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D-Index & Metrics

Social Sciences and Humanities

D-Index
57
Citations
11220
World Ranking
1805
National Ranking
859

Overview

Sara E. Brownell is affiliated with Arizona State University in the United States. Their research primarily spans the social sciences and psychology, with a particular focus on educational contexts. Among the main subfields of study are education, social psychology, safety research, history and philosophy of science, as well as sociology and political science.

The scientist's work explores a variety of topics within science education and diversity, including evolution and science education, career development and diversity, innovative teaching methods, communication in education and healthcare, animal and plant science education, higher education research studies, and disability education and employment.

Notable recent publications include:

  • Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses, 2020, CBE-Life Sciences Education
  • Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology, 2020, CBE-Life Sciences Education
  • 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, 2021, CBE-Life Sciences Education
  • Active learning: "Hands-on" meets "minds-on", 2021, Science
  • Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, 2020, CBE-Life Sciences Education

Frequent coauthors collaborating with Brownell include:

  • Katelyn M. Cooper
  • M. Elizabeth Barnes
  • Logan E. Gin
  • Carly A. Busch
  • Yi Zheng

The primary publication venues for Brownell's work are:

  • CBE-Life Sciences Education
  • AJP Advances in Physiology Education
  • Journal of Microbiology and Biology Education
  • PLoS ONE
  • The FASEB Journal

Best Publications

  • Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

    Sara E. Brownell;Kimberly D. Tanner

  • Course-based undergraduate research experiences can make scientific research more inclusive.

    Gita Bangera;Sara E. Brownell

  • Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training.

    Sara E. Brownell;Jordan V. Price;Lawrence Steinman

  • Transgenic mice with a reduced core body temperature have an increased life span

    Bruno Conti;Manuel Sanchez-Alavez;Raphaelle Winsky-Sommerer;Maria Concetta Morale

  • Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

    Sarah L. Eddy;Sara E. Brownell;Mary Pat Wenderoth

  • Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms.

    Daniel Z. Grunspan;Sarah L. Eddy;Sara E. Brownell;Benjamin L. Wiggins

  • A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data

    Sara E. Brownell;Daria S. Hekmat-Scafe;Veena Singla;Patricia Chandler Seawell

  • The influence of active learning practices on student anxiety in large-enrollment college science classrooms

    Katelyn M. Cooper;Virginia R. Downing;Sara E. Brownell

  • Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences

    Sara E. Brownell;Matthew J. Kloser;Tadishi Fukami;Rich Shavelson

  • Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

    Sara E. Brownell;Matthew J. Kloser

  • Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

    Sarah L. Eddy;Sara E. Brownell

  • BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors.

    Sara E. Brownell;Scott Freeman;Mary Pat Wenderoth;Alison J. Crowe

  • Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

    Katelyn M. Cooper;Sara E. Brownell

  • Treatment with an Interleukin 1 beta antibody improves glycemic control in diet-induced obesity

    O. Osborn;S.E. Brownell;M. Sanchez-Alavez;D. Salomon

  • Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences

    Erin E. Shortlidge;Gita Bangera;Sara E. Brownell

  • Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions.

    Sarah L. Eddy;Sara E. Brownell;Phonraphee Thummaphan;Mming-Chih Lan

  • Systemic augmentation of αB-crystallin provides therapeutic benefit twelve hours post-stroke onset via immune modulation

    Ahmet Arac;Sara E. Brownell;Jonathan B. Rothbard;Charlene Chen

  • Janus-like opposing roles of CD47 in autoimmune brain inflammation in humans and mice

    May H. Han;Deborah H. Lundgren;Siddhartha Jaiswal;Mark Chao

  • A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science

    Sara E. Brownell;Jordan V. Price;Lawrence Steinman

  • Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.

    Virginia R. Downing;Katelyn M. Cooper;Jacqueline M. Cala;Logan E. Gin

  • Core principles of evolutionary medicine: A Delphi study.

    Daniel Z Grunspan;Randolph M Nesse;M Elizabeth Barnes;Sara E Brownell

Frequent Co-Authors

Tamas Bartfai
Tamas Bartfai Stockholm University
Michelene T. H. Chi
Michelene T. H. Chi Arizona State University
Ariel D. Anbar
Ariel D. Anbar Arizona State University
Randolph M. Nesse
Randolph M. Nesse Arizona State University
Richard J. Shavelson
Richard J. Shavelson Stanford University
Gale M. Sinatra
Gale M. Sinatra University of Southern California
Kathy Hirsh-Pasek
Kathy Hirsh-Pasek Temple University
Rong Chen
Rong Chen Icahn School of Medicine at Mount Sinai
Martha S. Cyert
Martha S. Cyert Stanford University
Christopher M. Adams
Christopher M. Adams University of Iowa

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