Haley Patel is a sophomore at Arizona State University majoring in Medical Microbiology. Haley's academic interests include psychology, neuroscience, and immunology, with a focus on understanding how youth social interactions and environmental factors contribute to barriers in STEM fields. Outside of academics, Haley enjoys playing badminton and running.
Lennessa Mazo is an undergraduate senior majoring in Biological Sciences with an emphasis in Public Health and is in the 4+1 Biology program at Arizona State University. She is a Research Assistant at the Banner Sun Health Research Institute in the Fluid Biomarker Program, where she focuses on Alzheimer’s disease and pTau research.
As a first-generation pre-med undergraduate student, Zahraa is passionate about bridging gaps in the STEM field. She is pursuing a degree in Biological Sciences with a focus in Neurobiology, Physiology, and Behavior, along with a minor in Family and Human Development. Outside of academics, Zahraa enjoys working out, baking, and watching her favorite shows. As a RISE Ambassador, she is dedicated to making STEM accessible to individuals from all backgrounds and languages, fostering inclusivity and diversity in the field.
Scarlett is a first-generation, third-year student majoring in Biological Sciences. She is interested in bringing recognition to challenges taken on by underrepresented groups, such as first-generation and socioeconomically challenged students.
Mannat is an international student at Arizona State University, majoring in Neuroscience. Driven by a passion for advancing the field, Mannat aspires to pursue a career that seamlessly merges cutting-edge research, innovative solutions, and dedicated community service. At ASU, Mannat is committed to fostering meaningful connections and actively supporting initiatives that empower fellow students to excel both academically and personally. They are particularly passionate about promoting inclusivity and creating opportunities that leave a lasting and positive impact on the campus community.
In this episode of The APS Publications Podcast, join Tasneem F. Mohammed, Nolina Doud, Sara E. Brownell, and Katelyn M. Cooper as they discuss their recently published paper, "The Upside to Depression: Undergraduates Benefit from an Instructor Revealing Depression in a Large-Enrollment Physiology Course." In the study, an instructor of a large physiology course openly disclosed her depression to students on two separate occasions. The research explores how this revelation impacted students' perceptions of the instructor, the classroom environment, and their overall experience.
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think–pair–share: Emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), fe1.
Nadile, E. M., Williams, K. D., Wiesenthal, N. J., Stahlhut, K. N., Sinda, K. A., Sellas, C. F., ... & Cooper, K. M. (2021). Gender differences in student comfort voluntarily asking and answering questions in large-enrollment college science courses. Journal of microbiology & biology education, 22(2), 10-1128.
Yannier, N., Hudson, S. E., Koedinger, K. R., Hirsh-Pasek, K., Golinkoff, R. M., Munakata, Y., ... & Brownell, S. E. (2021). Active learning:“Hands-on” meets “minds-on”. Science, 374(6563), 26-30.
Busch, C. A., Wiesenthal, N. J., Mohammed, T. F., Anderson, S., Barstow, M., Custalow, C., ... & Cooper, K. M. (2023). The disproportionate impact of fear of negative evaluation on first-generation college students, LGBTQ+ students, and students with disabilities in college science courses. CBE—Life Sciences Education, 22(3), ar31.