I am a discipline-based educational researcher interested in better understanding inclusion in undergraduate biology education. I approach the assessment of inclusion through the lens of motivation (specifically self-determination theory) and behavioral engagement. I am interested in what we can learn from both small and large scale studies to see how the perceptions of students from traditionally minoritized populations changes when comparing different institutional types (such as R1 compared to PUIs compared to HBCUs). Supervisors: Donald French, William Rodgers, John Moore, Paul Rothrock, Lenore Wright, and Natalia Caporale Address: Department of Neurobiology, Physiology, and Behavior University of California, Davis 188 Briggs Hall Davis, CA 95616
Since 1998, the introductory biology course at Oklahoma State University has been taught using a ... more Since 1998, the introductory biology course at Oklahoma State University has been taught using a highly student-centered approach involving collaboration, problem solving, and inquiry in both lecture and laboratory. In this course, we use Scenarios (stories, presented through multimedia, involving observations, problems, or broad questions) to provide a context in which students, working in groups of three or four, collaborate to construct and/or apply biological concepts.
In January 2013, one of the presenters took the further step of flipping the classroom in the lecture portion of a subset of students. Upon reaching a ceiling regarding grade improvement with his current teaching method, the presenter was curious to see if he could improve the grades in class by utilizing a different educational method. Outside class, students watch videos of the active-learning classrooms described above (approximately 3hr/week). In class, the students work on activities, which served as homework or in-class exercises in the previous-format class, or newly designed exercises designed to scaffold or provide higher level challenges. Students were encouraged to use laptops, smartphones, or tablets to research topics along with their textbooks. Periodically, clickers were used for the instructor and students to ascertain progress. While feedback was provided either electronically or in writing, depending on the format in which the students chose to submit work, no grades were associated with completing assignments. Students were asked to write reflections throughout the course describing their use and opinion of videos, challenges they encountered, and suggestions that they have for improvement. During the two semesters that followed, taking into account student and literature suggestions for improved engagement, aspects of the class were tweaked to encourage class participation and engagement with the concepts that we cover. To that end, we attempted to give the class more structure to help the students maximize their use in-class time and change their perceptions of class-time from time for information flow to time for self-assessment and feedback. In this session, we report on three semesters (169 students) of data from students’ reflections, in-class exercises, test, and grade-distribution data, observations, and surveys. Some themes that were evident after two semesters of optimization: students want shorter videos, students want more clicker questions, working in groups helps students learn, and students like that assignments were not worth points; however, students also think that making the assignments worth points would make them work harder which seems contradictory.
A study of proximate causation of mate choice can help to engage students in the topic of sexual ... more A study of proximate causation of mate choice can help to engage students in the topic of sexual selection. We developed a new and flexible method for observing mate choice behavior in guppies (Poecilia reticulata.) Students observe male preference for 3D-printed fish models of female fish of different sizes, colors, and shapes to determine what traits are important in sexual selection. In their first week, the students expose a male guppy to a standard suite of different 3D-printed models. They then request modifications for the next week and the week afterward. The investigation engages students’ abilities to carefully observe animals, quantify those observations, and use evolutionary reasoning to communicate their findings in a scientific manuscript peer-reviewed by anonymous new scientists. The use of 3D printers overcomes a hurdle (crafting accurate models that can be manipulated) making this type of authentic research accessible to a large and broader audience.
Journal of Microbiology & Biology Education, 2021
The demonstrated gap between skills needed and skills learned within a college education places b... more The demonstrated gap between skills needed and skills learned within a college education places both undergraduates seeking gainful employment and the employers seeking highly skilled workers at a disadvantage. Recent and up-and-coming college graduates should possess 21st century skills (i.e., communication, collaboration, problem solving), skills that employers deem necessary for the workplace. Research shows that the development of this skillset can help narrow the gap in producing highly skilled graduates for the science, technology, engineering, and mathematics (STEM) workforce.
