Semsar, K., Brownell, S. E., Couch, B. A., Crowe, A. J., Smith, M. K., Summers, M. M., ... & Knight, J. K. (2019). Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates. Advances in Physiology Education, 43(1), 15-27.
Cala, J. M., Cooper, K. M., & Brownell, S. E. (2018). Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channel. CourseSource.
Cooper, K. M., & Brownell, S. E. (2018). Developing Course-Based Research Experiences in Discipline-Based Education Research: Lessons Learned and Recommendations. Journal of Microbiology & Biology Education, 19(2).
Cooper, K. M., Hendrix, T., Stephens, M. D., Cala, J. M., Mahrer, K., Krieg, A., ... & Brownell, S. E. (2018). To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses. PLoS One, 13(8), e0201258.
Wright, C. D., Huang, A. L., Cooper, K. M., & Brownell, S. E. (2018). Exploring Differences in Decisions about Exams among Instructors of the Same Introductory Biology Course. International Journal for the Scholarship of Teaching and Learning, 12(2), 14.
Grunspan, D. Z., Kline, M. A., & Brownell, S. E. (2018). The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education. CBE—Life Sciences Education, 17(3), es6.
Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5(1), 1-18.
Cooper, K. M., Ding, L., Stephens, M. D., Chi, M. T., & Brownell, S. E. (2018). AA Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student. CBE—Life Sciences Education, 17(2), ar31.
Summers, M. M., Couch, B. A., Knight, J. K., Brownell, S. E., Crowe, A. J., Semsar, K., ... & Smith, M. K. (2018). EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates. CBE—Life Sciences Education, 17(2), ar18.
Cooper, K. M., Krieg, A., & Brownell, S. E. (2018). Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology. Advances in Physiology Education, 42, 200-208.