Katelyn Cooper
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Mail code: 4501Campus: Tempe
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Katey is an Assistant Professor in the School of Life Sciences at Arizona State University; she leads the Cooper Biology Education Research Lab and directs the Mental Health Division of the Research for Inclusive STEM Education Center. Trained as a discipline-based education researcher, she uses quantitative and qualitative methodologies to explore research questions related to making undergraduate, graduate, and medical biology education more inclusive. The Cooper Lab primarily focuses on understanding the relationship between student mental health and cognitive and affective learning. Dr. Cooper's research has been highlighted in Science as well as news outlets such as the New York Times, CNN, and BBC News. In 2022, Katey received the NSF CAREER award to investigate the relationship between undergraduate/graduate research and depression was listed as one of the 2022 NBC PRIDE 30: The new generation for her efforts to make biology education more inclusive.
Post-doc in Biology Education Research, Arizona State University
PhD in Biology, Arizona State University
MEd in Education, Northern Arizona State University
BS in Biochemistry, Arizona State University
The Cooper lab explores issues of equity and access in undergraduate, graduate, and medical biology education. Primarily, our research examines the relationship between student mental health and cognitive and affective learning. We have established how anxiety and depression affect undergraduates' experiences in active learning courses (1, 2, 3, 4, 5), online courses (6, 7, 8, 9) and undergraduate research experiences (10, 11, 12). We have also explored how graduate students' anxiety and depression impacts their experiences in research and teaching (1, 2). Currently our lab is developing and testing interventions to help students cope with the underlying aspects of anxiety and depression in the context of biology learning environments.
In addition, a line of our research examines the experiences of LGBTQ+ individuals in academic biology (1,2,3) and the experiences of pre-med students (1,2).
PEER-REVIEWED JOURNAL ARTICLES
63. Jackson D. Yule K. Biera A. Hawley C. Lacson J. Webb E. McGraw K. Cooper KM. “Broadening Perspectives Activities” improve both LGBTQ+ student experiences and non-LGBTQ+ student’ content comprehension. In press at CBE Life Sciences Education. https://www.lifescied.org/doi/10.1187/cbe.24-02-0052
62. Mohammed TF. Doud N. Brownell SE#. Cooper KM#. The upside to depression: Undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course. Advances in Physiology Education. (#These authors contributed equally). https://pubmed.ncbi.nlm.nih.gov/39454033/
61. Goodwin E. Cooper KM. Gin LE*. Brownell SE. Addressing the need to facilitate undergraduate research experiences for community college transfer students in science. Journal of Microbiology and Biology Education.
60. Edwards BA. Kolodisner J. Youngblood J. Cooper KM. Brownell SE. Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course. Advances in Physiology Education.
59. Maas SA#. Wiesenthal NJ#*. Brownell SE&. Cooper KM&. Disrupting the master narrative in academic biology as LGBTQ+ Ph.D. students: learning, teaching, and conducting research. CBE Life Sciences Education (#these authors contributed equally &these authors contributed equally). https://www.lifescied.org/doi/10.1187/cbe.24-02-0058
58. Plaisier SB. Alarid DO. Brownell SE. Buetow K. Cooper KM. Wilson MA. Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computation genomics. PLOS Computational Biology.
