Lisa Corwin

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Assistant Professor

University of Colorado Boulder

United States

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About

Lisa Corwin is an Assistant Professor at the University of Colorado Boulder, USA. Her research areas focus on biology education, particularly in fostering belonging and science identity development among students in ecology and evolutionary biology. Recent articles highlight her work on community college curricula, immersive field ecology courses, and enhancing scientific civic engagement among undergraduates.

Recent Grants

Grant: Close

Combining Course-based Undergraduate Research Experiences with Place-based Learning to Increase Student Retention, Civic Engagement, and Self-efficacy

Open Date: 2018-10-01

Close Date: 2021-09-30

Grant: Close

RCN UBE Incubator: Failure as part of Learning, A Mindset Education Network (FLAMEnet)

Open Date: 2018-08-01

Close Date: 2019-07-31

Grant: Close

RCN-UBE: CC Bio INSITES: Community College Biology Instructor Network to Support Inquiry into Teaching and Education Scholarship

Open Date: 2017-09-15

Close Date: 2022-08-31

Grant: Close

RCN-UBE: CC Bio INSITES: Community College Biology Instructor Network to Support Inquiry into Teaching and Education Scholarship

Open Date: 2017-09-15

Close Date: 2022-08-31

Grant: Close

Collaborative Research: Taking the Long View: Investigating the Role of Biology Interest and Far-Sighted Career Goals on Students' Persistence in STEM career Pathways

Open Date: 2017-08-01

Close Date: 2020-07-31

Articles (12)

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2025

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2024

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2024

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2024

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2024

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2023

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2022

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2022

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2021

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2020

Collaborators (2)

Wendy Moore

Associate Professor

University of Arizona

UNITED STATES

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Julian Resasco

Assistant Professor

University of Colorado Boulder

UNITED STATES

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Lisa Corwin

Research Interests

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About

Recent Grants

Articles (12)

The Role of Place in Fostering Belonging and Science Identity Development for Incoming Ecology and Evolutionary Biology Graduate Students: Perspectives From a Two‐Year Program Evaluation

Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE

Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

An Online CURE Taught at a Community College During the Pandemic Shows Mixed Results for Development of Research Self-Efficacy and In-class Relationships

Marsh Madness: Using Video Games and a Case Study to Explore Food Webs and Ecosystem Services in Carpinteria Salt Marsh Reserve

The Power of Place: A Course-Based Undergraduate Research Experience Studying Urban Ecology, Local Apple Trees and Disease Susceptibility

Predictors of Scientific Civic Engagement (PSCE) Survey: A Multidimensional Instrument to Measure Undergraduates’ Attitudes, Knowledge, and Intention to Engage with the Community Using Their Science Skills

Coping behavior versus coping style: characterizing a measure of coping in undergraduate STEM contexts

Engaging with CC Bio INSITES: Experiences of Barriers, Supports, and Belonging in Community College Faculty Participating in Biology Education Research

Quantifying fear of failure in STEM: modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates

Design-based learning for a sustainable future: student outcomes resulting from a biomimicry curriculum in an evolution course

Collaborators (2)

Wendy Moore

Julian Resasco

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