Journal of Microbiology & Biology Education, 2020
A large body of data suggests that implementing active learning practices in a STEM classroom con... more A large body of data suggests that implementing active learning practices in a STEM classroom contributes to increased success in both achievement of student learning outcomes and retention of students. Despite these findings, significant barriers exist for instructors implementing active learning strategies in their undergraduate classrooms. These barriers can be effectively addressed by providing sustained support to instructors and postdoctoral trainees interested in implementing active learning strategies in their teaching practice. The Promoting Active Learning and Mentoring (PALM) network attains this objective by connecting instructors interested in learning more about active learning (Fellows) with individuals who have extensive expertise related to this practice (mentors). These facilitated connections occur in the form of active mentorship for a year or more, virtual journal clubs, and biannual gatherings of PALM Fellows and mentors. Here, we describe the foundation on whi...
Journal of Microbiology & Biology Education, 2020
In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten throu... more In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten through undergraduate (K–16), efforts to improve inclusion in scientific meetings and conferences, important hubs of STEM culture, are more recent. Markers of inclusion that are sometimes overlooked at these events can include the composition of panels, how workshops are run, the affordability of conferences, and various other mechanisms that maintain pre-existing hierarchies and norms that limit the participation of early-career researchers and individuals of minoritized cultural, linguistic, and economic backgrounds. The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network coordinates efforts of researchers from many fields interested in diversity and inclusion in biology education. Given the concerns regarding inclusion at professional meetings, iEMBER has developed and implemented several practices in planning and executing our meetings to make them more i...
Journal of Microbiology & Biology Education, 2020
In the United States, persistence for women and ethnic minorities in science, technology, enginee... more In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological ne...
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a ne... more The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at disciplin...
One promising practice for increasing active learning in undergraduate science education is the u... more One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their teaching based on evidence-based practices and to encourage the members to reflect deeply on their teaching experiences. Members of the Network interviewed seven previous Fellows, 1 to 6 years after completing their fellowship, to better understand the value of the Network and how these interactions impacted their ability to sustain change toward more active teaching practices. The interviews resulted in the creation of three personas that reflect the kinds of educators who engaged with the Network: Neil the Novice, Issa the Isolated, and Etta the Expert. Key themes emerged from the interviews about how interactions with the PALM Network sustained change toward evidence-based teaching practices a...
The demonstrated gap between skills needed and skills learned within a college education places b... more The demonstrated gap between skills needed and skills learned within a college education places both undergraduates seeking gainful employment and the employers seeking highly skilled workers at a disadvantage. Recent and up-and-coming college graduates should possess 21st century skills (i.e., communication, collaboration, problem solving), skills that employers deem necessary for the workplace. Research shows that the development of this skillset can help narrow the gap in producing highly skilled graduates for the science, technology, engineering, and mathematics (STEM) workforce. We propose the development of 21st century skills by utilizing the project-based learning (PjBL) framework and creating the inclusive biologist exploring active research with students (iBEARS) program, allowing undergraduate students to hone their 21st century skills and prepare for transition and success within the workplace.
Perspectives A large body of data suggests that implementing active learning practices in a STEM ... more Perspectives A large body of data suggests that implementing active learning practices in a STEM classroom contributes to increased success in both achievement of student learning outcomes and retention of students. Despite these findings, significant barriers exist for instructors implementing active learning strategies in their undergraduate classrooms. These barriers can be effectively addressed by providing sustained support to instructors and postdoctoral trainees interested in implementing active learning strategies in their teaching practice. The Promoting Active Learning and Mentoring (PALM) network attains this objective by connecting instructors interested in learning more about active learning (Fellows) with individuals who have extensive expertise related to this practice (mentors). These facilitated connections occur in the form of active mentorship for a year or more, virtual journal clubs, and biannual gatherings of PALM Fellows and mentors. Here, we describe the foundation on which PALM was built and explain how a successful mentor-ship program can pave the way for educators to adapt and implement evidence-based practices like active learning in a college classroom.
Learning Assistants (LAs) help students develop a deeper understanding of content and are particu... more Learning Assistants (LAs) help students develop a deeper understanding of content and are particularly effective during active learning instruction. A foundational pillar of the LA model is the LA pedagogy course, which teaches LAs about evidence-based instruction and about how students learn (Otero et al., 2010). From LA survey responses, this study identifies interactions between LAs and students that have the potential to negatively impact the classroom environment and how other students learn-what we call "challenging interactions." Challenging interaction training was developed for LAs taking the pedagogy course by using scenarios that LAs can act out and reflect on in class. This training aims to guide LAs as they develop their own strategies for how to properly navigate these interactions. Because of the potential negative impacts of these interactions, training LAs to address and manage these situations is important. If LAs can properly navigate these challenging interactions, they will be better able to facilitate deeper learning in their respective LA-supported classrooms.
