Mohammed, T. F., Gin, L. E., Wiesenthal, N. J., & Cooper, K. M. (2022). The experiences of undergraduates with depression in online science learning environments. CBE—Life Sciences Education, 21(2), ar18.
Edwards, B. A., Roberts, J. A., Bowen, C., Brownell, S. E., & Barnes, M. E. (2022). An exploration of how gender, political affiliation, or religious identity is associated with comfort and perceptions of controversial topics in bioethics. Advances in Physiology Education.
Abraham, A. E., Busch, C. A., Brownell, S. E., & Cooper, K. M. (2022). Instructor perceptions of student incivility in the online undergraduate science classroom. Journal of Microbiology & Biology Education, e00271-21.
Gin, L. E., Pais, D. C., Parrish, K. D., Brownell, S. E., & Cooper, K. M. (2022). New online accommodations are not enough: the mismatch between student needs and supports given for students with disabilities during the COVID-19 pandemic. Journal of Microbiology & Biology Education, e00280-21.
RISE Center's core faculty member and Assistant Director of Evaluation recently was featured in ASU Online's Newsroom article that touches on ASU faculty creating welcoming spaces for women in STEM.
The American Association for the Advancement of Science (AAAS), the world’s largest general scientific society, has elected RISE Director, Sara Brownell, as a 2021 Fellow for the section on Societal Impacts of Science and Engineering.
The RISE Center welcomes visiting scholar Jamie Jensen for the month of February. Jamie is an Associate Professor in the Department of Biology at Brigham Young University. She specializes in the development and assessment of undergraduate biology curricula that employ evidenced-based pedagogical strategies to increase student scientific reasoning skills and deep conceptual understanding.
Logan contributed a piece about the importance of creating accessible STEM courses during the COVID-19 pandemic to the AAAS/NSF report Lessons Learned During COVID-19: Strategies for transforming the future of STEM education. Check it out!
Bio: Dr. Dina Verdín is trained in the fields of Engineering Education and Industrial Engineering. She is a Mexican-American, Southern California native who was the first in her family to attend college (i.e., first-generation college student). Her research focused on access and persistence of Latinx and first-generation college students studying engineering comes from experiencing a lack of access to engineering identity shaping opportunities, experiencing the male-dominated culture of engineering, and struggle towards persisting in the field.
Bio: I am a queer, able-bodied (ish) person of the global majority. I enjoy reading, video games, and television, typically with a science fiction or fantasy theme. I also enjoy amateur nature photography and collage art projects. I grew up in Columbus, Ohio and went to school in Pittsburgh, Pennsylvania (University of Pittsburgh). I then completed two postdoctoral fellowships in Tennessee (Vanderbilt University and University of Memphis) before landing at Arizona State University. This is my favorite weather by far.