57. Pigart CJ*. MacKinnon DP. Cooper KM. Academic social comparison: A promising new target to reduce fear of negative evaluation in large-enrollment college science courses. International Journal of STEM Education. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-024-00501-7
56. Mohammed TF*, Aini R. Barnes ME, Cooper KM. Toward Culturally Responsive Mentoring of Muslim Researchers in the Sciences. CBE Life Sciences Education. https://www.lifescied.org/doi/10.1187/cbe.23-07-0145
55. Busch CA*, Nadile EM*, Mohammed TF*, Gin LE*, Brownell SE, Cooper KM. The scientific rules, roles, and values that life sciences graduate students want to see upheld by undergraduate researchers. Journal of Research and Science Teaching. https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21965
54. Goodwin E, Gin LE*, Aeshliman A, Afoakwa A, Allred B, Avalle S, Bell A, Berheimer J, Brzezinski H, Campos R, Emerson H, Hess S, Montelongo A, Noshirwani N, Shelton W, Valdez E, White J, White Q, Wittekind E, Cooper KM, Brownell SE. Who is represented in the research on undergraduate research experiences in the natural sciences. CBE Life Sciences Education. May 2024. https://www.lifescied.org/doi/10.1187/cbe.23-07-0137
53. Busch CA*, Bhanderi PB*, Cooper KM#, Brownell SE#. Few LGBTQ+ science and engineering instructors come out to students, despite potential benefits. CBE Life Sciences Education. April 2024. #These authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.23-10-0181
52. Busch CA*, Cooper KM#, Brownell SE#. Beyond gender and race: Representation of hidden identities among college science instructors. CBE Life Sciences Education. April 2024. #These authors contributed equally. https://doi.org/10.1187/cbe.23-09-0170
51. Ghosh A, Cohen KA, Jans L, Busch CA*, McDanal R, Yang Y, Cooper KM, Schleider JM. A digital single-session intervention (Project Engage) to address fear of negative evaluation among college students: a pilot randomized controlled trial. Journal of Medical Internet Research (JMIR) Mental Health. Nov. 2023. https://mental.jmir.org/2023/1/e48926
50. Busch CA*, Cooper KM+, Brownell SE+. Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering. PLoS One. July 2023. +These authors contributed equally. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10355415/
49. Busch CA*+, Wiesenthal NJ*+, Mohammed TF*, Anderson S^&, Barstow M^&, Custalow C^&, Gajewski J^&, Garcia K^&, Gilabert C^&, Hughes J^&, Jenkins A^&, Johnson M^&, Kasper C^&, Perez I^&, Robnett B^&, Tillett K^&, Tsefrekas L^&, Goodwin EC, Cooper KM. The disproportionate impact of fear of negative evaluation first-generation students, LGBTQ+ students, and students with disabilities in college science courses. CBE Life Sciences Education. June 2023. +These authors contributed equally &These authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.22-10-0195
48. Wiesenthal NJ*, Gin LE*, Cooper KM. 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. May 2023. https://rdcu.be/dcnWG
47. Araghi T*&, Busch CA*&, Cooper KM. The aspects of active learning science courses that exacerbate and alleviate depression in undergraduates. CBE Life Sciences Education. &These authors contributed equally. April 2023. https://www.lifescied.org/doi/10.1187/cbe.22-10-0199
46. Cooper KM, Eddy SL, Brownell SE. Research anxiety predicts undergraduates’ intentions to pursue scientific research careers. CBE Life Sciences Education. Jan. 2023. https://www.lifescied.org/doi/10.1187/cbe.22-02-0022
45. Busch CA*^, Mohammed TF*^#, Nadile EM*^#, Witt ML^&, Vargas C^&, Tran M^&, Gazing Wolf J^&, Brister D^&, Cooper KM. Costs and benefits of undergraduates revealing depression to online science instructors. CBE Life Sciences Education. #These authors contributed equally. &These authors contributed equally. Jan. 2023. https://www.lifescied.org/doi/10.1187/cbe.22-05-0088
44. Abraham AE*, Busch CA*, Brownell SE, Cooper KM. Should I write about mental health on my med school app? Examining medical school admissions committee member biases regarding mental health conditions. In press at Advances in Physiology Education.https://journals.physiology.org/doi/epdf/10.1152/advan.00094.2022
43. Busch CA*, Mohammed TF*, Nadile EM, Cooper KM. Aspects of online college science courses that alleviate and exacerbate undergraduate depression. PLoS One. June 2022. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269201
42. Busch CA*. Supriya K. Brownell SE#. Cooper KM#. 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. June 2022. #These senior authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.21-06-0162
