, Jennifer Apodaca, Sara Brownell, Lisa Corwin, William B. Davis, Kevin W. Floyd, Patrick J. Killion, Jaclyn Madden, Patricia Marsteller, Teresa Mayfield-Meyer, Kelly K. McDonald, Martina Rosenberg, Mark A. Yarborough, Jeffrey T. Olimpo.
• Place-based case studies: A new approach to an effective teaching practice Journal of Microbiology & Biology Education 20 1 (2019), Ginger R. Fisher, David Esparza, Jeffrey Olimpo.
• Disease and the environment: A health disparities CURE incorporating civic engagement education Science Education and Civic Engagement: An International Journal 11 1 (2019), Jeffrey T. Olimpo, Jennifer Apodaca, Aimee A. Hernandez, Yok-Fong Paat.

• Student conceptions of mentoring in CUREs: An exploratory qualitative study (2024), Volume Irvine, CA, Karen A. Santillan, Anthony M. Ramirez, Keyla A. Briseno, Elizabeth L. Day, Jeffrey T. Olimpo.
• Fostering a culture of inclusive and equitable mentoring in course-based undergraduate research experiences (CUREs) (2023), Volume Minneapolis, MN, Karen A. Santillan, Janet L. Branchaw, Jeffrey T. Olimpo.
• Instructor talk in CURE, inquiry, and traditional lab courses (2023), Volume Minneapolis, MN, C.J. Kajic, Kelly Subramanian, Jeffrey T. Olimpo, Lab Talk VIP Team .
• Strategies for effectively integrating responsible and ethical conduct of research (RECR) education into course-based undergraduate research experiences (CUREs) (2023), Volume Minneapolis, MN, Aimeé A. Hernández-Gaytan, David Baker, Rachael Berry, Cheryl Berry, David Esparza, Staci Johnson, Vinayak Mathur, Catherine Sartin, Aeisha Thomas, Heather Townsend, Jeffrey T. Olimpo.
• Strategies for integrating responsible and ethical conduct of research (RECR) education into CUREs (2023), Volume San Diego, CA, Aimeé A. Hernández-Gaytan, Karen A. Santillan, Jeffrey T. Olimpo.
• Driving pedagogical innovation from the ground up through strategic on-campus partnerships (2023), Volume Minneapolis, MN, Jeffrey T. Olimpo, Elena C. Bitner, Jessica R. Duran, Janet L. Hill, Adrian E. Meza, Alejandro Miramontes, Mitsumasa Overstreet.
• Moving beyond access to achieving equity-minded excellence at scale (2023), Volume Henderson, NV, Toni L. Blum, Karla V. Iscapa, Jeffrey T. Olimpo.
• Mentoring in the context of an online introductory biology CURE: A case study (2022), Volume Arlington, VA, Karen A. Santillan, Jeffrey T. Olimpo.
• Assessment of CUREs (2022), Volume Phoenix, AZ, Jeffrey T. Olimpo, Irfanul Alam.
• Examining CUREs from the inside out: Connecting context to outcomes (2022), Volume San Antonio, TX, Jeffrey T. Olimpo.
• Building a better curriculum through inclusive and equitable teaching practices (2022), Volume El Paso, TX, Jeffrey T. Olimpo, Toni L. Blum, Cigdem Sirin.
• The ENCOUR Fellowship Program: A national model for advancing responsible and ethical conduct of research education in CUREs (2022), Volume Minneapolis, MN, Aimee A. Hernandez-Gaytan, Jeffrey T. Olimpo.
• The influence of mentoring on students' researcher self-efficacy, sense of belonging, perceptions of instructor trust, and research persistence in the context of an online introductory biology CURE (2022), Volume Minneapolis, MN, Karen A. Santillan, Sarah Eddy, Jeffrey T. Olimpo.
• COVID-19 remote instruction prepares STEM students for the return to face-to-face learning (2022), Volume Virtual, Aaron Esparza, Jeffrey T. Olimpo.
• Creating meaningful professional development opportunities for teaching assistants facilitating course-based undergraduate research experiences (CUREs) (2022), Volume Victoria, British Colombia, CAN, Amie M. Kern, Jeffrey T. Olimpo, Christina E. D'Arcy.
• Launching UTEP's Hispanic Servingness Research Council (2021), Volume UTEP, Christina Convertino, Jesus Cisneros, Lucia Dura, Danielle Morales, Azuri Gonzalez , Cole Joslyn, Edna Martinez, Jeffrey Olimpo.
• Advancing CURE graduate teaching assistants' professional development through an online learning community intervention (2021), Volume Virtual, Amie M. Kern, Christina E. D'Arcy, Jeffrey T. Olimpo.