Journal of Microbiology and Biology Education, 2020
In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten throu... more In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten through undergraduate (K–16), efforts to improve inclusion in scientific meetings and conferences, important hubs of STEM culture, are more recent. Markers of inclusion that are sometimes overlooked at these events can include the composition of panels, how workshops are run, the affordability of conferences, and various other mechanisms that maintain pre-existing hierarchies and norms that limit the participation of early-career researchers and individuals of minoritized cultural, linguistic, and economic backgrounds. The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network coordinates efforts of researchers from many fields interested in diversity and inclusion in biology education. Given the concerns regarding inclusion at professional meetings, iEMBER has developed and implemented several practices in planning and executing our meetings to make them more inclusive. In this report, we share our experiences developing inclusive meetings on biology education research and discuss the outcomes of such efforts. Specifically, we present our approach to planning and executing the iEMBER 2019 conference and the National Association of Biology Teachers iEMBER 2019 workshop. This report adds to the growing body of resources on inclusive meetings, provides readers with an account of how such an attempt at implementation might unfold, and complements existing theories and work relating to the importance and functioning of such meetings in terms of representation in STEM.
In the United States, persistence for women and ethnic minorities in science, technology, enginee... more In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experi- ences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in edu- cational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework in- creases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a ne... more The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEM-BER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at discipline-specific meetings and conferences. The focus of iEMBER is on understanding how to create inclusive, supportive, and engaging environments to foster the success of all biology students and trainees. This report focuses on the structure of the iEMBER network, two takeaways that emerged from the 2017 conference (interdis-ciplinary networking/collaboration and intradisciplinary broadening participation strategies), and ways for prospective members to engage in ongoing dialogue and future events.
Proceedings for the Association for Biology Laboratory Education, 2017
A study of proximate causation of mate choice can help to engage students in the topic of sexual ... more A study of proximate causation of mate choice can help to engage students in the topic of sexual selection. We developed a new and flexible method for observing mate choice behavior in guppies (Poecilia reticulata.) Students observe male preference for 3D-printed fish models of female fish of different sizes, colors, and shapes to determine what traits are important in sexual selection. In their first week, the students expose a male guppy to a standard suite of different 3D-printed models. They then request modifications for the next week and the week afterward. The investigation engages students’ abilities to carefully observe animals, quantify those observations, and use evolutionary reasoning to communicate their findings in a scientific manuscript peer-reviewed by anonymous new scientists. The use of 3D printers overcomes a hurdle (crafting accurate models that can be manipulated) making this type of authentic research accessible to a large and broader audience.
Use of flipped learning environments, where content is delivered online outside of class and clas... more Use of flipped learning environments, where content is delivered online outside of class and class time features student-centered activities, is an increasingly popular way to facilitate active learning. The success of classroom activities, however, depends on students’ willingness to complete the out-of-class work and come to class well prepared. Therefore, it is important for instructors to understand students’ attitudes towards required pre-class preparation. This study used an online questionnaire, featuring both Likert-type and open-ended questions, to explore students’ attitudes towards the online video used in a flipped undergraduate science class. Results showed moderately positive attitudes toward the pre-class video lecture, but also some strongly negative attitudes. Results of this study can help instructors understand both the benefits of flipped learning from the student perspective and the likely sources of resistance. This understanding can help instructors anticipate students’ concerns and provide effective orientation when introducing the flipped learning model in undergraduate courses.
Since 1998, the introductory biology course at Oklahoma State University has been taught using a ... more Since 1998, the introductory biology course at Oklahoma State University has been taught using a highly student-centered approach involving collaboration, problem solving, and inquiry in both lecture and laboratory. In this course, we use Scenarios (stories, presented through multimedia, involving observations, problems, or broad questions) to provide a context in which students, working in groups of three or four, collaborate to construct and/or apply biological concepts.