41. Gin LE, Pais DA, Cooper KM #, Brownell SE#. Students with disabilities in undergraduate research: Challenges and opportunities. CBE Life Sciences Education. June 2022. #These senior authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.21-07-0196
40. Gin LE*, Pais, DA*, Parrish K, Brownell SE, Cooper KM. 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 and Biology Education. March 2022. https://journals.asm.org/doi/epub/10.1128/jmbe.00280-21
39. Abraham A*. Busch CA*. Brownell SE#. Cooper KM#. Instructor perceptions of student incivility in the online undergraduate science classroom. Journal of Microbiology and Biology Education. March 2022. #These authors contributed equally. https://journals.asm.org/doi/pdf/10.1128/jmbe.00271-21
38. Mohammed TM*. Gin LE*. Wiesenthal NJ*. Cooper KM. The experiences of undergraduates with depression in online science learning environments. CBE Life Sciences Education. March 2022. https://www.lifescied.org/doi/10.1187/cbe.21-09-0228
37. Mohammed TF*#^, Nadile EM*#^, Busch CA*#^, Brister D&^, Claiborne CT&^, Edwards BA&^, Gazing Wolf J&^, Lunt C&^, Tran M^&, Vargas C&^, Walker KM&^, Warkina TD&^, Witt ML&, Brownell SE, Zheng Y, Cooper KM. Aspects of large-enrollment online college science courses that exacerbate and alleviate student anxiety. CBE Life Sciences Education. Nov. 2021. #These first authors contributed equally. &These authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.21-05-0132
36. Supriya K, Mead C, Anbar A, Caulkins JL, Collins JP, Cooper KM, Lepore PC, Lewis T, Pate A, Scott RA, Brownell SE. Undergraduate biology students received higher grades during COVID-19 but perceived negative effects on learning. Frontiers in Higher Education. Oct. 2021. https://www.frontiersin.org/articles/10.3389/feduc.2021.759624/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=759624
35. Yannier N, Hudson SE, Koedinger KR, Hirsh-Pasek K, Michnick Golinkoff R, Munakata Y, Doebel S, Schwartz DL, Deslauriers L, McCarty L, Callaghan K, Theobald EJ, Freeman S, Cooper KM, Brownell SE. Instructor decisions and student anxiety in Active learning: “Hands-on” meets “minds-on”. Science. Sept. 2021. https://www.science.org/doi/abs/10.1126/science.abj9957
34. Gin LE*, Clark CE, Elliott DB, Roderick TB, Scott RA, Arellano D, Ramirez D, Vargas C,Velarde K, Aeschliman A, Avalle ST, Berkheimer J, Campos R, Gerbasi M, Hughes S, Roberts JA, White QM, Wittekind E, Zheng Y, Cooper KM#, Brownell SE#. 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. Aug. 2021. #These senior authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.21-04-0108.
33. Turner AN, Challa AK, Cooper KM. Student perceptions of authoring a publication stemming from a course-based undergraduate research experience (CURE). CBE Life Sciences Education. Aug. 2021. https://www.lifescied.org/doi/pdf/10.1187/cbe.21-02-0051
32. Gin LE*#, Wiesenthal NJ*#, Ferreira I*, Cooper KM. Ph.Depression: Examining how graduate research and teaching affect depression in life sciences Ph.D. students. CBE Life Sciences Education. July 2021. #These authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.21-03-0077
31. Nadile EM*, Williams KD^&, Wiesenthal NJ^&*, Stahlhut KN^&, Sinda KA^&, Sellas CF^&, Salcedo F^&, Rivera Comacho^&, YI, Perez SG^&, King ML^&, Hutt AE^&, Heiden A^&, Gooding G^&, Gomez-Rosado JO^&, Ford SA^&, Ferreira I^&, Chin MR^&, Bevan-Thomas WD^&, Barreiros BM^&, Alfonso E^&, Zheng Y, Cooper KM. Gender differences in student comfort voluntarily asking and answering questions in large-enrollment college science courses. Journal of Microbiology & Biology Education. &These authors contributed equally. June 2021. https://journals.asm.org/doi/epub/10.1128/jmbe.00100-21
30. Gin LE*. Guerrero FA*. Brownell SE. Cooper KM. COVID-19 and undergraduates with disabilities: Challenges resulting from the rapid transition to online course delivery for students with disabilities in undergraduate STEM. CBE Life Sciences Education. June 2021. https://www.lifescied.org/doi/10.1187/cbe.21-02-0028
29. Gin LE#*, Scott RA#*, Pfeiffer LD, Zheng Y, Cooper KM& Brownell, SE&. It's in the syllabus... or is it? How syllabi can serve as tools for creating inclusive classrooms. Advances in Physiology Education. April 2020. #these authors contributed equally, &these senior authors contributed equally. https://journals.physiology.org/doi/full/10.1152/advan.00119.2020
28. Ding Lu, Cooper KM, Stephens MD*, Chi MTH, Brownell SE. Learning from error episodes in dialog-videos: A comparison between higher- and lower-performing undergraduates in an authentic course study. Australasian Journal of Educational Technology. April 2021. https://ajet.org.au/index.php/AJET/article/view/6239