• Students' perceptions of the usefulness of statistics in course-based undergraduate research experiences (CUREs) versus real-world biological contexts (2021), Volume Virtual, Edward Carrillo, Minwoo Lee, Melissa L. Aikens, Jeffrey T. Olimpo, Anita Schuchardt.
• Who do students talk to about their course research? An investigation of CURE students' ego networks (2021), Volume Virtual, David Esparza, Amy E. Wagler, Aimee A. Hernandez, Jocelyn Zachariah, Jeffrey T. Olimpo.
• Assessing critical thinking in STEM (2021), Volume Virtual, Jeffrey T. Olimpo, Ryan Korstange.
• Creating meaningful professional development opportunities for teaching assistants facilitating course-based undergraduate research experiences (CUREs) (2021), Volume Virtual, Amie M. Kern, Christina E. D'Arcy, Thomas M. McCabe, Jeffrey T. Olimpo.
• Integrating ethics and RCR education into CUREs: Early outcomes of the ENCOUR fellowship program (2021), Volume Virtual, Aimee A. Hernandez, Sandra Oviedo Ramirez, Christina E. D'Arcy, Laura A. Diaz-Martinez, Jeffrey T. Olimpo.
• Thinking broadly about broader relevance: Integrating museum education into CUREs (2021), Volume Virtual, Nikki T. Donegan, Jocelyn Zachariah, Jeffrey T. Olimpo.
• Exploring the contextual features of CUREs and their impact on student outcomes (2021), Volume Virtual, Jeffrey T. Olimpo.
• The CURE for metabolic diseases: Implementation and evaluation of an interdisciplinary, research-driven exercise metabolism laboratory course (2021), Volume Virtual, Michael Sanchez, Amie M. Kern, Sudip Bajpeyi, Jeffrey T. Olimpo.
• Using metacognitive approaches to advance students' research competencies in laboratory contexts (2021), Volume Virtual, Jeffrey T. Olimpo.
• Enrollment in a Research Foundations Course Enhances Students’ Science Process Skills Development and Interest in Pursuing Future STEM Research Opportunities (2021), Volume Online, Thomas McCabe, Christina E. D'Arcy, Jeffrey Olimpo.
• Considerations in curriculum design to build a more connected online CURE (2021), Volume Virtual, Christina E. D'Arcy, Jeffrey T. Olimpo.
• From face-to-face to virtual space: Development and evaluation of online CUREs in STEM (2021), Volume Virtual, Jeffrey T. Olimpo, Christina E. D'Arcy, Amie M. Kern, Jyoti Ahlawat, Maribel Baeza, Yulu Ge, Vanessa Navarro, Michael J. Sanchez, Julie Schlichte, Anahis Tena.
• Considerations in Curriculum Design to Build a More Connected Online CURE. (2021), Volume Massachusetts , Christina E. D'Arcy, Jeffrey Olimpo.
• Enrollment in a research foundations course enhances students’ science process skills development and interest in pursuing future STEM research opportunities (2021), Volume Virtual, Thomas McCabe, Christina E. D'Arcy, Jeffrey T. Olimpo.
• Context matters: CUREs as dynamic learning environments (2020), Volume Virtual, Jeffrey T. Olimpo.
• Research funding and professional development (2020), Volume Virtual, Jeffrey T. Olimpo.
• Evaluating representations of scientific process and ethics and responsible conduct of research in common introductory collegiate biology textbooks (2020), Volume Virtual, Thomas M. McCabe, Antonio Lazos, Isabela D. Perez, Kristy J. Wilson, Jeffrey T. Olimpo.
• Identifying the impact of the Tigriopus CURE at multiple institutions with diverse student populations (2020), Volume Virtual, Ginger R. Fisher, Kevin W. Floyd, Jeffrey T. Olimpo.
• Investigating students' statistics attitudes and knowledge in CUREs (2020), Volume Virtual, Anita Schuchardt, Melissa L. Aikens, Jeffrey T. Olimpo, Catherine Kirkpatrick.
• The impact of professional development and precision mentorship on the adoption of evidence-based teaching on faculty from non-R1 institutions (2020), Volume Virtual, Penny Carrol, J. J. Morris, Samiksha A. Raut, Jeffrey T. Olimpo, Trent Sutton.
• The influence of gender on students' perceptions of their peers' research proficiency in course-based undergraduate research experiences and traditional laboratory courses (2020), Volume Virtual, David Esparza, Amy E. Wagler, Aimee A. Hernandez, Jeffrey T. Olimpo.
