Biology subjects

Cooper, K. M.

Publications and source records attributed to Cooper, K. M..

3 recordsLinked to original sources

bioRxiv2025

LGBTQ+ realities in the biological sciences

While scientific environments have been described as unwelcoming to the LGBTQ+ community, and fields such as physics have systematically documented these challenges, the climate in biology workplaces has not been assessed. We conducted the largest survey to date of LGBTQ+ biologists to examine how their sense of belonging and perception of climate in the biology workplace and professional societies compare to that of their straight and cis peers. We surveyed 1419 biologists across five professional societies, with 486 identifying as LGBTQ+. Trans and gender non-conforming (TGNC) biologists reported lower belonging and morale within the workplace, professional societies, and the biology community compared to cis, straight biologists. They also reported being less comfortable with the climate of various professional biology environments. While LGBTQ+ biologists report that their workplaces are moderately inclusive, over 20% of all LGBTQ+ biologists and nearly 40% of TGNC biologists experience exclusionary behavior at work. This landmark survey provides the first comprehensive analysis of the LGBTQ+ climate in biology, revealing specific challenges faced by TGNC scientists and identifying interventions to enhance inclusivity for scientists. Significance StatementThis landmark study includes the largest known sample of LGBTQ+ biologists and offers the first comprehensive description of the LGBTQ+ climate in biology, differentiating between the experiences of cisgender lesbian, gay, bisexual, and queer (LGBQ) biologists and transgender and gender non-conforming (TGNC) biologists. The study found that compared to non-LGBTQ+ biologists, TGNC participants report lower belonging, morale and comfort with the climate across biology workplaces, professional societies, and the biology community. While on average LGBTQ+ participants reported that their workplaces are moderately inclusive, over 20% of all LGBTQ+ biologists and nearly 40% of TGNC biologists report experiencing exclusionary behaviors at work. The study offers immediate implications for institutional policies and professional development in the biological sciences.

scientific communication and education↗

bioRxiv2023

Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computational genomics

As genomics and information technologies advance, there is a growing demand for research scientists trained in bioinformatics methods to determine gene expression underlying cell biology in health and disease. One approach to increase the number of scientists proficient in bioinformatics is to expand access through online degree programs and remotely-accessible learning materials. Fully-online learners represent a significant and growing community of historically underrepresented students who are frequently excluded from research opportunities that require in-person attendance during standard operational hours. To address this opportunity gap, we developed an asynchronous course-based undergraduate research experience (CURE) for computational genomics specifically for fully-online biology students. We generated custom learning materials and leveraged remotely-accessible resources on a high performance computing cluster to address a novel research question: the effect of changing quality trimming parameters for RNA sequencing reads on the discovery of sex-based differential gene expression in the human placenta. Here we present the process by which the instructional team devised and distributed analysis to address this question over a 7.5-week CURE and provided students with concurrent training in biology, statistics, computer programming, and professional development integral to the successful execution of the project and future publications. Scores from identical learning assessments administered before and after completion of the CURE showed significant learning gains across biology and coding course objectives. Open-response progress reports were submitted weekly and identified self-reported adaptive coping strategies for challenges encountered throughout the course. The instruction team monitored the progress reports to identify problems that could be resolved through collaboration with instructors and peers via messaging platforms and virtual meetings. Analytics from the course messaging platform demonstrated that high posting engagement was strongly correlated to high normalized learning gains, showing that students can effectively use asynchronous communication platforms to facilitate learning. The online genomics CURE resulted in unanticipated positive outcomes, including students voluntarily extending their participation beyond the course duration, presenting their findings at research symposiums, and applying to graduate school. These outcomes underscore the effectiveness of this genomics CURE for training and recruitment purposes and demonstrate that students can be successful in online STEM-based research experiences if given channels for communication, bespoke and accessible learning materials, and the support of experts in the field. Online CUREs can provide valuable research experience to harness the potential of online STEM students towards a more skilled, diverse, and inclusive workforce for the advancement of biomedical science.

genomics↗

bioRxiv2021

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

scientific communication and education↗