27. Cooper KM, Cala JM*, Brownell SE. 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. February 2021. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00265-w
26. Cooper KM, Schinske JN, Tanner KD. Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives and Opportunities for Research. CBE Life Sciences Education. January 2021. https://www.lifescied.org/doi/pdf/10.1187/cbe.20-08-0200
25. Nadile EM*, Alfonso E^&, Barreiros BM^&, Bevan-Thomas WD^&, Brownell SE, Chin MR^&, Ferreira I^&, Ford SA^&, Gin LE*, Gomez-Rosado JO^&, Gooding G^&, Heiden A^&, Hutt AE^&, King ML^&, Perez SG^&, Rivera Camacho YI^&, Salcedo F^&, Sellas CF^&, Sinda KA^&, Stahlhut KN^&, Stephens MD*, Wiesenthal NJ^&*, Williams KD^&, Zheng Y, Cooper, KM. Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes. PLoS One. &These authors contributed equally. January 2021. https://journals.plos.org/plosone/article/comments?id=10.1371/journal.pone.0243731
24. Cooper KM#, Knope ML#, Munstermann M, Brownell SE. 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 and Biology Education. Nov. 2020. #These authors contributed equally.https://www.asmscience.org/docserver/fulltext/jmbe/21/3/jmbe-21-69.pdf?expires=1605909972&id=id&accname=guest&checksum=ABCD6EB2A0D9A1D54606A8AFABC48E58
23. Gin LE*, Guerrero FA, Cooper KM#, Brownell SE#. Accessible active learning: To what extent is active learning inclusive for science undergraduates with disabilities? CBE Life Sciences Education. #These senior authors contributed equally. In press.
22. Cooper KM#, Auerbach AJ, Bader JD, Beadles-Bohling AS, Brashears JA, Cline E, Eddy SE, Elliott DB^, Farley E, Fuselier L, Heinz HM, Josek T, Lane AK, Lo SM, Maloy J, Nugent M, Offerdahl E, Palacios-Moreno J, Ramos J, Reid JW, Sparks RA, Stephens M*, Waring AL, Gormally C#, Brownell SE#. Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology. CBE Life Sciences Education. #These authors contributed equally https://www.lifescied.org/doi/10.1187/cbe.20-04-0062
21. Cooper KM, Gin LE*, Brownell SE. Depression as a concealable stigmatized identity: What influences whether students conceal or reveal their depression in undergraduate research experiences? International Journal of STEM Education. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00216-5
20. Downing VR#*, Cooper KM#, Cala JM*, Gin LE*, Brownell SE. Fear of negative evaluation and student anxiety in community college active learning science courses. CBE Life Sciences Education. May 2020. #These authors contributed equally. https://www.lifescied.org/doi/10.1187/cbe.19-09-0186
19. Cooper KM#, Gin LE#*, Barnes ME, Brownell SE. An exploratory study of students with depression in undergraduate research experiences. CBE Life Sciences Education. In press. #These authors contributed equally. May 2020. https://www.lifescied.org/doi/full/10.1187/cbe.19-11-0217?af=R
18. Cooper KM, Nadile EM*, Brownell SE. Don’t joke about me: Student identities and perceptions of instructor humor in college science courses. Journal of Microbiology and Biology Education for the Inclusive Science special issue. April 2020. https://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v21i1.2085
17. Cooper KM, Blattman JN, Hendrix T*, Brownell SE. The impact of broadly relevant novel discoveries on student project ownership in a traditional lab course turned CURE. CBE- Life Sciences Education. November 2019. https://www.lifescied.org/doi/10.1187/cbe.19-06-0113
16. Cooper KM, Brownell SE, Gormally C. Coming out to the class: Identifying factors that influence college biology instructor decisions about whether to reveal their LGBQ identity in class. Journal of Women and Minorities in Science and Engineering. October 2019. http://www.dl.begellhouse.com/journals/00551c876cc2f027,4a7f1b59629473cd,3610e1d3176d3d99.html
15. Cooper KM#, Gin LE#*, Akeeh B^, Clark CE^, Hunter JS^, Roderick TB^, Elliott DB^, Gutierrez LA^, Mello RM^, Pfeiffer LD^, Scott RA*^, Arellano D^, Ramirez D^, Valdez EM^, Vargas C^, Velarde K^, Zheng Y, Brownell SE. Factors that predict biological sciences student persistence in undergraduate research experiences. PLoS One. August 2019. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0220186
14. Cooper KM#, Gin LE#*, Brownell SE. Diagnosing differences in what undergraduates in a fully online and in-person program know and do regarding medical school admission. (#these authors contributed equally). Advances in Physiology Education. May 2019. https://www.physiology.org/doi/10.1152/advan.00028.2019
13. Cooper KM, Brownell SE. Developing Discipline-based Education Research Course-based Research Experiences: Lessons learned and recommendations. Journal of Microbiology and Biology Education. September 2018. http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v19i2.1567
