Student researchers answer questions about science courses, anxiety in remote learning


June 3, 2021

When the COVID-19 pandemic pushed education and thousands of jobs online seemingly overnight, many Arizona State University faculty and students found themselves in uncharted territory. Along with the challenges, this past year has provided opportunities for growth, experimentation and problem-solving that will carry forward into the years to come. 

For ASU School of Life Sciences Assistant Professor Katelyn Cooper, this included finding new ways to give her students the research experience they need.  Online course on laptop "We landed on this topic and method of research because we know that anxiety is the top mental health concern among undergraduates, and with the recent shift to online due to the COVID-19 pandemic, we were interested in how this novel online learning environment was affecting student anxiety," said student Tasneem Mohammed. Download Full Image

Cooper, a new faculty member with expertise in undergraduate biology education, created a course-based undergraduate research experience — or CURE — with the aim to engage students in real, publishable biology education research. Previous in-person research courses taught by Cooper had yielded positive results, including student-co-authored publications about how students perceive instructor humor, why undergraduates leave their research experiences and what discourages students from asking questions in science courses

But could this type of course be completed fully online? Cooper decided the answer was yes. 

And she was right. In the span of a single semester, her students went from an initial research question to a finished research manuscript that was submitted to a peer-reviewed education journal with all 14 students as co-authors exactly three weeks after the end of the term.

“Dr. Cooper’s 'Biology Education Research' class focused on conducting real research that could be performed within the semester that the students were enrolled in this class,” said Madison Witt, a biomedical sciences student of the course who graduated this spring.  

Originally from Rochester, New York, Witt came to ASU as a linguistics major before switching to biomedical sciences. 

ASU SOLS graduate Madison Witt

ASU School of Life Sciences graduate Madison Witt.

“I realized that I had an overwhelming desire to be able to help people and solve problems that they may be facing,” she said. “I think this stemmed from growing up with a family full of first responders. I was also extremely interested in the intricacies of the human body and the way that through science and research we can answer questions about the human body.”

When it came time to select a research topic, Cooper and her students decided to build on research out of the Cooper lab, which examines how biology learning environments affect student mental health. 

“Off the bat, all of us students were extremely interested in how the COVID-19 pandemic was affecting students and how exactly that could be studied,” Witt said. “I believe we were all interested in how the transition from learning in class to a rapid transition to at-home learning affects how students learn and perform within science classes.”

“We landed on this topic and method of research because we know that anxiety is the top mental health concern among undergraduates, and with the recent shift to online due to the COVID-19 pandemic we were interested in how this novel online learning environment was affecting student anxiety,” said biological sciences student Tasneem Mohammed, who graduated this spring and served as first-author on the project. “Given that most of us in the class had experienced some levels of anxiety due to having to learn science online, this was a topic that was really interesting to us.”

Mohammed was accepted into ASU’s 4+1 Accelerated Bachelor of Science/Master of Science program, and was awarded a graduate fellowship. Born and raised in Phoenix, her family is originally from Palestine. 

ASU SOLS graduate Tasneem Mohammed

ASU School of Life Sciences graduate Tasneem Mohammed.

“I chose ASU because of the different opportunities ASU offers,” she said. “Particularly, the 4+1 program motivated me to seek research opportunities and pursue what I’m passionate about to achieve my career goals. This accelerated degree program is designed to allow ASU undergraduate students to complete a master's degree only one year after the completion of their bachelor's degree.”

After coming up with their research question, the students were responsible for designing a survey to collect their data, analyzing the data, interpreting the results, and writing up their findings. The students distributed their survey to over 2,000 students in biology courses.  

“The method of research, the survey, came naturally because we wanted to hear as many students' voices about their experiences in their classes and we proposed that the best way to do that was through this survey,” Witt said.

The students’ research revealed that over 50% of undergraduate biology students report experiencing at least moderate anxiety in the context of online science courses and that women, students who are not financially stable and students with depression experience disproportionately higher levels of anxiety than their peers. 

The students also found that the potential for technology issues, proctored online exams, difficulty getting to know other students in class and stress about causing an accidental disruption on Zoom were some of the most common factors that increased students’ anxiety in online science courses. 

“What surprised me the most about what I discovered in this project was the number of students who also experienced social isolation online and the lack of communication between instructors and students that negatively affected students' ability to learn and succeed," Mohammed said. “I was also surprised that having the cameras on during class negatively affected students' anxiety.” 

“I think this research could be so, extremely useful to online education in the future,” Witt said. “Specifically, one of the questions in the survey asked students to give their opinion on how professors could help reduce student anxiety. If professors took the time to read the students' words and implement some of the suggestions into their online course it could possibly help many students manage their anxiety better in the classroom.” 

As part of the study, undergraduates recommended that instructors work to decrease anxiety by increasing test-taking flexibility, being understanding, having an organized course and trying to develop relationships with students.

“The findings provide simple ways that instructors could make biology education more inclusive,” Mohammed said. “For example, once we learned that having cameras on can negatively affect student anxiety, Dr. Cooper allowed our cameras to be optional. This was a really small change that seemed to have a really positive impact on a lot of the students in class.”

“I’m a big believer in using data to inform your teaching,” Cooper said. “So, when the data came back and we saw that a primary aspect of online learning that exacerbates students’ anxiety is needing to have your camera on, I knew that I needed to make a change. I used to ask students to turn on their cameras during class, but we switched to a ‘cameras optional’ policy and the students did all of their data analysis with their cameras off."

“I wasn’t completely convinced that we could take a research project from start to finish entirely online,” she said. “I didn’t know how well we would all communicate via Zoom, but the students were awesome at sharing ideas and collaborating. They made me rethink how we do undergraduate research.”  

