Publications
Published
Busch CA, Barstow M, Brownell SE, Cooper KM (2024) Why U.S. science and engineering undergraduates who struggle with mental health are left without role models. PLOS Ment Health 1(7): e0000086. https://doi.org/10.1371/journal.pmen.0000086 https://doi.org/10.1371/journal.pmen.0000086
Aini RQ, Supriya K, Dunlop H, Edwards B, Maas S, Roberts J, Summersill A, Zheng Y, Brownell SE, Barnes ME. (2024) Conflict reducing practices in evolution education are associated with increases in evolution acceptance in a large naturalistic study. PLOS ONE 19(12): e0313490. https://doi.org/10.1371/journal.pone.0313490
Mohammed, T. F., Doud, N., Brownell, S. E., & Cooper, K. M. (2024). The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course. Advances in Physiology Education, 48(4), 884-897. https://doi.org/10.1152/advan.00074.2024
Jackson, D., Yule, K., Biera, A., Hawley, C., Lacson, J., Webb, E., ... & Cooper, K. M. (2024). “Broadening Perspectives Activities” Improve LGBTQ+ Student Experiences and Religious Students’ Content Comprehension. CBE—Life Sciences Education, 23(4), ar49. https://doi.org/10.1187/cbe.24-02-0052
Edwards, B. A., Kolodisner, J., Youngblood, J. P., Cooper, K. M., & Brownell, S. E. (2024). Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course. Advances in Physiology Education, 48(4), 836-856. https://doi.org/10.1152/advan.00126.2024
Goodwin, E. C., Cooper, K. M., Gin, L. E., & Brownell, S. E. (2024). Addressing the need to facilitate undergraduate research experiences for community college transfer students in science. Journal of Microbiology and Biology Education, e00090-24. https://doi.org/10.1128/jmbe.00090-24
Maas, S. A., Wiesenthal, N. J., Brownell, S. E., & Cooper, K. M. (2024). Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research. CBE - Life Sciences Education. https://doi.org/10.1187/cbe.24-02-0058
Plaisier SB, Alarid DO, Denning JA, Brownell SE, Buetow KH, et al. (2024) Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computational genomics. PLOS Computational Biology 20(9): e1012384. https://doi.org/10.1371/journal.pcbi.1012384
Pigart, C. J., MacKinnon, D. P., & Cooper, K. M. (2024). Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses. International Journal of STEM Education, 11(1), 42. https://doi.org/10.1186/s40594-024-00501-7
Appel, N. T., Tanveer, A., Brownell, S., & Blattman, J. N. (2024). Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material. CBE—Life Sciences Education, 23(3), ar41. https://www.lifescied.org/doi/full/10.1187/cbe.22-05-0096
Aini, R. Q., Stewart, M., Brownell, S. E., & Barnes, M. E. (2024). Exploring patterns of evolution acceptance, evolution understanding, and religiosity among college biology students in the United States. Evolution: Education and Outreach, 17(1), 13. https://doi.org/10.1186/s12052-024-00207-y
Goldshtein, M., Chiou, E. K., & Roscoe, R. D. (2024). ‘I Just Don’t Trust Them’: Reasons for Distrust and Non-Disclosure in Demographic Questionnaires for Individuals in STEM. Societies, 14(7), 105. https://doi.org/10.3390/soc14070105 https://doi.org/10.3390/soc14070105
Supriya, K., Bang, C., Ebie, J., Pagliarulo, C., Tucker, D., Villegas, K., Wright, C., & Brownell, S. (2024). Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities. CBE - Life Sciences Education (23), 3. https://doi.org/10.1187/cbe.21-11-0320
Mohammed, T. F., Aini, R. Q., Barnes, M. E., & Cooper, K. M. (2024). Toward Culturally Responsive Mentoring of Muslim Research Mentees in the Sciences. CBE -- Life Sciences Education, (23), 3. https://doi.org/10.1187/cbe.23-07-0145
Busch, C. A., Nadile, E. M., Mohammed, T. F., Gin, L. E., Brownell, S. E., & Cooper, K. M. (2024). The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21965
Goodwin, E. C., Gin, L. E., Aeschliman, A., Afoakwa, A. K., Allred, B. A., Avalle, S. T., ... & Brownell, S. E. (2024). Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. CBE—Life Sciences Education, 23(2), ar28. https://doi.org/10.1187/cbe.23-07-0137
Grunspan, D. Z., Komperda, R., Offerdahl, E. G., Abraham, A. E., Etebari, S., Maas, S. A., ... & Brownell, S. E. (2024). Importance of undergraduate institution prestige in physics faculty hiring networks. Physical Review Physics Education Research, 20(1), 010144. https://doi.org/10.1103/PhysRevPhysEducRes.20.010144
Goodwin, E. C., Pais, D., He, J., Gin, L. E., & Brownell, S. E. (2024). Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?. CBE—Life Sciences Education, 23(2), ar18. https://doi.org/10.1187/cbe.23-05-0094
Busch, C. A., Bhanderi, P. B., Cooper, K. M., Brownell, S. E. (2024). Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits. CBE—Life Sciences Education, 23(2).