12. Cooper KM, Hendrix T^*, Stephens M^*, Cala JM^*, Mahrer K^, Krieg A^*, Agloro A^, Badini G^, Barnes ME, Eledge B^, Jones R^, Lemon E^, Mossimo N^, Martin A^, Ruberto T^, Simonson K^, Weaver J^, Webb E^, Zheng Y, Brownell SE. To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses. PLoS One. August 2018. http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0201258
11. Wright CD, Huang AL*, Cooper KM, Brownell, SE. Exploring differences in decisions about exams among instructors of the same introductory biology course. Journal for the Scholarship of Teaching and Learning. July 2018. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1810&context=ij-sotl
10. Cooper KM#, Downing VR*#, Brownell SE. The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education. June 2018. (#these authors contributed equally). https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0123-6
9. Cooper KM, Ding L, Stephens MS*, Chi MTH, Brownell SE. A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. CBE- Life Sciences Education. June 2018. https://www.lifescied.org/doi/abs/10.1187/cbe.17-12-0288
8. Cooper KM, Krieg A*, Brownell, SE. Who perceives they’re smarter? Exploring the influence of student characteristics on student academic self-concept. Advances in Physiology Education. April 2018. https://www.physiology.org/doi/full/10.1152/advan.00085.2017
7. Cooper KM#, Ashley M#*, Brownell, SE. Breaking down barriers: A bridge program helps first year biology students become comfortable and make connections with faculty. Journal of College Science Teaching. March 2018. http://www.nsta.org/college/
6. Ashley M*#, Cooper KM#, Cala JM*, Brownell SE. Building better bridges into STEM: A synthesis of 25 years of literature on STEM summer bridge programs. CBE Life Sciences Education. December 2017. (#these authors contributed equally) https://www.lifescied.org/doi/10.1187/cbe.17-05-0085
5. Cooper KM, Ashley ME*, Brownell SE. Using expectancy value theory as a framework to reduce student resistance to active learning: a proof of concept. Journal of Microbiology and Biology Education. August 2017. http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v18i2.1289
4. Cooper KM, Soneral PA, Brownell SE. Define your goals before you design a CURE: A call to use backward design in planning course-based undergraduate research experiences. Journal of Microbiology and Biology Education. August 2017. http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v18i2.1287
3. Cooper KM, Ashley M*, Brownell SE. A bridge to active learning: A summer bridge program helps students to maximize active learning experiences and the active learning experiences of others. CBE Life Sciences Education. March 2017. https://www.lifescied.org/doi/full/10.1187/cbe.16-05-0161
2. Cooper KM#, Haney B#, Krieg A*, Brownell SE. What’s in a name? The importance of students perceiving an instructor knows their name in a high enrollment biology classroom. CBE Life Sciences Education. March 2017. (#these authors contributed equally) https://www.lifescied.org/doi/10.1187/cbe.16-08-0265
1. Cooper KM, Brownell SE. Coming out in class: The challenges and opportunities of active
learning for LGBTQIA students in an undergraduate biology class. CBE Life Sciences Education as part of the Broadening Participation Special Issue. September 2016. https://www.lifescied.org/doi/10.1187/cbe.16-01-0074
BOOK CHAPTER
Cooper KM, Brownell SE. Student anxiety and fear of negative evaluation in active learning science classrooms. Chapter in book: Active learning in college science, the case for evidence-based practice. Springer Nature. February 2020. https://link.springer.com/chapter/10.1007/978-3-030-33600-4_56
TEACHING MANUSCRIPT
Cala JM*, Cooper KM, Brownell SE. Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channel. CourseSource. September 2018. https://doi.org/10.24918/cs.2018.7
Select grants:
NSF CAREER: Identifying Aspects of Research that Exacerbate Undergraduate and Graduate Student Depression and Developing Interventions to Improve Student Mental Health
- This project proposes to use an exploratory sequential mixed methods design to examine the relationship between scientific research and depressive symptoms among undergraduate and graduate students in the life sciences. Additionally, the project will develop and evaluate single-session interventions to help undergraduate and graduate students cope with aspects of scientific research that can exacerbate depressive symptoms. $985,868 was awarded in March of 2022. Cooper is PI.
