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Direct linkGin, Logan E.; Pais, Danielle; Cooper, Katelyn M.; Brownell, Sara E. – CBE - Life Sciences Education, 2022
Individuals with disabilities are underrepresented in postsecondary science education and in science careers, yet few studies have explored why this may be. A primary predictor of student persistence in science is participating in undergraduate research. However, it is unclear to what extent students with disabilities are participating in research…
Descriptors: Students with Disabilities, Biological Sciences, Undergraduate Students, Student Research
Cooper, Katelyn M.; Cala, Jacqueline M.; Brownell, Sara E. – International Journal of STEM Education, 2021
Background: Undergraduate research experiences are becoming essential for pursuing future opportunities in science, but little has been done to identify what factors predict which students get to participate in research and which students do not. In this manuscript, we propose "scientific research capital" and specifically…
Descriptors: Cultural Capital, Undergraduate Students, Student Research, Biology
Cooper, Katelyn M.; Eddy, Sarah L.; Brownell, Sara E. – CBE - Life Sciences Education, 2023
Undergraduate research is lauded as a high-impact practice owing to the array of benefits that students can reap from participating. One unexplored construct that may affect student intent to persist in research is research anxiety, defined as the sense of worry or apprehension associated with conducting research. In this study, we surveyed 1272…
Descriptors: Undergraduate Students, Student Research, Anxiety, Intention
Cooper, Katelyn M.; Schinske, Jeffrey N.; Tanner, Kimberly D. – CBE - Life Sciences Education, 2021
A key tenet of the nature of science is that "knowledge, although reliable and durable, is never absolute or certain" and is subject to change with the accrual of new bodies of evidence (Lederman "et al." 2002). Similarly, pedagogical choices grounded in scientific teaching would also be expected to be modified, refined, and…
Descriptors: Science Instruction, Cooperative Learning, Active Learning, Instructional Effectiveness
Turner, Ashley N.; Challa, Anil K.; Cooper, Katelyn M. – CBE - Life Sciences Education, 2021
Course-based undergraduate research experiences (CUREs) engage students in authentic research experiences in a course format and can sometimes result in the publication of that research. However, little is known about student-author perceptions of CURE publications. In this study, we examined how students perceive they benefit from authoring a…
Descriptors: Student Attitudes, Undergraduate Students, Writing for Publication, Student Research
Mohammed, Tasneem F.; Gin, Logan E.; Wiesenthal, Nicholas J.; Cooper, Katelyn M. – CBE - Life Sciences Education, 2022
Depression is one of the top mental health concerns among undergraduates and disproportionately affects students who are underrepresented in science. As such, understanding how emerging science learning environments, such as online science courses, affect students with depression is integral to creating a more inclusive scientific community. In…
Descriptors: Student Experience, Undergraduate Students, Depression (Psychology), Electronic Learning
Download full textAbraham, Anna E.; Busch, Carly A.; Brownell, Sara E.; Cooper, Katelyn M. – Journal of Microbiology & Biology Education, 2022
Student incivility, defined as a student behavior perceived to be disrespectful or disruptive to the overall learning environment in a course, can negatively affect the science learning environment and instructors. The transition to online science courses during the COVID-19 pandemic created a unique environment for student incivility to take…
Descriptors: Student Behavior, Antisocial Behavior, Undergraduate Students, Online Courses
Busch, Carly A.; Wiesenthal, Nicholas J.; Mohammed, Tasneem F.; Anderson, Shauna; Barstow, Margaret; Custalow, Cydney; Gajewski, Jas; Garcia, Kristin; Gilabert, Cynthia K.; Hughes, Joseph; Jenkins, Aliyah; Johnson, Miajah; Kasper, Cait; Perez, Israel; Robnett, Brieana; Tillett, Kaytlin; Tsefrekas, Lauren; Goodwin, Emma C.; Cooper, Katelyn M. – CBE - Life Sciences Education, 2023
Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how…
Descriptors: Social Bias, Undergraduate Students, Science Education, Fear