https://doi.org/10.1187/cbe.23-10-0181
Busch, C. A., Araghi, T., He, J., Cooper, K. M., & Brownell, S. E. (2024). Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions. CBE—Life Sciences Education, 23(2), ar9.
https://doi.org/10.1187/cbe.23-09-0170
Castle, S. D., Byrd, W. C., Koester, B. P., Pearson, M. I., Bonem, E., Caporale, N., ... & Matz, R. L. (2024). Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities. International Journal of STEM Education, 11(1), 1-20.
https://doi.org/10.1186/s40594-024-00474-7
Barnes, M. E., Aini, R. Q., Collins, J. P., Dunk, R. D., Holt, E. A., Jensen, J., ... & Brownell, S. E. (2024). Evaluating the current state of evolution acceptance instruments: a research coordination network meeting report. Evolution: Education and Outreach, 17(1), 1.
https://doi.org/10.1186/s12052-024-00194-0
Edwards, B. A., Bowen, C., Barnes, M. E., & Brownell, S. E. (2024). Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses. CBE—Life Sciences Education, 23(1), ar7.
https://doi.org/10.1187/cbe.23-01-0020
Mead, C., Price, C., Gin, L. E., Anbar, A. D., Collins, J. P., LePore, P., Brownell, S. E. (2023). A comparative case study of the accommodation of students with disabilities in online and in-person degree programs. PLoS ONE, 18(10): e0288748.
https://doi.org/10.1371/journal.pone.0288748
Misheva, T., Brownell, S. E., & Barnes, M. E. (2023). “It's More Of A Me-Thing Than An Evolution Thing”: Exploring The Validity Of Evolution Acceptance Measures Using Student Interviews. CBE—Life Sciences Education, 22(4), ar41.
https://doi.org/10.1187/cbe.23-01-0022
Misheva, T., Nesse, R. M., Grunspan, D. Z., & Brownell, S. E. (2023). The EvMed Assessment: A test for measuring student understanding of core concepts in evolutionary medicine. Evolution, Medicine, and Public Health, 11(1), 353-362. https://doi.org/10.1093/emph/eoad028
Google, A. N., Bowen, C. D., Brownell, S. E., & Barnes, M. E. (2023). Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs. Journal of Research in Science Teaching, 1-34.
https://doi.org/10.1002/tea.21898
Busch CA, Cooper KM, Brownell SE (2023). Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering. PLoS ONE 18(7): e0287795.
https://doi.org/10.1371/journal.pone.0287795
Wiesenthal, N. J., Gin, L. E., & Cooper, K. M. (2023). Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph. D. students in the United States. International Journal of STEM Education, 10(1), 1-21.
https://doi.org/10.1186/s40594-023-00426-7
Araghi, T., Busch, C. A., Cooper, K. M. (2023). The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates. CBE—Life Sciences Education, 22 (2).
https://doi.org/10.1187/cbe.22-10-0199
Soneral, P. A., Brownell, S. E., & Barnes, M. E. (2023). Analysis of Religious Bias among Christian Students in Science. Journal for the Scientific Study of Religion.
https://doi.org/10.1111/jssr.12825
Cooper, K. M., Eddy, S. L., & Brownell, S. E. (2023). Research Anxiety Predicts Undergraduates’ Intentions to Pursue Scientific Research Careers. CBE—Life Sciences Education, 22(1), ar11.