• Prioritizing diversity, equity, and inclusion in the age of COVID-19 (2020), Volume Virtual, Mays Imad, Bryan Dewsbury, Oscar Fernandez, Jeffrey T. Olimpo, Jeff Schinske.
• Needs and opportunities for ethics and responsible conduct of research (E/RCR) integration in course-based undergraduate research experiences: The ENCOUR fellowship program (2020), Volume San Diego, CA, Laura A. Diaz-Martinez, Christina E. D'Arcy, Jeffrey T. Olimpo.
• Connecting CUREs and community via civic engagement (2020), Volume Seattle, WA, Caress Riddell, Jeffrey T. Olimpo.
• Course-based research experiences: Mentoring underrepresented populations (2020), Volume Seattle, WA, Karen A. Santillan, Andrea Rediske, Jeffrey T. Olimpo.
• Evaluating undergraduate student perceptions of air quality in the border region (2020), Volume Seattle, WA, Caress Riddell, Jeffrey T. Olimpo.
• Food microbiology in Côte d'Ivoire: A CURE for nonmajors, ESL students (2020), Volume Seattle, WA, Marie Gehman, Jeffrey T. Olimpo.
• More of the same? Exploring dynamics of gender in CUREs (2020), Volume Seattle, WA, David Esparza, Jeffrey T. Olimpo.
• Using NeuroNotebooks to improve students’ understanding of developmental neurobiology, attitudes toward research, and experimental design competency (2019), Volume Minneapolis, MN, David Esparza, Nayeli G. Reyes-Nava, Karina Leon, Anita Quintana, Jeffrey T. Olimpo.
• Using NeuroNotebooks to Improve Students’ Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency (2019), Volume Minneapolis, MN, David Esparza, Nayeli G. Reyes-Nava, Karina Leon, Anita Quintana, Jeffrey Olimpo.
• Assessing the impact of "Osmotion": An active learning module focused on improving comprehension of osmosis and diffusion for underrepresented minority students (2019), Volume Minneapolis, MN, J. Boyett, Sebastian Schormann, David Esparza, Jeffrey T. Olimpo, Samiksha Raut.
• Can course-specific CUREs be broadly applicable at diverse institutions? (2019), Volume Minneapolis, MN, Kevin W. Floyd, Ginger R. Fisher, David Esparza, Jeffrey T. Olimpo.
• Designing professional development initiatives for graduate teaching assistants facilitating course-based undergraduate research experiences (CUREs) (2019), Volume Minneapolis, MN, Amie Kern, David Esparza, Amy Kulesza, Corrie Pieterson, Seema Rivera, Jeffrey T. Olimpo.
• Introducing ethics education in the context of CUREs (2019), Volume Minneapolis, MN, Jeffrey T. Olimpo.
• Re-examining freshmen potential: Application of the CURE format to big data neuroanatomy problems (2019), Volume Minneapolis, MN, Christina E. D'Arcy, Arshad Khan, Jeffrey T. Olimpo.
• Characterization of student and instructor behaviors in CURE and non-CURE learning environments: Implications for non-cognitive student outcomes (2019), Volume Ottawa, CAN, David Esparza, Amy E. Wagler, Jeffrey T. Olimpo.
• Developing, implementing, and evaluating professional development initiatives for graduate teaching assistants facilitating course-based undergraduate research experiences (CUREs) (2019), Volume Ottawa, CAN, Amie Kern, David Esparza, Amy Kulesza, Corrie Pieterson, Seema Rivera, Jeffrey T. Olimpo.
• Health disparities in the border region: A course-based undergraduate research experience (CURE) with concomitant civic engagement education (2019), Volume Ottawa, CAN, Aimee A. Hernandez, Jeffrey T. Olimpo.
• Infusing critical conversations about cultural awareness, identity, and mental health into a research-intensive program for Hispanic/Latinx undergraduates in STEM (2019), Volume Ottawa, CAN, Aimee A. Hernandez, Karina Canaba, Laura A. Diaz-Martinez, Jeffrey T. Olimpo.
• Estimation of peer research aptitude and outspokenness among male and female students enrolled in CURE and non-CURE introductory biology laboratory courses (2019), Volume Lewiston, ME, Jeffrey T. Olimpo, David Esparza, Amy E. Wagler.
• The Tigriopus CURE: A scalable model for engaging students in authentic scientific practices (2019), Volume El Paso, TX, Jeffrey T. Olimpo.
• A framework for the advancement and assessment of students' experimental design competencies in biological sciences learning environments (2019), Volume Las Vegas, NV, Jeffrey T. Olimpo, David Esparza, Patricia A. Shields, Samiksha A. Raut.

• RCN-UBE: Advancing CURE Teaching Assistant Professional Development via the CURE TAPESTRy Network