National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) Collaborative Research: Using a Self-Guided Online Intervention to Address Student Fear of Negative Evaluation in Active Learning Undergraduate Biology Courses (2021 – 2025)
- This collaborative grant between ASU and clinical psychologists at Stony Brook University (Dr. Jessica Schleider and Dr. Michael Mullarkey) was awarded to develop a single-session intervention to help undergraduates cope with fear of negative evaluation in the context of active learning science courses. $300,000 total funding ($130,214 to ASU) was awarded in December of 2021. Cooper is PI.
NSF IUSE: Developing a bioinformatics Course-based Undergraduate Research Experience for online students (2021-2024).
- This grant was awarded to develop and assess a bioinformatics CURE to serve students enrolled in the ASU online B.S. in Biological Sciences program. $300,000 funded March 2021. Cooper is Co-PI (PI: Melissa Wilson).
NSF IUSE: Exploring the Effect of Shared Identities Between Instructors and Students in the Undergraduate Biology Classroom (2021-2024).
- This grant assesses the impacts on students when biology instructors share their LGBTQ+ identities in the context of college biology classrooms. Specifically, the project examines the impact on students’ sense of belonging and science identities for both LGBTQ+ students and those with other concealable stigmatized identities. $300,000 total funded February 2021. Cooper is PI.
NSF RCN-UBE Incubator: Undergraduate Learning Environments in Biology (2020-2021).
- This grant brings together biology education researchers, psychiatrists, psychologists, and student support specialists to identify sources of anxiety in active-learning biology classrooms, design interventions to help lessen student anxiety, and to spur new research related to student anxiety in this unique context. $74,319 total funded August 2020. Cooper is PI.
NSF INCLUDES Planning Grant: Developing a Shared Vision for Engaging Persons with Disabilities in Science and Engineering (2020-2021).
- This planning award is to develop a shared vision for classrooms that engage persons with disabilities in science and engineering. $100,000 total funded. Cooper is Co-PI (PI: Kristen Parrish).
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| BIO 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| BIO 591 | Seminar |
| BIO 584 | Internship |
2024 Fall
| Course Number | Course Title |
|---|---|
| BIO 492 | Honors Directed Study |
| BIO 495 | Undergraduate Research |
| BIO 591 | Seminar |
| BIO 494 | Special Topics |
| BIO 591 | Seminar |
2024 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
2024 Spring
| Course Number | Course Title |
|---|---|
| BIO 360 | Animal Physiology |
| BIO 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| BIO 591 | Seminar |
| BIO 584 | Internship |
| BIO 360 | Animal Physiology |
| BIO 360 | Animal Physiology |
| BIO 360 | Animal Physiology |
2023 Fall
| Course Number | Course Title |
|---|---|
| BIO 492 | Honors Directed Study |
| BIO 495 | Undergraduate Research |
| BIO 591 | Seminar |
2023 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
2023 Spring
| Course Number | Course Title |
|---|---|
| BIO 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| BIO 591 | Seminar |
| BIO 494 | Special Topics |
| BIO 584 | Internship |
2022 Fall
| Course Number | Course Title |
|---|---|
| BIO 360 | Animal Physiology |
| BIO 495 | Undergraduate Research |
| BIO 360 | Animal Physiology |
| BIO 360 | Animal Physiology |
| BIO 360 | Animal Physiology |
| BIO 591 | Seminar |
2022 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
2022 Spring
| Course Number | Course Title |
|---|---|
| BIO 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| BIO 584 | Internship |
| BIO 494 | Special Topics |
2021 Fall
| Course Number | Course Title |
|---|---|
| BIO 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
2021 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
| BIO 495 | Undergraduate Research |
2021 Spring
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| BIO 494 | Special Topics |
| BIO 598 | Special Topics |
| BIO 584 | Internship |
2020 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
Teaching Awards
2018 ASU School of LIfe Sciences Innovative Teaching Award
2017 Graduate and Professional Student Association (GPSA) Teaching Excellence Award
The Online Undergraduate Research Scholars program awarded ASU’s President’s Award for Innovation (2023)
NBC PRIDE 30: The new generation features a new generation of LGBTQ+ leaders, creators, and newsmakers.
