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The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85287

^†These authors contributed equally.

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Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85287

^†These authors contributed equally.

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Katelyn M. Cooper

*Address correspondence to: Katelyn M. Cooper (E-mail Address: [email protected]).

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85287

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Derek Braun, Monitoring Editor

Published Online:25 Apr 2023https://doi.org/10.1187/cbe.22-10-0199

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Vol. 22, No. 2

June 01, 2023

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History

Submitted: 7 October 2022

Revised: 20 March 2023

Accepted: 24 March 2023

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© 2023 T. Araghi, C. A. Busch, and K. M. Cooper. CBE—Life Sciences Education © 2023 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/4.0).

We are grateful to the students who were willing to share their thoughts and experiences with us. We thank Sam Maas, Logan Gin, and Sara Brownell for their review of an earlier version of this article. C.A.B. is funded by the NSF GRFP (026257-001) and K.M.C. is funded by an NSF CAREER award (DUE- 2143671). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.