Busch, C. A., Bhanderi, P. B., Cooper, K. M., & Brownell, S. E. (2025).
2230 undergraduate biology students were randomly assigned to watch one of two teaching demonstration videos and evaluate an instructor actor. The videos were identical except, in one version, the instructor revealed an LGB identity. Regardless of a state’s LGBTQ+ acceptance, undergraduates’ perceptions of instructors were unaffected by brief LGBTQ+ disclosure.
Congrats to first author and former PhD student Carly Busch!
Over 2500 students learning about evolution were randomly assigned videos that had 1) no conflict-reducing practices, 2) conflict-reducing practices implemented by a non-religious instructor, or 3) conflict-reducing practices implemented by a Christian instructor. Conflict-reducing practices led to decreased conflict, increased compatibility, and increased acceptance of human evolution compared with the video without conflict-reducing practices.
Published in CBE Life Sciences Education, this is the first paper to explore the experiences of Muslim students in peer interactions. Congrats to first authors Baylee Edwards and Analy Granados. Analy is a former RISE Ambassador who is now in dental school.
Congrats Felicity on her Master's defense titled: The next generation is coming out in class: Revisiting the experiences of LGBTQ+ undergraduates in active learning science courses. Her research was aimed towards better understanding the perspectives of LGBTQ+ undergraduates enrolled in active learning science courses across the U.S.
The 4th annual STEM Inclusion Summit highlighted community building, mental health, and finding new ways to fund research and programs focused on inclusion. The RISE Center presented 10 posters at the event!
Edwards, B. A., Granados, A., Mohammed, T. F., Aini, R. Q., Cooper, K. M., Barnes, M. E., & Brownell, S. E. (2025). The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses. CBE—Life Sciences Education, 24(4), ar42.
Nadile, E. M., Winton, M. R., Mohammed, T. F., Collins, J. P., Brownell, S. E., & Cooper, K. M. (2025). Instructor-perceived benefits and costs of inviting students to voluntarily answer questions in large science courses. Advances in Physiology Education, 49(4), 909-923.
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Present at the Poster Session: Submit your poster idea by Tuesday, October 14 at 11:59 p.m. PST using this LINK. If you have questions, please contact Sara Brownell ([email protected])
Hi! My name is Jessica Hodges and I am a first generation college student entering my sophomore year with a major in biological sciences. I am on the pre-med track and I am passionate about asking complex questions and pursuing meaningful solutions through science. As a first generation student, I’m also dedicated to supporting and uplifting other first generation women pursuing STEM fields.