Katelyn M. Cooper

发表

Exploring Differences In Decisions About Exams Among Instructors Of The Same Introductory Biology Course

S. Brownell, C. Wright, Austin L Huang, 2018, International Journal for the Scholarship of Teaching and Learning.

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.

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2019, Advances in physiology education.

Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

Sara E. Brownell, S. Brownell, Katelyn M. Cooper, 2017, CBE life sciences education.

Factors that predict life sciences student persistence in undergraduate research experiences

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2019, PloS one.

An Exploratory Study of Students with Depression in Undergraduate Research Experiences

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2020, CBE life sciences education.

New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2022, Journal of microbiology & biology education.

The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE

S. Brownell, J. Blattman, Katelyn M. Cooper, 2019, CBE life sciences education.

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

S. Brownell, Katelyn M. Cooper, Michael Ashley, 2017, CBE life sciences education.

Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2022, CBE life sciences education.

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

S. Brownell, Katelyn M. Cooper, Virginia R Downing, 2018, International Journal of STEM Education.

A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

M. Chi, S. Brownell, Katelyn M. Cooper, 2018, CBE life sciences education.

Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms

S. Brownell, Katelyn M. Cooper, 2020 .

Aspects of online college science courses that alleviate and exacerbate undergraduate depression

Katelyn M. Cooper, Carly A Busch, Tasneem F Mohammed, 2022, PloS one.

Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channel

S. Brownell, Katelyn M. Cooper, Jacqueline M. Cala, 2018 .

Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

S. Brownell, A. Abraham, Katelyn M. Cooper, 2022, Journal of microbiology & biology education.

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.

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2021, Advances in physiology education.

Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course

S. Brownell, Katelyn M. Cooper, K. Supriya, 2022, CBE life sciences education.

Don’t Joke About Me: Student Identities and Perceptions of Instructor Humor in College Science Courses†

S. Brownell, Katelyn M. Cooper, Erika M Nadile, 2020, Journal of microbiology & biology education.

Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences

S. Brownell, Katelyn M. Cooper, Paula A. G. Soneral, 2017, Journal of microbiology & biology education.

Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors

Katelyn M. Cooper, Cindy Vargas, Carly A Busch, 2023, CBE life sciences education.

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

S. Brownell, Katelyn M. Cooper, 2016, CBE life sciences education.

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

Sarah L. Eddy, Joshua W. Reid, S. Brownell, 2020, CBE life sciences education.

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

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2021, CBE life sciences education.

Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research

K. Tanner, Katelyn M. Cooper, Jeffrey N. Schinske, 2021, CBE life sciences education.

COMING OUT TO THE CLASS: IDENTIFYING FACTORS THAT INFLUENCE COLLEGE BIOLOGY INSTRUCTOR DECISIONS ABOUT REVEALING THEIR LGBQ IDENTITIES IN CLASS

S. Brownell, Katelyn M. Cooper, Cara L. Gormally, 2019, Journal of Women and Minorities in Science and Engineering.

Toward More Inclusive Large-Enrollment Undergraduate Biology Classrooms: Identifying Inequities and Possible Underlying Mechanisms

Katelyn M. Cooper, 2018 .

Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions.

S. Brownell, Katelyn M. Cooper, Carly A Busch, 2022, Advances in physiology education.

Student Perceptions of Authoring a Publication Stemming from a Course-Based Undergraduate Research Experience (CURE)

Katelyn M. Cooper, A. Challa, Ashley N. Turner, 2021, CBE life sciences education.

Call on me! Undergraduates' perceptions of voluntarily asking and answering questions in front of large-enrollment science classes.

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2021, PloS one.

Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2020, CBE life sciences education.

To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses

S. Brownell, Katelyn M. Cooper, M. E. Barnes, 2018, PloS one.

Breaking down Barriers: A Bridge Program Helps First-Year Biology Students Connect with Faculty.

S. Brownell, Katelyn M. Cooper, Michael Ashley, 2018 .

The Experiences of Undergraduates with Depression in Online Science Learning Environments

Katelyn M. Cooper, Logan E. Gin, Tasneem F. Mohammed, 2022, CBE life sciences education.

Learning from error episodes in dialogue-videos: The influence of prior knowledge

M. Chi, S. Brownell, Katelyn M. Cooper, 2021 .

Exploring the impact of different types of instructor generated videos on student learning in a university physiology course

M. Chi, S. Brownell, Katelyn M. Cooper, 2018 .

Active learning: “Hands-on” meets “minds-on”

Daniel L. Schwartz, Elli J. Theobald, L. McCarty, 2021, Science.

An Exploration across Institution Types of Undergraduate Life Sciences Student Decisions to Stay in or Leave an Academic-Year Research Experience

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2021, CBE life sciences education.

Who perceives they're smarter? Exploring the influence of student characteristics on student academic self‐concept in physiology

S. Brownell, Katelyn M. Cooper, Anna Krieg, 2018, Advances in physiology education.

PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

Katelyn M. Cooper, Logan E. Gin, Isabella Ferreira, 2021, CBE life sciences education.

Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution

S. Brownell, Katelyn M. Cooper, Jacqueline M. Cala, 2021, International Journal of STEM Education.

What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

S. Brownell, Katelyn M. Cooper, Anna Krieg, 2017, CBE life sciences education.

Gender Differences in Student Comfort Voluntarily Asking and Answering Questions in Large-Enrollment College Science Courses

Katelyn M. Cooper, Yi Zheng, Erika M Nadile, 2021, Journal of microbiology & biology education.

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Katelyn M. Cooper, Carly A Busch, Tala Araghi, 2023, CBE life sciences education.

Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2020, CBE life sciences education.

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

S. Brownell, Katelyn M. Cooper, Virginia R. Downing, 2018, International Journal of STEM Education.

Students Who Analyze Their Own Data in a Course-Based Undergraduate Research Experience (CURE) Show Gains in Scientific Identity and Emotional Ownership of Research†

S. Brownell, Katelyn M. Cooper, M. L. Knope, 2020, Journal of microbiology & biology education.

Research Anxiety Predicts Undergraduates’ Intentions to Pursue Scientific Research Careers

Sarah L. Eddy, S. Brownell, Katelyn M. Cooper, 2023, CBE life sciences education.

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

S. Brownell, Katelyn M. Cooper, Yi Zheng, 2021, CBE life sciences education.

Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?

S. Brownell, Katelyn M. Cooper, Logan E. Gin, 2020, International journal of STEM education.

Developing Course-Based Research Experiences in Discipline-Based Education Research: Lessons Learned and Recommendations

S. Brownell, Katelyn M. Cooper, 2018, Journal of microbiology & biology education.

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

Joshua L. Caulkins, C. Mead, S. Brownell, 2021, Frontiers in Education.

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Joshua L. Caulkins, C. Mead, A. Anbar, 2021, bioRxiv.

Reply to Salzer: A rebuttal to "A critical review of conclusions about disclosure of a mental illness on medical school applications".

S. Brownell, Katelyn M. Cooper, 2023, Advances in physiology education.

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.

S. Brownell, Katelyn M. Cooper, Carly A Busch, 2024, CBE life sciences education.

The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses

Katelyn M. Cooper, Carly A Busch, Emma C Goodwin, 2023, CBE life sciences education.

Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

S. Brownell, Katelyn M. Cooper, Anna Abraham, 2022, FASEB journal : official publication of the Federation of American Societies for Experimental Biology.