Teaching of Physiology Section New Investigator Award, American Physiology Society (2022)
ASU Faculty Women’s Association (FWA) Distinguished Graduate Student Award (2018)
ASU College of Liberal Arts and Sciences (CLAS) Graduate Excellence Award (2017 – 2018)
ASU School of Life Sciences Innovative Teaching Award (2018)
ASU Sun Devil Award for Service (2018)
ASU Graduate and Professional Student Association (GPSA) Teaching Excellence Award (2017)
iEMBER Best Lightening Talk Award (2017)
ASU College of Liberal Arts and Sciences (CLAS) Graduate Excellence Award (2015 - 2016)
University of Arizona College of Medicine-Phoenix Academic Accomplishments Tuition Scholarship (2011 – 2012)
ASU Provost’s Scholarship (2006 – 2010)
AIMS Tuition Waiver (2006 – 2010)
ASU Dean’s List (2006 – 2010)
ASU Herberger College of Fine Arts Time and Talent Scholarship (2006 – 2008)
Primary mentorship as a faculty member, Arizona State University
All 5 graduate students were awarded NSF GRFPs
- Hayleigh Shaw, ASU online undergraduate researcher, 2023 – present
- Olivia Davis, Biology & Society PhD student conducting a side project in biology education, 2023 - present
- Kimberly Zsuffa, 4+1 ASU Online Master’s student, 2023 - present
- Sarah Clark, Barrett Honors student, 2023 - present
- Mary Kahraman, undergraduate researcher, 2022 - present
- Parth Bhanderi, undergraduate researcher, 2022 - present
- Margaret Barstow, ASU Online student and undergraduate researcher 2022- present
- Mentored research has led to 1 publication
- Jynx Pigart Coleman (NSF GRFP recipient), Ph.D. student- committee chair, 2022 – present
- Tala Alaghi, Barrett Honors student- committee chair, 2021 – present
- Mentored research has led to 1 publication
- Faith Cisneros, undergraduate researcher, 2022
- Jennifer Norton, Barrett Honors student- committee chair, 2021 – 2022
- Next position: Compliance Engineer at Microchip Technology
- Linzi Kennedy- undergraduate researcher- 2020-2021
- Tasneem Mohammed (NSF GRFP recipient), undergraduate researcher (2020 – 2021), 4 + 1 Master’s student (2021- 2022), Ph.D. student- committee chair, 2022 – present
- Mentored research has led to 4 publications and 2 manuscripts under review
- Carly Busch (NSF GRFP recipient), Ph.D. graduate student- committee chair, 2020 – present
- Mentored research has led to 7 publications and 3 manuscripts under review
- Anna Abraham, Barrett Honors student- committee member, 2020 – present
- Mentored research has led to 2 publications.
- Nextposition: Medical student at the University of Arizona College of Medicine- Phoenix
- Nicholas Wiesenthal (NSF GRFP recipient), undergraduate researcher (2019 – 2021) & Master’s student- committee chair 2021 - 2022
- Mentored research has led to 5 publications and 1 manuscript under review
- Next position: Qualitative Fieldwork Specialist at the National Research Group
- Rachel Scott, undergraduate student, 2018 – 2022
- Mentored research led to 3 publications.
- Logan Gin, NSF GRFP, Ph.D. student- committee co-chair, 2017 - 2022
- Mentored research has led to 14 publications.
- Next position: Assistant Director of STEM Education, Sheridan Center for Teaching and Learning, Brown University