Bennoun, S. (2025) Teaching Multivariable Calculus to Biology Students, In L. Branchetti, S. Erduran, F. Feudel, A. S. González-Martín & O. Leverini (Eds.), The Learning and Teaching of Calculus Across Disciplines 2 – Third Calculus Conference (pp. 152–156). https://matriccalcconf3.sciencesconf.org

Czocher, J. A., Kelly, B., Bennoun, S. & Garfinkel, A. (2025) Reflections on a Master Class in Teaching Modeling to Life Science Major, In L. Branchetti, S. Erduran, F. Feudel, A. S. González-Martín & O. Leverini (Eds.), The Learning and Teaching of Calculus Across Disciplines 2 – Third Calculus Conference (pp. 122-126). https://matriccalcconf3.sciencesconf.org

Bennoun, S. (2025) Can Interleaving Enhance Student Outcomes in Freshman Calculus?, In S. Cook, B. P. Katz & K. Melhuish (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1000-1006). SIGMAA on RUME. http://sigmaa.maa.org/rume/RUME27_Proceedings.pdf

Bennoun, S. (2024) Students’ Understanding of Time Series and Trajectory of Solutions to Differential Equations, In A. S. González-Martín, G. Gueudet & I. Florensa (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (pp. 393–402), Escola Univeristaria Salesiana de Sarria – Univ. Autonoma de Barcelona and INDRUM. https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf

Bennoun, S., Garfinkel, A., & Deeds, E. (2023) Bridging the Gap Between the Biology and Calculus by Teaching Modeling, In T. Dreyfus, A. S. González-Martín, E. Nardi, J. Monaghan & P. W. Thompson (Eds.), The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (pp. 93–96). MatRIC. https://matriccalcconf2.sciencesconf.org.

Garfinkel, A., Bennoun, S., Deeds, E., & Van Valkenburgh, B. (2022). Teaching Dynamics to Biology Undergraduates: The UCLA Experience. Bulletin of Mathematical Biology, 84(3), 43. https://doi.org/10.1007/s11538-022-00999-4

Bennoun, S. (2022). Transforming a Calculus for Life Sciences Course: Moving From Procedural Calculus to Studying Dynamical Systems and Bifurcation Theory. PRIMUS, 32(2), 246–259. https://doi.org/10.1080/10511970.2020.1827104

Bennoun, S., & Holm, T. (2020). Establishing Consistent Active Learning in a Calculus I Course. PRIMUS, 31(3-5), 565-567. https://doi.org/10.1080/10511970.2020.1746453

Bennoun, S., Haeberli, P., & Schaub, M. (2018). Taking an ethics of care perspective on two university teacher training programmes. South African Journal of Higher Education, 32(6), 137–152. https://doi.org/10.20853/32-6-2651

Haeberli, P., & Bennoun, S. (2019). Quelles articulations entre savoir et expérience dans deux formations en pédagogie universitaire? [On the Connections between Knowledge and Experience in Two University Teacher Training Programs]. In M.-F. Carnus, D. Bailet, G. Therriault, & V. Vincent (Eds.), Rapport au(x) savoir(s) et formation des enseignants: Un dialogue nécessaire et fructueux (pp. 151–167). De Boeck.

Bennoun, S., Haeberli, P., & Schaub, M. (2016). What Values are Implicitly Conveyed in Teacher Training Programmes: A Hidden Curriculum Perspective on Faculty Development. In C. Winberg & V. Bozalek (Eds.), Proceedings of the 2016 Combined Conference ICED & HELTASA: Ethics, Care and Quality in Educational Development (pp. 3-11). ICED.

Bennoun, S., & Pfeiffer, H. (2013). Weak Bialgebras of fractions. Journal of Algebra, 385, 145–163. https://doi.org/10.1016/j.jalgebra.2013.03.024