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Katelyn Cooper

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

 

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 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.

 

University of Central Florida Interdisciplinary Team Building Award (2019)

  • Towards a Center for Discipline-based Education Research at UCF: Flexible, Accessible, Equitable, and Transferable strategies for Post-Secondary STEM Education. $40,000 total funded December 2019 as a Co-PI.

 

National Science Foundation (NSF) S-STEM Making the LEAP from Transfer Student to Researcher (2017)

  • Contributed preliminary data and co-wrote the grant proposal as a graduate student, which was successfully awarded. $999,965. Served as the program manager for the LEAP Scholars program for two years.

 

ASU Lincoln Center for Applied Ethics Grant (2015)

  • Awarded $7000 to determine the unwritten rules of undergraduate research

 

PRESENTATIONS

 

Invited talks and seminars, upcoming

13. 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.

 

12. 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.

 

Invited talks and seminars

 

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. School of Life Sciences invited talk at Arizona State University. Tempe, AZ. 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.

 

Peer-reviewed talks

Trainees who co-presented with me are designated with a *

 

16. Cooper KM. Exploring student depression in undergraduate research experiences. Society for the Advancement of Biology Education Research (SABER). Held electronically due to COVID19. July 2020

 

15. Cooper KM.  The impact of research anxiety on biology undergraduates’ intentions to pursue a science research career. Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN, USA. July 2019.

 

14. Cooper KM.  The impact of research anxiety on biology undergraduates’ intentions to pursue a science research career. Undergraduate Biology Education Gordon Research Seminar. Lewiston, ME, USA. June 2019.

 

13. Cooper KM, Cala J*.  Identifying the unwritten rules of obtaining undergraduate research experiences. Society for the Advancement of Biology Education Research (SABER) West coast regional meeting.  Irvine, CA, USA.  January 2019. 

 

12. Cooper KM. Comparison of an immunology cookbook lab course and a course-based undergraduate research experience. The Future of Education International Conference. Pixel- International Education and Training Institution. Florence, Italy. June 2018.

 

11. Cooper KM, Brownell SE. A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. Experimental Biology. International Conference of Learning Sciences. London, United Kingdom. June 2018.

 

10. Cooper KM. Who perceives they’re smarter? The influence of student identities on student academic self-concept in physiology. ASU Diversity and Inclusion Science Initiative. Tempe, AZ, USA. February 2018.

 

9. Cooper KM, Downing VD*. How to make large-enrollment active learning science classes less anxiety inducing. ASU Diversity and Inclusion Science Initiative. Tempe, AZ, USA.  February 2018.

 

8. Cooper KM. To be funny or not to be funny: Student perceptions of instructor use of humor in college science classrooms. ASU Diversity and Inclusion Science Initiative. Tempe, AZ, USA. February 2018. 

 

7. Cooper KM, Hendrix T*. To be funny or not to be funny: Student perceptions of instructor use of humor in college science classrooms. Society for the Advancement of Biology Education Research (SABER) West coast regional meeting. Irvine, CA, USA. January 2018. 

 

6. Cooper KM, Brownell SE. Coming out in class: The influence of covert identities on student experiences in active learning classrooms.  European Molecular Biology Laboratory (EMBL) Equality and Diversity Committee’s Inspirational Seminar. Heidelberg, Germany. July 2017.

 

5. Cooper KM, Brownell SE. Coming out in class: The influence of covert identities on student experiences in active learning classrooms. International Higher Education of Teaching and Learning (HETL) Annual Meeting. Paisley, Scotland. June 2017.

 

4. Cooper KM. Coming out in class: The influence of covert identities on student experiences in active learning classrooms. Society for the Advancement of Biology Education Research (SABER) West meeting. Irvine, CA, USA. January 2017.

 

3. Cooper KM. A summer bridge program helps students to maximize active learning experiences and the active learning experiences of others. American Society for Cell Biology (ASCB) meeting. San Francisco, CA, USA. December 2016.

 

2. Cooper KM. A bridge to active learning: A summer bridge program helps students to maximize active learning experiences and the active learning experiences of others.  Society for the Advancement of Biology Education Research (SABER) meeting. Minneapolis, MN, USA. July 2016.

 

1. Cooper KM. What’s in a name?  The importance of student perceptions of an instructor knowing their names in a high enrollment biology course. Society for the Advancement of Biology Education Research (SABER) meeting. Minneapolis, MN, USA. July 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 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
Fall 2016
Course NumberCourse Title
BIO 189Life Sciences Career Paths
BIO 194Special Topics
Spring 2016
Course NumberCourse Title
BIO 294Special 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)