Busch, C. A., Wiesenthal, N. J., Mohammed, T. F., Anderson, S., Barstow, M., Custalow, C., ... & Cooper, K. M. (2023). The disproportionate impact of fear of negative evaluation on first-generation college students, LGBTQ+ students, and students with disabilities in college science courses. CBE—Life Sciences Education, 22(3), ar31.

Ghosh A, Cohen K, Jans L, Busch C, McDanal R, Yang Y, Cooper K, Schleider J. A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial. (2023). JMIR Ment Health;10:e48926

Busch CA, Barstow M, Brownell SE, Cooper KM (2024) Why U.S.

Busch, C. A., Nadile, E. M., Mohammed, T. F., Gin, L. E., Brownell, S. E., & Cooper, K. M.

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).

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.

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.

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). 

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.