This page is all about Working Group 2: Experiments! Keep reading for resources, leadership, projects, and community highlights.




Focus: Use experiments to understand disparities and foster equity in the classroom and across multiple disciplines and universities, with an emphasis on replication and context.




Mike Wilton



Vanessa Woods


Jesse Lewis

Research Coordinator

Jesse Lewis


Maggie Safronova

Research Coordinator

Maggie Safronova


Test Anxiety Project

PAUSED DUE TO COVID: This project will test the hypothesis that test anxiety explains part of the performance gap between under-represented students in introductory STEM courses and their well-represented counterparts…

Office Hours Project

This project explores the wide range of practices associated with office hours across the SEISMIC institutions, to inform recommendations to campuses on best practices for these sessions…

Backchannel Project

This team will explore to what degree the establishment of a backchannel in foundational STEM courses… increases student participation in class inquiry. 

Access to Practice Project

Faculty in this project are designing peer-reviewed, low-stakes writing assignments for students to improve their learning in STEM introductory courses…

Belonging Project

ON SABBATICAL: This project will deliver brief, in-class, small group interventions discussing adversity that supports students’ sense of belonging… 

CLUE: Contextual Linkaging Project

This project will design, build and test a new technology that promotes elaboration and reflection for learners while providing feedback to instructors.


  • Cooper, K. M., Gin, L. E., Barnes, M. E., & Brownell, S. E. (2020). An exploratory study of students with depression in undergraduate research experiences. CBE—Life Sciences Education, 19(2), ar19. https://doi.org/10.1187/cbe.19-11-0217
  • Cooper, K. M., Gin, L. E., & Brownell, S. E. (2020). Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?. International Journal of STEM Education7(1), 1-18. https://doi.org/10.1186/s40594-020-00216-5
  • Woods, V. E., Safronova, M., & Adler-Kassner, L. (2021). Guiding Students Towards Disciplinary Knowledge With Structured Peer Review Assignments. Journal of Higher Education Theory and Practice, 21(4), 160–175. Link http://t.www.na-businesspress.com/JHETP/JHETP21-4/12_WoodsFinal.pdf
  • Hammarlund, S. P., Scott, C., Binning, K. R., & Cotner, S. (2021). In an “ecological-belonging” intervention to reduce inequities in STEM, context matters. BioRxiv. Link https://www.biorxiv.org/content/10.1101/2021.06.02.446772v1.abstract
  • Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and undergraduates with disabilities: Challenges resulting from the rapid transition to online course delivery for students with disabilities in undergraduate STEM at large-enrollment institutions. CBE—Life Sciences Education, 20(3), ar36. Link https://www.lifescied.org/doi/full/10.1187/cbe.21-02-0028
  • Cheng, S. J., Mourad, T., Goldberg, D. E., Middendorf, G., Prevost, L. B., & McKay, T. A. (2021). Harnessing Data for Inclusive Ecology Education. Bulletin of the Ecological Society of America102(2), 1-9. https://doi.org/10.1002/bes2.1842
  • A. Godwin et al., “Communicating for Belonging in First-Year Engineering,” 2023 IEEE International Professional Communication Conference (ProComm), Ithaca, NY, USA, 2023, pp. 12-17, doi: 10.1109/ProComm57838.2023.00015.

Additional Activities

Community Highlights