https://doi.org/10.1187/cbe.22-02-0022
Busch, C. A., Mohammed, T. F., Nadile, E. M., Witt, M. L., Vargas, C., Tran, M., ... & Cooper, K. M. (2023). Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors. CBE—Life Sciences Education, 22(1), ar9.
https://doi.org/10.1187/cbe.22-05-0088
Roscoe, R. D., Salehi, S., Nixon, N., Worsley, M., Piech, C., & Luckin, R. (2022). Inclusion and equity as a paradigm shift for artificial intelligence in education. In F. Ouyang, P. Jiao, B. M. McLaren, & A. H. Alavi (Eds.), Artificial Intelligence in STEM Education (pp. 359-374). Boca Raton, FL: CRC Press. https://doi.org/10.1201/9781003181187
https://doi.org/10.1201/9781003181187
Abraham, A. E., Busch, C. A., Brownell, S. E., & Cooper, K. M. (2022). Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions. Advances in Physiology Education.
https://doi.org/10.1152/advan.00094.2022
Bowen, C. D., Summersill, A. R., Jensen, J. L., Brownell, S. E., & Barnes, M. E. (2022). A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence. Journal of Microbiology & Biology Education, e00067-22.
https://doi.org/10.1128/jmbe.00067-22
Barnes, M. E., Riley, R., Bowen, C., Cala, J., & Brownell, S. E. (2022). Community College Student Understanding and Perceptions of Evolution. CBE—Life Sciences Education, 21(3), ar46. https://doi.org/10.1187/cbe.21-09-0229
Hailu, M. F., & Simmons, M. C. (2022). Considering Race, Culture, and Gender in P-16 Education: A Film-Based Inquiry of Black African Immigrant Girls' and Women's Experiences. In African American Young Girls and Women in PreK12 Schools and Beyond. Emerald Publishing Limited.
https://doi.org/10.1108/S2051-231720220000008007
Busch, C. A., Mohammed, T. F., Nadile, E. M., & Cooper, K. M. (2022). Aspects of online college science courses that alleviate and exacerbate undergraduate depression. PloS one, 17(6), e0269201.
https://doi.org/10.1371/journal.pone.0269201
Busch, C. A., Supriya, K., Cooper, K. M., & Brownell, S. E. (2022). Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course. CBE—Life Sciences Education, 21(2), ar37.
https://doi.org/10.1187/cbe.21-06-0162
Hailu, M.F. & Chea Simmons, M. (2022). A collaborative auto-ethnographic examination of Black immigrant women’s journeys through doctoral education. Race Ethnicity and Education, 1-20. https://doi.org/10.1080/13613324.2022.2069739
https://doi.org/10.1080/13613324.2022.2069739
Gin, L. E., Pais, D., Cooper, K. M., & Brownell, S. E. (2022). Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities. CBE—Life Sciences Education, 21(2), ar32.
https://doi.org/10.1187/cbe.21-07-0196
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.
https://doi.org/10.1128/jmbe.00280-21
Hailu, M. F. (2022). “I Don’t Think It Makes the Difference”: An Intersectional Analysis of How Women Negotiate Gender While Navigating Stem Higher Education in Ethiopia. Comparative Education Review, 66(2), 000-000.
https://doi.org/10.1086/718931
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.
https://doi.org/10.1128/jmbe.00271-21
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.
https://doi.org/10.1152/advan.00008.2022
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.
https://doi.org/10.1187/cbe.21-09-0228
Roscoe, R. D. (2022). Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM. Discourse Processes, 1-16.
https://doi.org/10.1080/0163853X.2022.2050084
Michalec, B., & Hafferty, F. W. (2022). Examining the US premed path as an example of discriminatory design & exploring the role (s) of capital. Social Theory & Health, 1-28.
https://doi.org/10.1057/s41285-022-00175-7
Barnes, M. E., Misheva, T., Supriya, K., Rutledge, M., & Brownell, S. E. (2022). A Revised Measure of Acceptance of the Theory of Evolution: Introducing the MATE 2.0. CBE—Life Sciences Education, 21(1), ar10.
