Integrated Search Menu

Katelyn Cooper

Asst Professor
Faculty, TEMPE Campus, Mailcode 4501
Asst Professor
Faculty, TEMPE Campus, Mailcode 4501
Biography: 

Katelyn is an assistant professor in the School of Life Sciences at ASU. Her lab explores questions of equity and access in undergraduate biology education.  Specifically, the Cooper lab examines how to make biology learning environments, such as active learning classrooms and undergraduate research experiences, more inclusive for students with different identities (e.g. LGBTQ+ students, students with disabilities) and students with anxiety and depression. 

Education: 

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

Research Interests: 

The Cooper lab explores issues of equity and access in undergraduate biology education.  Primarily, research focuses on how to create more inclusive biology learning environments, such as active learning classrooms and undergraduate research experiences, for students with different identities (e.g. LGBTQ+ studens, students with disabilities) and students with anxiety and depression.

Publications: 

PEER-REVIEWED JOURNAL ARTICLES

34. 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. In press.

33. 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. In press. #These senior authors contributed equally.

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. #These authors contributed equally. In press.

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

Research Activity: 

GRANTS

NSF I-USE: Developing a bioinformatics Course-based Undergraduate Research Experience for online students (2021).  

  • 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 as Co-PI (PI: Melissa Wilson).

NSF I-USE: Exploring the Effect of Shared Identities Between Instructors and Students in the Undergraduate Biology Classroom (2021).

  • 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 as PI. 

NSF RCN-UBE Incubator: Undergraduate Learning Environments in Biology (2020).

  • 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 as PI. 

NSF INCLUDES Planning Grant: Developing a Shared Vision for Engaging Persons with Disabilities in Science and Engineering (2020).

  • This planning award is to develop a shared vision for classrooms that engage persons with disabilities in science and engineering. $100,000 total funded as Co-PI (PI: Kristen Parrish).

 

INVITED TALKS AND SEMINARS

23. Cooper KM. Creating inclusive undergraduate STEM classrooms. University of Rhode Island, STEM Teach Week Seminar. June 2021.

22. Cooper KM. Munstermann M. Students who analyze their own data in a course-based undergraduate research experience (CURE) show gains in scientific identity and emotional ownership of research. JMBE LIVE! Invited webinar. American Society of Microbiology Education Department. April 2021

21. Cooper KM. Hot off the press data on undergraduate anxiety and depression online biology courses. HHMI Inclusive Excellence School of Life Sciences Retreat. Arizona State University, Tempe, AZ, USA. April 2021.

20. Cooper KM. Creating more inclusive biology learning environments for LGBTQ+ individuals. Invited Biology Education Area Seminar. Department of Biological Sciences at Purdue University. Online. West LaFayette, IN, USA. April 2021.

19. Cooper KM. Creating more inclusive STEM learning environments for LGBTQ+ individuals. UCLA Queer and Trans in STEM invited seminar. University of California, Los Angeles, Los Angeles, CA, USA. March 2021.

18. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. Sloan Equity and Inclusion in STEM Introductory Classes (SEISMIC) invited seminar. University of Michigan, Ann Arbor, MI, USA. February 2021.

17. Cooper KM. Vargas C. Why underrepresented minority students are leaving undergraduate research experiences. Arizona State University Research for Inclusive STEM Education (RISE) Center. Virtual presentation due to COVID19. Tempe, AZ, USA. October 2020.

16. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. University of Alaska Fairbanks invited seminar. Virtual presentation due to COVID19. Fairbanks, AK, USA. October 2020.

15. Cooper KM. How biology learning environments affect students with anxiety and depression. University of Pittsburg. National Physics Education Research Consortium of Graduate Students (PERCoGS). Virtual presentation due to COVID19. Pittsburg, PA, USA. October 2020.

14. Cooper KM. Nadile EM. How instructor decisions impact how students feel and behave in college biology classrooms. University of Massachusetts Lowell. Virtual presentation due to COVID19. Lowell, MA, USA. October 2020.

13 Cooper KM. Creating more inclusive classrooms for students with anxiety and depression.  Arizona State University Resilient Teaching Series. Virtual presentation due to COVID19. Tempe AZ, USA. September 2020.

12. Cooper KM. Identifying and lessening challenges for undergraduates with anxiety in biology learning environments. Arizona State University School of Life Sciences New Faculty Showcase. Virtual presentation due to COVID19. Tempe, AZ, USA. September 2020.

11. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. Cary Institute of Ecosystem Studies. Virtual presentation due to COVID19. Millbrook, NY, USA. May 2020. 

10. Cooper KM. Identifying and lessening the challenges for undergraduates with anxiety and depression in biology learning environments. Virtual presentation due to COVID19. Tempe, AZ, USA. April 2020. 

9. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. Florida International University STEM Transformation Institute invited seminar. Miami, FL, USA. April 2020. Canceled due to COVID19.

8. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. University of Alabama Birmingham Research on STEM Education (ROSE) invited seminar. Virtual presentation due to COVID19. Birmingham, AL, USA. March 2020.

7. Cooper KM. Toward more inclusive active learning classrooms: How groups of students are differentially impacted by active learning. University of California San Diego Division of Biological Sciences Seminar Program. San Diego, CA, USA. February 2020.

6. Cooper KM. Toward more inclusive active learning classrooms: Identifying inequities and possible underlying mechanisms. Auburn University. Department of Biological Sciences Seminar, Auburn AL, USA. November 2019.

5. Cooper KM. Factors that predict student persistence in research: From lab environment to mental health. University of Central Florida, Department of Chemistry invited seminar. Orlando, FL, USA. October 2019.

4. Cooper KM. Toward more inclusive active learning classrooms: Identifying inequities and possible underlying mechanisms. University of Central Florida. Orlando, FL, USA. March 2019.

3. Cooper KM. Toward more inclusive active learning classrooms: Identifying inequities and possible underlying mechanisms. Western Michigan University. Kalamazoo, MI, USA. January 2019.

2. Cooper KM, Brownell SE. A Sense of Mission: Assessment of courses that integrate teaching and research. Invited by the Howard Hughes Medical Association (HHMI) at the Council of Undergraduate Research (CUR) Dialogues Meeting. Washington DC, USA. February 2018.

1. Cooper KM. Coming out in class: The challenges and opportunities of active learning for LGBTQIA students in an undergraduate biology class. Arizona State University LGBT Showcase. Tempe, AZ, USA. April 2016.

 

INVITED WORKSHOPS

7. Cooper KM, Building inclusive and fair classrooms: Spotting sources of bias in biology classrooms. University of Alabama. March 2019. Virtual presentation due to COVID19.

6. Cooper KM, Donnelly J. Understanding students’ responses to active learning. Faculty Center for Teaching and Learning 2019 Winter Conference. University of Central Florida. December 2019.

5. Cooper KM, Brownell SE.  Building inclusive and fair classrooms:  Spotting sources of bias in biology classrooms. University of Heidelberg Center for Organismal Studies seminar. Heidelberg, Germany. July 2017.

4. Cooper KM, Brownell SE.  Building inclusive and fair classrooms:  Spotting sources of bias in biology classrooms. ASU Human Evolution and Social Change seminar. Tempe, AZ, USA. March 2017.

3. Cooper KM, Brownell SE.  Building inclusive and fair classrooms:  Spotting sources of bias in biology classrooms. Society for the Advancement of Biology Education Research (SABER) West meeting. Irvine, CA, USA. January 2017.

2. Cooper KM, Brownell SE.  Building inclusive and fair classrooms:  Spotting sources of bias in biology classrooms. ASU Committee for Campus Inclusion (CCI) Diversity and Inclusion Educational Conference. Tempe, AZ, USA. November 2016.

1. Cooper KM, Brownell SE.  Building inclusive and fair classrooms:  Spotting sources of bias in biology classrooms. ASU Evidence-based Teaching Seminar Series. Tempe, AZ, USA. September 2016.

Fall 2021
Course NumberCourse Title
BIO 495Undergraduate Research
Summer 2021
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2021
Course NumberCourse Title
BIO 494Special Topics
BIO 495Undergraduate Research
BIO 584Internship
BIO 598Special Topics
Fall 2020
Course NumberCourse Title
BIO 495Undergraduate Research
Fall 2019
Course NumberCourse Title
SES 494Special Topics
PHY 494Special Topics
CHM 494Special Topics
BIO 494Special Topics
BCH 494Special Topics
Spring 2019
Course NumberCourse Title
SES 494Special Topics
PHY 494Special Topics
BIO 494Special Topics
BCH 494Special Topics
Fall 2018
Course NumberCourse Title
SES 494Special Topics
PHY 494Special Topics
CHM 494Special Topics
BIO 494Special Topics
BCH 494Special Topics
Spring 2018
Course NumberCourse Title
PHY 494Special Topics
BIO 494Special Topics
BCH 494Special Topics
Fall 2017
Course NumberCourse Title
BIO 360Animal Physiology
SES 494Special Topics
PHY 494Special Topics
BIO 494Special Topics
BCH 494Special Topics
CHM 494Special Topics
Spring 2017
Course NumberCourse Title
BIO 494Special Topics
BIO 598Special Topics
Presentations: 

Teaching Awards

2018 ASU School of LIfe Sciences Innovative Teaching Award

2017 Graduate and Professional Student Association (GPSA) Teaching Excellence Award

Honors / Awards: 

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)