In January 2013, one of the presenters took the further step of flipping the classroom in the lecture portion of a subset of students. Upon reaching a ceiling regarding grade improvement with his current teaching method, the presenter was curious to see if he could improve the grades in class by utilizing a different educational method. Outside class, students watch videos of the active-learning classrooms described above (approximately 3hr/week). In class, the students work on activities, which served as homework or in-class exercises in the previous-format class, or newly designed exercises designed to scaffold or provide higher level challenges. Students were encouraged to use laptops, smartphones, or tablets to research topics along with their textbooks. Periodically, clickers were used for the instructor and students to ascertain progress. While feedback was provided either electronically or in writing, depending on the format in which the students chose to submit work, no grades were associated with completing assignments. Students were asked to write reflections throughout the course describing their use and opinion of videos, challenges they encountered, and suggestions that they have for improvement. During the two semesters that followed, taking into account student and literature suggestions for improved engagement, aspects of the class were tweaked to encourage class participation and engagement with the concepts that we cover. To that end, we attempted to give the class more structure to help the students maximize their use in-class time and change their perceptions of class-time from time for information flow to time for self-assessment and feedback. In this session, we report on three semesters (169 students) of data from students’ reflections, in-class exercises, test, and grade-distribution data, observations, and surveys. Some themes that were evident after two semesters of optimization: students want shorter videos, students want more clicker questions, working in groups helps students learn, and students like that assignments were not worth points; however, students also think that making the assignments worth points would make them work harder which seems contradictory.
A study of proximate causation of mate choice can help to engage students in the topic of sexual ... more A study of proximate causation of mate choice can help to engage students in the topic of sexual selection. We developed a new and flexible method for observing mate choice behavior in guppies (Poecilia reticulata.) Students observe male preference for 3D-printed fish models of female fish of different sizes, colors, and shapes to determine what traits are important in sexual selection. In their first week, the students expose a male guppy to a standard suite of different 3D-printed models. They then request modifications for the next week and the week afterward. The investigation engages students’ abilities to carefully observe animals, quantify those observations, and use evolutionary reasoning to communicate their findings in a scientific manuscript peer-reviewed by anonymous new scientists. The use of 3D printers overcomes a hurdle (crafting accurate models that can be manipulated) making this type of authentic research accessible to a large and broader audience.
Journal of Microbiology & Biology Education, 2021
The demonstrated gap between skills needed and skills learned within a college education places b... more The demonstrated gap between skills needed and skills learned within a college education places both undergraduates seeking gainful employment and the employers seeking highly skilled workers at a disadvantage. Recent and up-and-coming college graduates should possess 21st century skills (i.e., communication, collaboration, problem solving), skills that employers deem necessary for the workplace. Research shows that the development of this skillset can help narrow the gap in producing highly skilled graduates for the science, technology, engineering, and mathematics (STEM) workforce.
Journal of Microbiology & Biology Education, 2020
A large body of data suggests that implementing active learning practices in a STEM classroom con... more A large body of data suggests that implementing active learning practices in a STEM classroom contributes to increased success in both achievement of student learning outcomes and retention of students. Despite these findings, significant barriers exist for instructors implementing active learning strategies in their undergraduate classrooms. These barriers can be effectively addressed by providing sustained support to instructors and postdoctoral trainees interested in implementing active learning strategies in their teaching practice. The Promoting Active Learning and Mentoring (PALM) network attains this objective by connecting instructors interested in learning more about active learning (Fellows) with individuals who have extensive expertise related to this practice (mentors). These facilitated connections occur in the form of active mentorship for a year or more, virtual journal clubs, and biannual gatherings of PALM Fellows and mentors. Here, we describe the foundation on whi...
Journal of Microbiology & Biology Education, 2020
In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten throu... more In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten through undergraduate (K–16), efforts to improve inclusion in scientific meetings and conferences, important hubs of STEM culture, are more recent. Markers of inclusion that are sometimes overlooked at these events can include the composition of panels, how workshops are run, the affordability of conferences, and various other mechanisms that maintain pre-existing hierarchies and norms that limit the participation of early-career researchers and individuals of minoritized cultural, linguistic, and economic backgrounds. The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network coordinates efforts of researchers from many fields interested in diversity and inclusion in biology education. Given the concerns regarding inclusion at professional meetings, iEMBER has developed and implemented several practices in planning and executing our meetings to make them more i...
Journal of Microbiology & Biology Education, 2020
In the United States, persistence for women and ethnic minorities in science, technology, enginee... more In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological ne...
