Laleh Esmaili Coté

Laleh Esmaili Coté
Lawrence Berkeley National Laboratory | LBL · Workforce Development & Education

Science Education PhD Candidate

About

7
Publications
822
Reads
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86
Citations
Introduction
I study how undergraduates learn about themselves and their careers through science research experiences. All students have the potential to have a successful career in their chosen field, despite the fact that students vary widely in their previous experiences and/or awareness about that field. I would like to increase access to opportunities, improve teaching/mentoring approaches, expand mentor recognition of who is a "science person," and contribute to diversity efforts in STEM.
Additional affiliations
January 2019 - present
Lawrence Berkeley National Laboratory
Position
  • Senior Internship Coordinator
August 2016 - present
University of California, Berkeley
Position
  • PhD Student
August 2011 - December 2018
Lawrence Berkeley National Laboratory
Position
  • Internship Coordinator
Education
August 2017 - May 2019
University of California, Berkeley
Field of study
  • Microbiology
August 2016 - June 2022
University of California, Berkeley
Field of study
  • Science Education
August 2010 - May 2012
San Francisco State University
Field of study
  • Biology

Publications

Publications (7)
Article
Understanding the impact of undergraduate research experiences (UREs) and course-based undergraduate research experiences (CUREs) is crucial as universities debate the value of allocating scarce resources to these activities. We report on the Berkeley Undergraduate Research Evaluation Tools (BURET), designed to assess the learning outcomes of UREs...
Article
The very first email I received that mentioned the novel coronavirus disease 2019 was on February 14, 2020. Valentine’s Day. In a newsletter summarizing science highlights, a few short sentences announced the name of this new virus that had infected thousands of people as “COVID-19,” and the fact that experts had yet to find a good method for its d...
Article
Full-text available
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research ex...
Presentation
Full-text available
In efforts to increase scientific literacy and the preparation and interest of learners to pursue careers in STEM fields, there are growing opportunities for students and teachers to engage in scientific research experiences, including Course-based Undergraduate Research Experiences (CURE), Undergraduate Research Experiences (URE), and Teacher Rese...
Article
Full-text available
Conventional methods for fecal source tracking typically use single biomarkers to systematically identify or exclude sources. High-throughput DNA sequence analysis can potentially identify all sources of microbial contaminants in a single test by measuring the total diversity of fecal microbial communities. In this study, we used phylogenetic micro...
Article
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research ex...
Article
Full-text available
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research ex...

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Projects

Projects (6)
Project
In this project, we are designing a new model for undergraduates to conduct research (in biology and chemistry-related fields), and re-working the “matching” process, so that it’s based on shared interests.
Project
Studies have demonstrated the value of undergraduate research as a high impact practice for both retention in STEM and addressing achievement gap issues (Eagan, et al., 2013; Committee on Science, Engineering, and Public Policy, 2011). A number of NSEC institutions are engaged in providing research experiences for undergraduates and graduate students pursuing careers in K-12 teaching. Limited research exists to demonstrate the generalizable impacts of these programs on teacher recruitment, preparation, and retention, in part because of limited cohort sizes of individual programs. In addition, opportunities do not widely exist to bring together coordinators of teacher-researcher programs for sharing of programmatic goals and structures or developing collaborative research investigations into the impacts these types of programs. This proposal will promote cross-institutional collaboration involving research and assessment into commonalities, differences, and impacts of teacher-researcher programs, and will also contribute to the body of knowledge around research experiences for undergraduates. >>> FOR MORE INFORMATION, VISIT: https://serc.carleton.edu/StemEdCenters/caret.html