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CARLY BUSCH
PUBLICATIONS
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Peer reviewed
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). ^These authors contributed equally.
9. Busch CA, Cooper KM, Brownell SE. 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 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 college students, LGBTQ+ students, and students with disabilities in college science courses. CBE-Life Sciences Education, 22(3), ar4. *These first authors contributed equally. ^These authors contributed equally.
7. Araghi T*, Busch CA*, Cooper KM. The aspects of active learning science courses that exacerbate and alleviate depression in undergraduates. CBE—Life Sciences Education, 22(2), ar10. *These authors contributed equally
6. Busch CA, Mohammed TF^, Nadile EM^, Witt ML*, Vargas C*, Tran M*, Gazing Wolf J*, Brister D*, 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. *These authors contributed equally.
5. Abraham AE, 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.
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 *These senior authors contributed equally
2. Abraham AE, 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. *These senior authors contributed equally.
1. Mohammed TF^, Nadile EM^, Busch CA^, Brister D*, Brownell SE, Claiborne CT*, Edwards BA*, Gazing Wolf J*, Lunt C*, Tran M*, Vargas C*, Walker KM*, Warkina TD*, Witt ML*, 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. *These authors contributed equally.
Manuscripts under review
Busch CA*, Nadile EM*, Mohammed TF, Gin LE, Brownell SE, Cooper KM. The scientific rules, roles, and values that life sciences graduate students want to see upheld by undergraduate researchers. Under review at The Journal of Research in Science Teaching. *These first authors contributed equally.
Busch CA, Cooper KM^, Brownell SE^. Beyond gender and race: The representation of concealable identities among college science instructors. ^These authors contributed equally.
Busch CA, Bhanderi PB, Cooper KM^, Brownell SE^. Few LGBTQ+ science and engineering instructors come out to students, despite potential benefits. ^These authors contributed equally.
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