https://doi.org/10.1187/cbe.21-05-0127
Youngblood, J. P., Webb, E. A., Gin, L. E., van Leusen, P., Henry, J. R., VandenBrooks, J. M., & Brownell, S. E. (2022). Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections. Advances in Physiology Education, 46(1), 125-139.
https://doi.org/10.1152/advan.00139.2021
Mohammed, T. F., Nadile, E. M., Busch, C. A., Brister, D., Brownell, S. E., Claiborne, C. T., ... & Cooper, K. M. (2021). Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety. CBE—Life Sciences Education, 20(4), ar69.
https://doi.org/10.1187/cbe.21-05-0132
Stonewall, J., Roscoe, R., Mont’Alvão, C., Lerner Papautsky, E., Sanford, J., & Valdez, R. (2021). Human Factors Engineering: Designing for Diversity and Accessibility. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 65(1), 1137–1140.
https://doi.org/10.1177/1071181321651046
Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., ... & Brownell, S. E. (2021) Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning. Frontiers in Education, 6(759624).
https://doi.org/10.3389/feduc.2021.759624
Lee, W. C., Hall, J. L., Godwin, A., Knight, D. B., & Verdín, D. (2022). Operationalizing and monitoring student support in undergraduate engineering education. Journal of Engineering Education, 111(1), 82-110.
https://doi.org/10.1002/jee.20431
Gin, L. E., Clark, C. E., Elliott, D. B., Roderick, T. B., Scott, R. A., Arellano, D., ... & Brownell, S. E. (2021) An exploration across institution types of undergraduate life sciences student decisions to stay in or leave an academic-year research experience. CBE—Life Sciences Education, 20(3), ar47.
https://doi.org/10.1187/cbe.21-04-0108
Turner, A. N., Challa, A. K., & Cooper, K. M. (2021). Student perceptions of authoring a publication stemming from a course-based undergraduate research experience (CURE). CBE—Life Sciences Education, 20(3), ar46.
https://doi.org/10.1187/cbe.21-02-0051
Barnes, M. E., Roberts, J. A., Maas, S. A., & Brownell, S. E. (2021). Muslim undergraduate biology students’ evolution acceptance in the United States. PLoS ONE 16(8): e0255588.
https://doi.org/10.1371/journal.pone.0255588
Gin, L. E., Wiesenthal, N. J., Ferreira, I., & Cooper, K. M. (2021). PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students. CBE—Life Sciences Education, 20(3), ar41.
https://doi.org/10.1187/cbe.21-03-0077
Barnes, M. E., Supriya, K., Zheng, Y., Roberts, J. A., & Brownell, S. E. (2021). A New Measure of Students’ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity. CBE—Life Sciences Education, 20(3), ar42.
https://doi.org/10.1187/cbe.21-02-0024
Verdín, D., Smith, J. M., & Lucena, J. C. (2021). Recognizing the funds of knowledge of first‐generation college students in engineering: An instrument development. Journal of Engineering Education, 110(3), 671-699.
https://doi.org/10.1002/jee.20410
Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE—Life Sciences Education, 20(3), ar36.
https://doi.org/10.1187/cbe.21-02-0028
Verdín, D. (2021). The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity. International Journal of STEM Education, 8(1), 1-19.
https://doi.org/10.1186/s40594-021-00292-1
Gin, L. E., Scott, R. A., Pfeiffer, L. D., Zheng, Y., Cooper, K. M., & Brownell, S. E. (2021). It’s in the syllabus… or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution. Advances in Physiology Education, 45(2), 224-240.
https://doi.org/10.1152/advan.00119.2020
Cruz Rios, F., Naganathan, H., Tello, L., Adams, S., Cook-Davis, A., El Asmar, M., ... & Parrish, K. (2021). Catalysts and Barriers Faced by Native American Engineering Undergraduate Students in Arizona. Journal of Civil Engineering Education, 147(2), 04020017.
https://doi.org/10.1061/(ASCE)EI.2643-9115.0000033
Ding, L., Cooper, K. M., Stephens, M. D., & Brownell, S. E. (2021). Learning from error episodes in dialogue-videos: The influence of prior knowledge. Australasian Journal of Educational Technology, 20-32.
https://doi.org/10.14742/ajet.6239
Cooper, K. M., Cala, J. M., & Brownell, S. E. (2021). Cultural capital in undergraduate research: An exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution. International Journal of STEM Education, 8(6).
