Description:

Teaching in evidence-based ways that promote undergraduate mental health in the sciences (online or in person)

Presented by Dr. Katelyn Cooper, Assistant Professor, School of Life Sciences, Arizona State University

There has been a steep decline in mental health among undergraduate students in recent years. Calls to create more inclusive undergraduate science programs for students with anxiety and depression have followed. However, little research has examined how to implement evidence-based teaching strategies, particularly in large-enrollment courses, for students who struggle with mental health. To address this gap, our lab has conducted national interview and survey studies of undergraduates with anxiety and depression in large-enrollment active learning science courses. These studies identified key aspects of science learning environments, such as structure, social interactions, feedback, and progress that impact students’ mental health. From these studies, we have developed student-facing single-session interventions to help undergraduates cope with fear of negative evaluation in active learning. We have also identified recommendations for implementing evidence-based teaching practices in ways that maximize students’ mental health.

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