APA (7th ed.) Citation

SS, B., EA, A., ER, F., AJ, P., & CA, B. (2023). Learning and STEM identity gains from an online module on sequencing-based surveillance of antimicrobial resistance in the environment: An analysis of the PARE-Seq curriculum. PloS one, 18(3), e0282412. https://doi.org/10.1371/journal.pone.0282412

Chicago Style (17th ed.) Citation

SS, Bliss, Abraha EA, Fuhrmeister ER, Pickering AJ, and Bascom-Slack CA. "Learning and STEM Identity Gains from an Online Module on Sequencing-based Surveillance of Antimicrobial Resistance in the Environment: An Analysis of the PARE-Seq Curriculum." PloS One 18, no. 3 (2023): e0282412. https://doi.org/10.1371/journal.pone.0282412.

MLA (9th ed.) Citation

SS, Bliss, et al. "Learning and STEM Identity Gains from an Online Module on Sequencing-based Surveillance of Antimicrobial Resistance in the Environment: An Analysis of the PARE-Seq Curriculum." PloS One, vol. 18, no. 3, 2023, p. e0282412, https://doi.org/10.1371/journal.pone.0282412.