https://doi.org/10.1186/s40594-020-00265-w
Barnes, M. E., Maas, S. A., Roberts, J. A., & Brownell, S. E. (2021). Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students. CBE—Life Sciences Education, 20(1), ar9.
https://doi.org/10.1187/cbe.20-09-0213
Nadile, E. M., Alfonso, E., Barreiros, B. M., Bevan-Thomas, W. D., Brownell, S. E., Chin, M. R., ... & Cooper, K. M. (2021). Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes. PLoS One, 16(1), e0243731.
https://doi.org/10.1371/journal.pone.0243731
Mead, C., Supriya, K., Zheng, Y., Anbar, A. D., Collins, J. P., LePore, P., & Brownell, S. E. (2020). Online biology degree program broadens access for women, first-generation to college, and low-income students, but grade disparities remain. PLoS One, 15(12), e0243916.
https://doi.org/10.1371/journal.pone.0243916
Barnes, M. E., Supriya, K., Dunlop, H. M., Hendrix, T. M., Sinatra, G. M., & Brownell, S. E. (2020). Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students. CBE—Life Sciences Education, 19(4), ar59.
https://doi.org/10.1187/cbe.19-10-0197
Cooper, K. M., Knope, M. L., Munstermann, M. J., & Brownell, S. E. (2020). Students Who Analyze Their Own Data in a Course-Based Undergraduate Research Experience (CURE) Show Gains in Scientific Identity and Emotional Ownership of Research. Journal of Microbiology & Biology Education, 21(3).
http://dx.doi.org/10.1128/jmbe.v21i3.2157
Gin, L. E., Guerrero, F. A., Cooper, K. M., & Brownell, S. E. (2020). Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities. CBE—Life Sciences Education, 19(4), es12.
https://doi.org/10.1187/cbe.20-03-0049
Cooper, K. M., Auerbach, A. J. J., Bader, J. D., Beadles-Bohling, A. S., Brashears, J. A., Cline, E., ... & Brownell, S. E. (2020). Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology. CBE—Life Sciences Education, 19(3), es6.
https://doi.org/10.1187/cbe.20-04-0062
Cooper, K. M., Gin, L. E., & Brownell, S. E. (2020). Depression as a concealable stigmatized identity: What influences whether students conceal or reveal their depression in undergraduate research experiences?. International Journal of STEM Education, 7, 1-18.
https://doi.org/10.1186/s40594-020-00216-5
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.
https://www.lifescied.org/doi/pdf/10.1187/cbe.19-09-0186
Barnes, M. E., Dunlop, H. M., Sinatra, G. M., Hendrix, T. M., Zheng, Y., & Brownell, S. E. (2020). “Accepting Evolution Means You Can’t Believe in God”: Atheistic Perceptions of Evolution among College Biology Students. CBE—Life Sciences Education, 19(2), ar21.
https://doi.org/10.1187/cbe.19-05-0106
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.
https://doi.org/10.1187/cbe.19-11-0217
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.
https://doi.org/10.1187/cbe.19-11-0243
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).
http://dx.doi.org/10.1128/jmbe.v21i1.2085
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.
https://doi.org/10.1007/978-3-030-33600-4_56
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.
https://doi.org/10.1525/abt.2020.82.2.93
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.
https://doi.org/10.1525/abt.2020.82.2.123
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.
https://doi.org/10.1371/journal.pone.0226826
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.
https://doi.org/10.1187/cbe.19-06-0113
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.
https://f328e7ed-ae78-427b-9dac-2a65f1920a7d.filesusr.com/ugd/98a1a0_7dc7a9498c…
Smith, M. K., Brownell, S. E., Crowe, A. J., Holmes, N. G., Knight, J. K., Semsar, K., ... & Couch, B. A. (2019). Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments. Journal of Microbiology & Biology Education, 20(2).
http://dx.doi.org/10.1128/jmbe.v20i2.17877
Cooper, K. M., Gin, L. E., Akeeh, B., Clark, C. E., Hunter, J. S., Roderick, T. B., ... & Brownell, S. E. (2019). Factors that predict life sciences student persistence in undergraduate research experiences. PLoS One, 14(8), e0220186.