Engaging students in research through online courses has the potential to broaden access to far more students, including fully online students, potentially revolutionizing who gets to participate in undergraduate research. 

While the switch to an online course format was necessitated by the COVID-19 pandemic, online science degree programs at ASU will continue to grow. The student research team hopes that their work will influence how online instructors design and teach their courses. 

“The mental health of our students should be one of our top priorities, and we hope that this work will help science instructors to construct their courses in more inclusive ways,” Cooper said. 

Dominique Perkins

Manager of marketing and communications, School of Life Sciences

480-965-2131

Local artists exhibit work at ASU's Vault Gallery


June 3, 2021

Two local artists exploring themes of unity, joy and initiation are exhibiting their work this summer at the Vault Gallery, part of Arizona State University's Downtown Phoenix campus library. 

In her exhibition "What Unites Us," Nasim Nourian examines human interconnectedness, and for newcomer Chelsea Niven, winner of the 2019 Eric Fischl Vanguard Award at Phoenix College, the Vault Gallery marks her first curated exhibition, titled “Inchoate Amelioration.” art work by Chelsea Niven Courtesy of Chelsea Niven Download Full Image

Although the downtown Phoenix library remains closed to the public due to COVID-19 restrictions, Jackie Young, the gallery’s curator and senior library information specialist, says students and library staff have been happy to see the return of new art to the Vault Gallery.

“Over the years, art has always been a part of the downtown library. It makes a significant difference in the mood and tone you feel when you’re here,” said Young, who in a typical year, will bring at least three new art exhibitions into the gallery space as a way of enhancing the library’s connection to its local community and increasing students’ exposure to diverse perspectives. “New art reinvents the library space in a new way every time we have new artists.”

The Vault Gallery has been something of a blessing for students in need of a mental break while studying in the library as well as for emerging artists seeking opportunities to share their work. 

“For the artists, many times, it’s the first opportunity they’ve been given to exhibit their work at a gallery,” she said.

Here to talk about their summer exhibitions at the Vault Gallery and their approaches to making art are Niven and Nourian, whose work will be featured at the gallery through August. Nourian immigrated to the United States from Tehran, Iran, and Niven was born and raised in the Southwest.

Question: Have you always made art?

Nasim Nourian: I used to draw and paint when I was a little girl. My first artwork was this gigantic green spider on the wall of our living room, which as a toddler I was extremely proud of, but also upset my mother to no end. I was successful in repeating the same mistake when I was a teenager and I painted a life-size Persian Miniature painting on the back wall of my closet. This time, mom did not let me get away with it so easily. So I locked away my artistic talent in that closet and gave up art altogether. In my culture, art was considered to be just a hobby, not a "serious" career. I did not paint or draw for almost three decades until the passion was rekindled when I took an art course at a community college and it all rushed back to me like the dam had been broken.

Chelsea Niven: I have been making art for as long as I can remember. It has always been something that’s a part of me and how I express my emotions. I wouldn’t feel like myself if I didn’t create art.

Q: Can you describe your artistic process?

Nourian: I am moved by what I see around me. It could be a stranger's face or movements. It could be a loved one moving about their daily routine, or it could be a random photo I see on social media. Whatever the source of inspiration, it stays with me, in my head, as a form of a picture. And it stays with me until I put it down on paper or canvas. These pictures are persistent and sometimes annoyingly so, and I feel the urge, almost a calling, to create an art work. 

As artists, just like any other creative genre, we want to be liked. I feel uplifted when people “like” my art. And yes, I’ve been influenced, especially when creating commissioned art, by whether it will be liked or not. But the process, even to this day, is at times obscured by uncertainty. Will I be able to express what’s in my heart? Will the final work be authentic enough? Am I finished or do I need to work on it a little more, another hour or another day? I’ve been told that it's through the process that we grow and I believe this to be true. When I don’t feel all those fears come up when I start a project, then it's not worth it. So, I let it all come up … and then through it all, something authentic emerges that I call art.

Niven: My art process has been changing and expanding so much, and I am sure will continue to do so. People have asked me where I get my inspiration from and honestly, it all depends on what I am doing. Is it a commission piece? Or am I just trying to use some of the paint that I have left over? Sometimes I have an idea in mind and just do a quick sketch of what I want to create. When I begin, I just let it flow. There are also times where I have nothing in mind and just listen to music and let whatever my vision is come to life. I tend to go into a trance and get lost while I am working on my art. It’s an escape for me in this busy world.

Q: Is there a particular subject you are currently drawn to in your art?

Nourian: Well, I always like human forms and portraits. I’m drawn to the paintings of Alice Neel right now and her naked approach to expressionistic portraits.

Niven: I wouldn’t say I’m drawn to a specific subject. I like my art to inspire people, fill them up with a sense of happiness, and evoke joy and deeper thought. My paintings are almost interactive. If you look at it from different perspectives, it shifts and changes in color. It highlights the importance of the bigger picture in order to see the harmony and come to a better understanding of one another.

Q: What do you think is the function or the power of art in society?

Nourian: The power of art is the power to express oneself like no one else can. It is the uniqueness and the exceptionalism of every single human being exactly as it was intended.  

Niven: Art is supposed to make people think and help them connect with their inner selves as well as others. The other important part of art is that it connects us to people around the world. Someone who speaks Mandarin can look and understand a painting the same as someone who speaks Portuguese could. That is one of the many beauties of art, it’s a universal language that brings together humanity and shows that we all carry the same emotions and basic ideals. I think this aspect of art is something that we, as a whole world, need to acknowledge and put into practice while interacting with people in our everyday lives. Art can teach the world to have more compassion.

Britt Lewis

Communications Specialist, ASU Library