Downing, V. R., Cooper, K. M., Cala, J. M., Gin, L. E., & Brownell, S. E. (2020). Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE—Life Sciences Education, 19(2), ar20.

Cooper, K. M., Gin, L. E., Barnes, M. E., & Brownell, S. E. (2020). An exploratory study of students with depression in undergraduate research experiences. CBE—Life Sciences Education, 19(2), ar19.

Branchaw, J. L., Pape-Lindstrom, P. A., Tanner, K. D., Bissonnette, S. A., Cary, T. L., Couch, B. A., ... & Brownell, S. E. (2020). Resources for Teaching and Assessing the Vision and Change Biology Core Concepts. CBE—life Sciences Education, 19(2), es1.

Cooper, K. M., Nadile, E. M., & Brownell, S. E. (2020). Don’t Joke About Me: Student Identities and Perceptions of Instructor Humor in College Science Courses. Journal of Microbiology & Biology Education, 21(1).

Cooper, K. M., & Brownell, S. E. (2020). Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms. In Active learning in college science (pp. 909-925). Springer, Cham.

Grunspan, D. Z., Nesse, R. M., & Brownell, S. E. (2020). EvMedEd: A Teaching Resource for Integrating Medical Examples into Evolution Education. The American Biology Teacher, 82(2), 123-126.

Barnes, M. E., Werner, R., & Brownell, S. E. (2020). Differential Impacts of Religious Cultural Competence on Students' Perceived Conflict with Evolution at an Evangelical University. The American Biology Teacher, 82(2), 93-101.

Barnes, M. E., Truong, J. M., Grunspan, D. Z., & Brownell, S. E. (2020). Are scientists biased against Christians? Exploring real and perceived bias against Christians in academic biology. PLoS One, 15(1), e0226826.

Cooper, K. M., Blattman, J. N., Hendrix, T., & Brownell, S. E. (2019). The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE. CBE—Life Sciences Education, 18(4), ar57.

Cooper, K. M., Brownell, S. E., & Gormally, C. (2019). Coming out to the class: Identifying factors that influence college biology instructor decisions about revealing their LGBQ identities in class. Journal of Women and Minorities in Science and Engineering, 25(3), 261-282.