Logan Gin

NSF GRFP Ph.D. candidate

Research Interests: My research focuses on the experiences of students with disabilities in the context of undergraduate science, specifically active learning courses, online courses, and undergraduate research experiences.   

About Me: 

Originally from Columbus, Ohio, I completed my B.S. in Biology and B.A. in Political Science at the University of North Carolina at Chapel Hill. Through several research and teaching experiences as an undergraduate, I developed a passion for both the life sciences as well as issues related to equity and access in science education.  I gained interest in how students with disabilities navigate STEM from my own challenges and perseverance through a biology degree as someone with dwarfism.

As a PhD student in the Biology Education Research Lab, I am interested in working to improve the experiences of undergraduate biology students in active learning classrooms, undergraduate research experiences, and ASU's fully online biology degree program. I also serve as the lead instructor for the College of Liberal Arts and Sciences' BioBridge program, an intensive two-week summer bridge program that prepares incoming first-year biology majors for their transition to the School of Life Sciences. I am also the program manager for the NSF-funded LEAP Scholars program which assists community college transfer students in getting involved in undergraduate research at ASU.  I am the editor of CUREnet Quarterly, a newsletter for CURE instructors.  In my free time, I enjoy watching sports, playing cards and board games, listening to music, and exploring new places in Tempe. 

Mentoring: Frankie Guerrero

Publications:

Gin LE, Guerrero F, Cooper KM, Brownell SE.  Is active learning accessible? Exploring the process of providing accommodations to students with disabilities. CBE Life Sciences Education. October 2020.

Cooper KM, Gin LE, Brownell SE.  Depression as a concealable stigmatized identity: What influences whether students conceal or reveal their depression in undergraduate research experiences? International Journal of STEM Education. June 2020.

Downing VD*, Cooper KM*, Cala J, Gin LE, Brownell SE.  Fear of negative evaluation and student anxiety in community college active learning science courses.  CBE Life Sciences Education.  June 2020.

Cooper KM*, Gin LE*, Barnes ME, Brownell SE. Exploring student depression in undergraduate research experiences.  CBE Life Sciences Education. May 2019. (* these authors contributed equally)

Cooper KM*, Gin LE*, Akeeh B, Clark CE, Hunter JS, Roderick TB, Elliott DB, Gutierrez LA, Mello RM, Pfeiffer LD, Scott RA, Arellano D, Ramirez D, Valdez EM, Vargas C, Velarde K, Zheng Y, Brownell SE.  Factors that predict biological sciences student persistence in undergraduate research experiences.  PLOS ONE.  August 2019. (*these authors contributed equally).

Cooper KM*, Gin LE*, Brownell SE.  Diagnosing differences in what undergraduates in a fully online and an in-person biology degree program know and do regarding medical school admission.  Advances in Physiology Education.  May 2019.  (*these authors contributed equally).

Gin, L. E., Rowland, A. A., Steinwand, B., Bruno, J., & Corwin, L. A. (2018). Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation. CBE—Life Sciences Education, 17(4), ar57.

lgin2 [at] asu.edu