Katelyn Cooper

Assistant Professor

Arizona State University

United States

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About

Dr. Katelyn Cooper is an Assistant Professor at Arizona State University, USA. Her research focuses on the intersection of STEM education, mental health, and student identity, as reflected in her recent articles. She examines the impacts of mental health challenges on undergraduates and explores innovative approaches to enhance student engagement and reduce anxiety in large-enrollment science courses.

Articles (20)

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2025

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2020

Collaborators (5)

Kelly McDonald

California State University

UNITED STATES

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Jessica L. Schleider

Stony Brook University

UNITED STATES

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Amanda Lane

Assistant Professor

University of Minnesota

UNITED STATES

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Jeffrey Maloy

Associate Professor of Teaching

University of California, Los Angeles

UNITED STATES

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Sara Brownell

Arizona State University

UNITED STATES

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Katelyn Cooper

Research Interests

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Articles (20)

Meeting report: an interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses

Instructor-perceived benefits and costs of inviting students to voluntarily answer questions in large science courses

STEM, gender, and mental health: Understanding depression and anxiety in a national undergraduate sample

Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses

Why U.S. science and engineering undergraduates who struggle with mental health are left without role models

Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course

The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course

Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial

Reply to Salzer: A rebuttal to “A critical review of conclusions about disclosure of a mental illness on medical school applications”

Should I write about mental health on my med school app? Examining medical school admissions committee members’ biases regarding mental health conditions

Aspects of online college science courses that alleviate and exacerbate undergraduate depression

Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution

Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?

Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

An Exploratory Study of Students with Depression in Undergraduate Research Experiences

Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

Don’t Joke About Me: Student Identities and Perceptions of Instructor Humor in College Science Courses †

Collaborators (5)

Kelly McDonald

Jessica L. Schleider

Amanda Lane

Jeffrey Maloy

Sara Brownell

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