https://doi.org/10.1371/journal.pone.0220186
Diaz-Martinez, L. A., Fisher, G. R., Esparza, D., Bhatt, J. M., D’Arcy, C. E., Apodaca, J., ... & Olimpo, J. T. (2019). Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-based Undergraduate Research Experiences: A Meeting Report. CBE—Life Sciences Education, 18(2).
https://www.lifescied.org/doi/10.1187/cbe.18-10-0203
Grunspan, D. Z., Moeller, K. T., Nesse, R. M., & Brownell, S. E. (2019). The state of evolutionary medicine in undergraduate education. Evolution, Medicine, and Public Health, 2019(1), 82-92.
https://doi.org/10.1093/emph/eoz012
Cooper, K. M., Gin, L. E., & Brownell, S. E. (2019). Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission. Advances in Physiology Education, 43(2), 221-232.
https://doi.org/10.1152/advan.00028.2019
Dunk, R. D., Barnes, M. E., Reiss, M. J., Alters, B., Asghar, A., Carter, B. E., ... & Wiles, J. R. (2019). Evolution education is a complex landscape. Nature Ecology & Evolution, 3(3), 327-329.
https://doi.org/10.1038/s41559-019-0802-9
Couch, B. A., Wright, C. D., Freeman, S., Knight, J. K., Semsar, K., Smith, M. K., ... & Brownell, S. E. (2019). GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs. CBE—Life Sciences Education, 18(1), ar1.
https://doi.org/10.1187/cbe.18-07-0117
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.
https://doi.org/10.1152/advan.00128.2018
ElZomor, M., Mann, C., Doten-Snitker, K., Parrish, K., & Chester, M. (2018). Leveraging Vertically Integrated Courses and Problem-Based Learning to Improve Students’ Performance and Skills. Journal of Professional Issues in Engineering Education and Practice, 144(4), 04018009.
https://doi.org/10.1061/(ASCE)EI.1943-5541.0000379
Burke, R. D., Antaya Dancz, C. L., Ketchman, K. J., Bilec, M. M., Boyer, T. H., Davidson, C., ... & Parrish, K. (2018). Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum. Journal of Professional Issues in Engineering Education and Practice, 144(3), 04018004.
https://doi.org/10.1061/(ASCE)EI.1943-5541.0000373
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.
https://doi.org/10.24918/cs.2018.7
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).
http://dx.doi.org/10.1128/jmbe.v19i2.1567
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.
https://doi.org/10.1371/journal.pone.0201258
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.
https://doi.org/10.20429/ijsotl.2018.120214
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.
https://doi.org/10.1187/cbe.17-12-0287
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.
https://doi.org/10.1186/s40594-018-0123-6
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.
https://doi.org/10.1187/cbe.17-12-0288
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.
https://doi.org/10.1187/cbe.17-02-0037
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.
https://doi.org/10.1152/advan.00085.2017
Cooper, K. M., Ashley, M., & Brownell, S. E. (2018). Breaking Down Barriers: A Bridge Program Helps First-Year Biology Students Connect with Faculty. Journal of College Science Teaching, 47(4).
https://f328e7ed-ae78-427b-9dac-2a65f1920a7d.filesusr.com/ugd/98a1a0_c6956b34cb…
Truong, J. M., Barnes, M. E., & Brownell, S. E. (2018). Can Six Minutes of Culturally Competent Evolution Education Reduce Students' Level of Perceived Conflict Between Evolution and Religion?. The American Biology Teacher, 80(2), 106-115.
https://doi.org/10.1525/abt.2018.80.2.106
Grunspan, D. Z., Nesse, R. M., Barnes, M. E., & Brownell, S. E. (2018). Core principles of evolutionary medicine: A Delphi study. Evolution, Medicine, and Public Health, 2018(1), 13-23.
https://doi.org/10.1093/emph/eox025
Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017). Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs. CBE—Life Sciences Education, 16(4), es3.
https://doi.org/10.1187/cbe.17-05-00855
Barnes, M. E., & Brownell, S. E. (2017). A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE). CBE—Life Sciences Education, 16(4), es4.
https://doi.org/10.1187/cbe.17-04-0062
Barnes, M. E., & Brownell, S. E. (2017). Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education. Science Education, 102(1), 36-59.
