Publications
also see Google Scholar
Key: *indicates equal contribution; MUndergraduate or graduate student mentee
Manuscripts in review
Busch CA, Bhanderi PBM, Brownell SE*, Cooper KM*. Undergraduate science instructors revealing their LGBTQ+ identities in class benefited LGBTQ+ students and students with other marginalized identities. Under review.
Cooper KM, Busch CA, Accorsi A, Applewhite DA, Bhanderi PBM, de Rocha-Azevedo B, Roy AD, Campanale JP, Chang F, Chipuk JE, Ligon LA, Luxton GWG, Graham AJ, Hochman-Mendez C, Ozugergin I, Park ZM, Thomas CM, Valm AM, Zhu H, Alvania RS. LGBTQ+ realities in the biological sciences. Under review. BioRxiv.
Ghosh A, Jans L, Cohen KA, Busch CA, Mohammed TF, Mehta M, Esqueda A, Shaffer Z, Cooper KM, Schleider JL. Self-guided digital single-sessions interventions can bolster student confidence in the short-term: evidence from two large randomized controlled trials. Under review. PsyArXiv Preprints.
Peer-reviewed publications
2025
22. Hilton DJ, Young DA, Milla L, Jin M, Wilcox S, Wang Q, Wimmer V, Chang J, Kallies H, Hall A, Watowich MM, Busch CA, Wilcox J, Swarbrick A, Walter M, Sands D, Paterson D, Goodey B, Lees DC, Duretto MF, Moussalli A, Halsey M, Kallies A. Phylogeny and taxonomy of a new clade of Australian Heliozelidae in the genus Prophylactis Meyrick, 1897 (Lepidoptera, Adeloidea) pollinating Boronia (Rutaceae: Sapindales). (2025). Arthropod Systematics & Phylogeny, 83:175-210. https://doi.org/10.3897/asp.83.e130334
21. Busch CA, Bhanderi PBM, Brownell SE*, Cooper KM*. National Randomized Experimental Study Finds No Evidence of Undergraduate Bias Against LGB Biology Instructors, even in LGB-Unfriendly States. (2025). BioScience, biaf040. https://doi.org/10.1093/biosci/biaf040
20. Cooper KM, Busch CA, Brownell SE. Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses. Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00191-24
19. Cooper KM, Brownell SE, Schussler EE, Downing VR, Gin LE, McDonald KK, Nesse RM, Busch CA, England BJ, Grigler L, Maas SA, Molinaro M, Nieset NL, Pate AL, Rasmussen J, Schleider JL, Simmons AY, Spurgeon SL, Stonnington CM, Trobiano M. (2025). Meeting report: An interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses. Advances in Physiology Education, 49(2). https://doi.org/10.1152/advan.00147.2024
18. Pigart CJ, Mohammed T, Acuña T*, Baltazar S*, Bean C*, Hart M*, Huizenga K*, James A*, Shaw H*, Zsuffa K*, Busch CA^, Cooper KM^. (2025). Premed Pressure: Examining whether premed students experience more academic stress compared to non-premeds. Advances in Physiology Education, 49(2). ^These senior authors contributed equally. https://doi.org/10.1152/advan.00168.2024
2024
17. Coburn K*, Troy K*, Busch CA*, Barber-Choi N, Bonney KM, Couch B, Garcia-Ojeda ME, Hutto R, Famble L, Flagg M, Gladding T, Kowalkowski A, Landaverde C, Lo SM, MacLeod K, Mbogo B, Misheva T, Trinh A, Vides R, Wieboldt E, Gormally C^, Maloy J^. (2024). Cisnormative language and erasure of trans* and genderqueer student representation in biology education research. CBE-Life Sciences Education, 24(3). ^These senior authors contributed equally. https://doi.org/10.1187/cbe.24-01-0033
16. Busch CA*, Barstow MM*, Brownell SE, Cooper KM. (2024). Why U.S. science and engineering undergraduates who struggle with mental health are left without role models. PLOS Mental Health, 1(7): e0000086. https://doi.org/10.1371/journal.pmen.0000086
15. Busch CA, Wiesenthal NJ, Gin LE, Cooper KM. (2024). Behind the graduate mental health crisis in science. Nature Biotechnology 42, 1749-1753. https://doi.org/10.1038/s41587-024-02457-z