Gin, Logan E.; Pais, Danielle C.; Parrish, Kristen D.; Brownell, Sara E.; Cooper, Katelyn M. – Journal of Microbiology & Biology Education, 2022
The COVID-19 pandemic resulted in nearly all universities transitioning their in-person courses to online instruction. Recent work from our research team conducted in Spring 2020 established that the immediate transition to online learning presented novel challenges for students with disabilities: students were unable to access previously…
Descriptors: COVID-19, Pandemics, Online Courses, Barriers
Gin, Logan E.; Clark, Carolyn E.; Elliott, Deanna B.; Roderick, Travis B.; Scott, Rachel A.; Arellano, Denisse; Ramirez, Diana; Vargas, Cindy; Velarde, Kimberly; Aeschliman, Allyson; Avalle, Sarah T.; Berkheimer, Jessica; Campos, Rachel; Gerbasi, Michael; Hughes, Sophia; Roberts, Julie A.; White, Quinn M.; Wittekind, Ehren; Zheng, Yi; Cooper, Katelyn M.; Brownell, Sara E. – CBE - Life Sciences Education, 2021
Undergraduate research is one of the most valuable activities an undergraduate can engage in because of its benefits, and studies have shown that longer experiences are more beneficial. However, prior research has illuminated that undergraduates encounter challenges that may cause them to exit research prematurely. These studies have been almost…
Descriptors: Institutional Characteristics, Undergraduate Students, Biological Sciences, Decision Making
Busch, Carly A.; Mohammed, Tasneem F.; Nadile, Erika M.; Witt, Madison L.; Vargas, Cindy; Tran, Missy; Wolf, Joseph Gazing; Brister, Danielle; Cooper, Katelyn M. – CBE - Life Sciences Education, 2023
Depression is one of the leading mental health concerns among science undergraduates, and rates of student depression increased during the COVID-19 pandemic. Revealing one's depression in an academic science environment can be helpful, because it can result in increased support from others. However, depression is considered a concealable…
Descriptors: Depression (Psychology), COVID-19, Pandemics, Undergraduate Students
Busch, Carly A.; Supriya, K.; Cooper, Katelyn M.; Brownell, Sara E. – CBE - Life Sciences Education, 2022
Sharing personal information can help instructors build relationships with students, and instructors revealing concealable stigmatized identities (CSIs) may be particularly impactful. One CSI is the LGBTQ+ identity, but there has been no research on the student-perceived impact of an instructor revealing this identity. In this exploratory study…
Descriptors: LGBTQ People, College Faculty, Self Disclosure (Individuals), Student Attitudes
Mohammed, Tasneem F.; Nadile, Erika M.; Busch, Carly A.; Brister, Danielle; Brownell, Sara E.; Claiborne, Chade T.; Edwards, Baylee A.; Wolf, Joseph Gazing; Lunt, Curtis; Tran, Missy; Vargas, Cindy; Walker, Kobe M.; Warkina, Tamiru D.; Witt, Madison L.; Zheng, Yi; Cooper, Katelyn M. – CBE - Life Sciences Education, 2021
Anxiety is the top mental health concern for undergraduates. While researchers have identified ways that in-person science courses can affect anxiety, little is known about how online science courses affect anxiety. In this study, 2111 undergraduates at a large research-intensive institution completed survey questions about their anxiety in…
Descriptors: Class Size, Online Courses, Electronic Learning, Educational Environment
Cooper, Katelyn M.; Gin, Logan E.; Brownell, Sara E. – International Journal of STEM Education, 2020
Background: Concealable stigmatized identities (CSIs) are identities that can be kept hidden or invisible and that carry negative stereotypes. Depression is one of the most common CSIs among undergraduates. However, to our knowledge, no studies have explored how students manage depression as a CSI in the context of undergraduate research, a…
Descriptors: Identification (Psychology), Social Bias, Stereotypes, Depression (Psychology)
Cooper, Katelyn M.; Blattman, Joseph N.; Hendrix, Taija; Brownell, Sara E. – CBE - Life Sciences Education, 2019
Course-based undergraduate research experiences (CUREs) have been shown to lead to multiple student benefits, but much is unknown about how CUREs lead to specific student outcomes. In this study, we examined the extent to which students making "broadly relevant novel discoveries" impacted student project ownership by comparing the…
Descriptors: Undergraduate Students, Student Research, Ownership, Student Experience
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