Publications

Published

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

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