14. Busch CA, Nadile EM, Mohammed TF, Gin LE, Brownell SE, Cooper KM. (2024). The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers. Journal of Research in Science Teaching, 1-39. https://doi.org/10.1002/tea.21965
13. Busch CA, Bhanderi PBM, Cooper KM*, Brownell SE*. (2024). Few LGBTQ+ science and engineering instructors come out to students, despite potential benefits. CBE-Life Sciences Education, 23(2). https://doi.org/10.1187/cbe.23-10-0181
12. Busch CA, Araghi TM, He JM, Cooper KM*, Brownell SE*. (2024). Beyond gender and race: The representation of concealable identities among college science instructors at research institutions. CBE-Life Sciences Education, 23(2). https://doi.org/10.1187/cbe.23-09-0170
2023
11. Ghosh A, Cohen KA, Jans L, Busch CA, McDanal R, Yang Y, Cooper KM, Schleider JL. (2023). A digital single-session intervention (Project Engage) to address fear of negative evaluation among college students: a pilot randomized controlled trial. JMIR Mental Health, 10:e48926.
10. Wiggins BL, Lily LS*, Busch CA*, Landys MM*, Shlichta JG*, Shi T*, Ngwenyama TR*. (2023). Public exams may decrease anxiety and facilitate deeper conceptual thinking. Journal of STEM Education: Innovations and Research, 24(2).
9. Busch CA, Cooper KM, Brownell SE. (2023). Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering. PLOS ONE, 18(7): e0287795.
8. Busch CA*, Weisenthal NJ*, Mohammed TF, Anderson S^, Barstow MM^, 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. (2023). The disproportionate impact of fear of negative evaluation first-generation college students, LGBTQ+ students, and students with disabilities in college science courses. CBE-Life Sciences Education, 22(3), ar4. ^These authors contributed equally.
7. Araghi TM*, Busch CA*, Cooper KM. (2023). The aspects of active learning science courses that exacerbate and alleviate depression in undergraduates. CBE—Life Sciences Education, 22(2), ar10.
6. Busch CA, Mohammed TF^, Nadile EM^, Witt MLM*, Vargas CM*, Tran MM*, Gazing Wolf JM*, Brister DM*, Cooper KM. (2023). Costs and benefits of undergraduates revealing depression to online science instructors. CBE—Life Sciences Education, 22(1), ar9. ^These authors contributed equally.
2022
5. Abraham AEM, Busch CA, Brownell SE, Cooper KM. (2022). Should I write about mental health on my med school app? Examining medical school admissions committee members’ biases regarding mental health conditions.Advances in Physiology Education, 46(4), 526-539.
4. Busch CA, Mohammed TF, Nadile EM, Cooper KM. (2022). Aspects of online college science courses that alleviate and exacerbate undergraduate depression. PLoS ONE 17(6): e0269201. doi:10.1371/journal. pone.0269201
3. Busch CA, Supriya K, Cooper KM*, Brownell SE* (2022). 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, 21(2). doi:10.1187/cbe.21-06-0162
2. Abraham AEM, Busch CA, Brownell SE*, Cooper KM* (2022). Instructor perceptions of student incivility in the online undergraduate science classroom. Journal of Microbiology & Biology Education, e00271-21
2021
1. Mohammed TF^, Nadile EM^, Busch CA^, Brister DM*, Brownell SE, Claiborne CT*, Edwards BA*, Gazing Wolf JM*, Lunt C*, Tran MM*, Vargas CM*, Walker KM*, Warkina TD*, Witt MLM*, Zheng Y, Cooper KM. (2021). Aspects of large-enrollment online college science courses that exacerbate and alleviate student anxiety. CBE–Life Sciences Education, 20(4). doi:10.1187/cbe.21-05-0132 ^These first authors contributed equally.