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.

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.

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.

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.

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.