https://doi.org/10.1002/sce.21317
Cooper, K. M., Ashley, M., & Brownell, S. E. (2017). A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others. CBE—Life Sciences Education, 16(1), ar17.
https://doi.org/10.1187/cbe.16-05-0161
Jordt, H., Eddy, S. L., Brazil, R., Lau, I., Mann, C., Brownell, S. E., ... & Freeman, S. (2017). Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes. CBE—Life Sciences Education, 16(3), ar41.
https://doi.org/10.1187/cbe.16-12-0351
Ballen, C. J., Blum, J. E., Brownell, S. E., Hebert, S., Hewlett, J., Klein, J. R., ... & Cotner, S. (2017).A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses. CBE—Life Sciences Education, 16(2).
https://doi.org/10.1187/cbe.16-12-0352
Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE—Life Sciences Education, 16(1), ar8.
https://doi.org/10.1187/cbe.16-08-0265
Barnes, M. E., Evans, E. M., Hazel, A., Brownell, S. E., & Nesse, R. M. (2017). Teleological reasoning, not acceptance of evolution, impacts students’ ability to learn natural selection. Evolution: Education and Outreach, 10(1), 1-12.
https://doi.org/10.1186/s12052-017-0070-6
Dancz, C. L., Parrish, K., Bilec, M. M., & Landis, A. E. (2017). Assessment of Students’ Mastery of Construction Management and Engineering Concepts through Board Game Design. Journal of Professional Issues in Engineering Education and Practice, 143(4), 04017009.
https://doi.org/10.1061/(ASCE)EI.1943-5541.0000340
Dancz, C. L., Ketchman, K. J., Burke, R. D., Hottle, T. A., Parrish, K., Bilec, M. M., & Landis, A. E. (2017). Utilizing Civil Engineering Senior Design Capstone Projects to Evaluate Students' Sustainability Education across Engineering Curriculum. Advances in Engineering Education, 6(2), n2.
https://eric.ed.gov/?id=EJ1159127
Cooper, K. M., Ashley, M., & Brownell, S. E. (2017).Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept. Journal of Microbiology & Biology Education, 18(2).
https://dx.doi.org/10.1128/jmbe.v18i2.1289
Schinske, J. N., Balke, V. L., Bangera, M. G., Bonney, K. M., Brownell, S. E., Carter, R. S., ... & Corwin, L. A. (2017). Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty. CBE—Life Sciences Education, 16(2).
https://doi.org/10.1187/cbe.16-10-0289
Cooper, K. M., Soneral, P. A., & Brownell, S. E. (2017). Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences. Journal of Microbiology & Biology Education, 18(2).
https://dx.doi.org/10.1128/jmbe.v18i2.1287
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2017). Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE. Journal of Microbiology & Biology Education, 18(2).
https://dx.doi.org/10.1128/jmbe.v18i2.1260
Barnes, M. E., Truong, J. M., & Brownell, S. E. (2017). Experiences of Judeo-Christian Students in Undergraduate Biology. CBE—Life Sciences Education, 16(1), ar15.
https://doi.org/10.1187/cbe.16-04-0153
Barnes, M. E., Elser, J., & Brownell, S. E. (2017). Impact of a Short Evolution Module on Students’ Perceived Conflict between Religion and Evolution. The American Biology Teacher, 79(2), 104-111.
https://doi.org/10.1525/abt.2017.79.2.104
Shortlidge, E. E., & Brownell, S. E. (2016). How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences. Journal of Microbiology & Biology Education, 17(3), 399.
http://dx.doi.org/10.1128/jmbe.v17i3.1103
Hekmat‐Scafe, D. S., Brownell, S. E., Seawell, P. C., Malladi, S., Conlkin Imam, J. F., Singla, V., ... & Stearns, T. (2017). Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course‐based undergraduate research experience in molecular and cell biology. Biochemistry and Molecular Biology Education, 45(2), 161-178.
https://doi.org/10.1002/bmb.21024
Cooper, K. M., & Brownell, S. E. (2016). Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students. CBE—Life Sciences Education, 15(3), ar37.
https://doi.org/10.1187/cbe.16-01-0074
Eddy, S. L., & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2), 020106.
