Science Ed CUREs
In course-based undergraduate research experiences (CUREs) or course-based research experiences (CREs) students engage in real research in the context of a course.
Here at ASU, we have developed multiple CUREs in science education research.
These CUREs have been taught both in-person and completely online.
Check out the results of students' research below!
Interested in developing a discipline-based education research CURE? Read more here!
Fall 2024
ASU Bio Ed oCURE
Instructor: Cooper
The 2024 biology education CURE is offered exclusively to ASU online undergraduates! We are partially supported by Dr. Cooper's CAREER award. This semester, we are exploring the relationship between undergraduate anxiety and aspects of group work in science courses.
Spring 2023
ASU Bio Ed oCURE
Instructor: Cooper, Busch
The 2023 biology education CURE was offered exclusively to ASU online undergraduates and supported by the ASU OURS Program. Students studied what contributes to premed stress.
You'll be able to read about their research soon! Our publication is currently in press at Advances in Physiology Education:
Pigart CJ*, Mohammed TM*, Acuña T^&, Baltazar S^&, Bean C^&, Hart M ^&, Huizenga K^&, James A^&, Shaw H^&, Zsuffa^&, Busch CA*+, Cooper KM+. Premed Pressure: Examining whether premed students experience more academic stress compared to non-premeds. In press at Advances in Physiology Education. May 2024. (&These authors contributed equally; +These authors contributed equally)
Spring 2022
ASU Bio Ed oCURE
Instructor: Cooper
The 2022 biology education CURE was offered exclusively to ASU online undergraduates!
We received the ASU Online Undergraduate Research Scholars (OURS) Program Group-based Research Experience Seed Grant to develop this course where we studied the experiences of students with anxiety and depression in college biology!
Read more about the course here!
Check out the resulting publication!
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. *These authors contributed equally ^These authors contributed equally.
Spring 2021
ASU Bio Ed CURE
Instructor: Cooper
This CURE was conducted entirely online.
Students examined what aspects of online college science courses alleviate and exacerbate undergraduates'' anxiety and depression. Check out their publication!
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. #These first authors contributed equally. &These authors contributed equally.
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.
Spring 2020
UCF Bio Ed CURE
Instructor: Cooper
This CURE was conducted half in-person, half online due to the COVID-19 pandemic.
In this course, students examined science undergraduates' perceptions of asking and answering questions. Check out their publications!
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. Jan. 2021. PLoS One. #These authors contributed equally.
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. In press.
Spring 2019
ASU NSF LEAP Scholars Science Ed CURE
Instructors: Cooper, Gin, Brownell
Students in this CURE were all enrolled in the NSF S-STEM LEAP Scholars program at ASU. These students investigated why undergraduates leave research prematurely. Check out their publication!
Cooper KM*, Gin L*, 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. Aug. 2019. PLoS ONE. *These authors contributed equally.
Spring 2018
ASU Bio Ed CURE
Instructors: Cooper, Brownell
Students in this CURE explored undergraduates' perceptions of instructor humor in science courses. Check out their publication!
Cooper KM, Hendrix T, Stephens M, Cala JM, Mahrer K,Agloro A, Badini G, Barnes ME, Eledge B, Jones R, Krieg A, Lemon E, Mossimo N, Martin A, Ruberto T, Simonson K, Webb E, Weaver J, Brownell SE. To be or not to be funny? Student perceptions of instructor humor in college science courses. Aug. 2018 PLoS ONE.