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).
Connected RISE Affiliate
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.
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.
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).
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.
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).
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.
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.
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.
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.