https://doi.org/10.1103/PhysRevPhysEducRes.12.020106
Hsu, J. L., Wrona, A. M., Brownell, S. E., & Khalfan, W. (2016). The Explorations Program: Benefits of Single-Session, Research-Focused Classes for Students and Postdoctoral Instructors. Journal of College Science Teaching, 45(6).
http://dx.doi.org/10.2505/4/jcst16_045_06_78
Barnes, M. E., & Brownell, S. E. (2016). Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution. CBE—Life Sciences Education, 15(2), ar18.
https://doi.org/10.1187/cbe.15-11-0243
Wright, C. D., Eddy, S. L., Wenderoth, M. P., Abshire, E., Blankenbiller, M., & Brownell, S. E. (2016). Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses. CBE—Life Sciences Education, 15(2), ar23.
https://doi.org/10.1187/cbe.15-12-0246
Grunspan, D. Z., Eddy, S. L., Brownell, S. E., Wiggins, B. L., Crowe, A. J., & Goodreau, S. M. (2016). Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms. PLoS One, 11(2), e0148405.
https://doi.org/10.1371/journal.pone.0148405
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016).Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience, 66(1), 54-62.
https://doi.org/10.1093/biosci/biv167
Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M. C., & Wenderoth, M. P. (2015). Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE—Life Sciences Education, 14(4), ar45.
https://doi.org/10.1187/cbe.15-05-0108
Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., Eddy, S. L., ... & Cyert, M. S. (2015). A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data. CBE—Life Sciences Education, 14(2), ar21.
https://doi.org/10.1187/cbe.14-05-0092
Brownell, S. E., & Kloser, M. J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 40(3), 525-544.
https://doi.org/10.1080/03075079.2015.1004234
Bangera, G., & Brownell, S. E. (2014). Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive. CBE—Life Sciences Education, 13(4), 602-606.
https://doi.org/10.1187/cbe.14-06-0099
Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. CBE—Life Sciences Education, 13(3), 478-492.
https://doi.org/10.1187/cbe.13-10-0204
Brownell, S. E., Freeman, S., Wenderoth, M. P., & Crowe, A. J. (2014). BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors. CBE—Life Sciences Education, 13(2), 200-211.
https://doi.org/10.1187/cbe.13-12-0233
Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., ... & Crowe, A. J. (2014). How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities. BioScience, 64(2), 125-137.
https://doi.org/10.1093/biosci/bit016
Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. J. (2013).Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses. Journal of Microbiology & Biology Education, 14(2), 176.
https://doi.org/10.1128/jmbe.v14i2.609
Brownell, S. E., Price, J. V., & Steinman, L. (2013). Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training. Journal of Undergraduate Neuroscience Education, 12(1), E6.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852879/
Brownell, S. E., Price, J. V., & Steinman, L. (2013). A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science. Advances in Physiology Education, 37(1), 70-79.
https://doi.org/10.1152/advan.00138.2012
Brownell, S. E., Khalfan, W., Bergmann, D., & Simoni, R. (2013). Explorations: A Research-Based Program Introducing Undergraduates to Diverse Biology Research Topics Taught by Grad Students and Postdocs. Journal of College Science Teaching, 42(3), 24-31.
https://www.jstor.org/stable/43631791
Kloser, M. J., Brownell, S. E., Shavelson, R. J., & Fukami, T. (2013). Effects of a Research-Based Ecology Lab Course: A Study of Nonvolunteer Achievement, Self-Confidence, and Perception of Lab Course Purpose. Journal of College Science Teaching, 42(3), 72-81.
https://www.jstor.org/stable/43631798
Brownell, S. E., & Tanner, K. D. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?. CBE—Life Sciences Education, 11(4), 339-346.
https://doi.org/10.1187/cbe.12-09-0163
Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences. Journal of College Science Teaching, 41(4).
https://www.livingston.org/cms/lib4/NJ01000562/Centricity/Domain/689/Group%20-%…
Kloser, M. J., Brownell, S. E., Chiariello, N. R., & Fukami, T. (2011). Integrating Teaching and Research in Undergraduate Biology Laboratory Education. PLoS Biology, 9(11), e1001174.
https://doi.org/10.1371/journal.pbio.1001174