RISE Center undergraduate Julie Roberts was featured as a notable graduate by ASU.
This is the fourth and final essay in a series of blog posts to be released this quarter by the ASCB LGBTQ+ committee under the theme of “Building a Welcoming Community for LGBTQ+ Scientists.” As this is posted many of us will be starting to teach undergraduate classes – Our ultimate source of scientists. In this post, Dr. Sara Brownwell shares some thoughts on the importance of LGBTQ+ representation in the classroom, an area that she has actively researched.
Participating in research as an undergraduate is known to be a highly influential experience that can increase student motivation and persistence in science. Research experience provides students an opportunity to learn if scientific research is a career they would like to pursue and ultimately has been linked to increased graduation rates and career success.
Each year, Arizona State University names faculty from across the university as President’s Professors. This prestigious designation has honored dozens of faculty members since 2006 and continues to do so for faculty who showcase enthusiasm and innovation in teaching, the ability to inspire original and creative work by students, mastery of subject matter, and scholarly contributions. RISE Center Affiliate Sharon Hall was named a President's Professor for 2022.
RISE Center Director Sara Brownell was interviewed about supporting LGBTQ+ students in higher education and creating LGBTQ+ inclusive learning spaces.
RISE Center PhD student Carly Busch was invited to contribute a blog post for the American Society of Microbiology. She highlights some impactful yet easy ways we can create more LGBTQIA-inclusive biology learning environments.
Fear of negative evaluation, or the dread associated with being judged in a social situation, is the most common factor underlying student anxiety in active learning courses. This project aims to help students cope with fear of negative evaluation by developing and testing a single-session intervention (an approach shown to be tremendously effective in reducing symptoms of anxiety in the K-12 population) to help undergraduates cope with fear of negative evaluation in the context of active learning science courses.
The goal of Dr. Cooper's NSF CAREER award is to examine how graduate research and teaching alleviate and exacerbate symptoms of anxiety and depression among science graduate students. This project also proposes to develop single-session interventions to help graduates cope with common challenges (e.g. failure, negative feedback) known to worsen student mental health.
RISE Center member Katey Cooper created a course-based undergraduate research experience (CURE) with the aim to engage students in real, publishable biology education research. In the span of a single semester, Katey Cooper's students went from an initial research question to a finished research manuscript that was submitted to a peer-reviewed education journal with all 14 students as co-authors exactly three weeks after the end of the term.
As online learning continues to see significant growth at higher education institutions around the country, The College of Liberal Arts and Sciences at Arizona State University is expanding opportunities that are traditionally offered in person to the digital environment with the launch of the Online Undergraduate Research Scholars (OURS) program. The new program will offer hands-on, experiential learning specifically for students enrolled through ASU Online.