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a ne... more The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at disciplin...
One promising practice for increasing active learning in undergraduate science education is the u... more One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their teaching based on evidence-based practices and to encourage the members to reflect deeply on their teaching experiences. Members of the Network interviewed seven previous Fellows, 1 to 6 years after completing their fellowship, to better understand the value of the Network and how these interactions impacted their ability to sustain change toward more active teaching practices. The interviews resulted in the creation of three personas that reflect the kinds of educators who engaged with the Network: Neil the Novice, Issa the Isolated, and Etta the Expert. Key themes emerged from the interviews about how interactions with the PALM Network sustained change toward evidence-based teaching practices a...
The demonstrated gap between skills needed and skills learned within a college education places b... more The demonstrated gap between skills needed and skills learned within a college education places both undergraduates seeking gainful employment and the employers seeking highly skilled workers at a disadvantage. Recent and up-and-coming college graduates should possess 21st century skills (i.e., communication, collaboration, problem solving), skills that employers deem necessary for the workplace. Research shows that the development of this skillset can help narrow the gap in producing highly skilled graduates for the science, technology, engineering, and mathematics (STEM) workforce. We propose the development of 21st century skills by utilizing the project-based learning (PjBL) framework and creating the inclusive biologist exploring active research with students (iBEARS) program, allowing undergraduate students to hone their 21st century skills and prepare for transition and success within the workplace.
Perspectives A large body of data suggests that implementing active learning practices in a STEM ... more Perspectives A large body of data suggests that implementing active learning practices in a STEM classroom contributes to increased success in both achievement of student learning outcomes and retention of students. Despite these findings, significant barriers exist for instructors implementing active learning strategies in their undergraduate classrooms. These barriers can be effectively addressed by providing sustained support to instructors and postdoctoral trainees interested in implementing active learning strategies in their teaching practice. The Promoting Active Learning and Mentoring (PALM) network attains this objective by connecting instructors interested in learning more about active learning (Fellows) with individuals who have extensive expertise related to this practice (mentors). These facilitated connections occur in the form of active mentorship for a year or more, virtual journal clubs, and biannual gatherings of PALM Fellows and mentors. Here, we describe the foundation on which PALM was built and explain how a successful mentor-ship program can pave the way for educators to adapt and implement evidence-based practices like active learning in a college classroom.
Learning Assistants (LAs) help students develop a deeper understanding of content and are particu... more Learning Assistants (LAs) help students develop a deeper understanding of content and are particularly effective during active learning instruction. A foundational pillar of the LA model is the LA pedagogy course, which teaches LAs about evidence-based instruction and about how students learn (Otero et al., 2010). From LA survey responses, this study identifies interactions between LAs and students that have the potential to negatively impact the classroom environment and how other students learn-what we call "challenging interactions." Challenging interaction training was developed for LAs taking the pedagogy course by using scenarios that LAs can act out and reflect on in class. This training aims to guide LAs as they develop their own strategies for how to properly navigate these interactions. Because of the potential negative impacts of these interactions, training LAs to address and manage these situations is important. If LAs can properly navigate these challenging interactions, they will be better able to facilitate deeper learning in their respective LA-supported classrooms.
Journal of Microbiology and Biology Education, 2020
In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten throu... more In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten through undergraduate (K–16), efforts to improve inclusion in scientific meetings and conferences, important hubs of STEM culture, are more recent. Markers of inclusion that are sometimes overlooked at these events can include the composition of panels, how workshops are run, the affordability of conferences, and various other mechanisms that maintain pre-existing hierarchies and norms that limit the participation of early-career researchers and individuals of minoritized cultural, linguistic, and economic backgrounds. The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network coordinates efforts of researchers from many fields interested in diversity and inclusion in biology education. Given the concerns regarding inclusion at professional meetings, iEMBER has developed and implemented several practices in planning and executing our meetings to make them more inclusive. In this report, we share our experiences developing inclusive meetings on biology education research and discuss the outcomes of such efforts. Specifically, we present our approach to planning and executing the iEMBER 2019 conference and the National Association of Biology Teachers iEMBER 2019 workshop. This report adds to the growing body of resources on inclusive meetings, provides readers with an account of how such an attempt at implementation might unfold, and complements existing theories and work relating to the importance and functioning of such meetings in terms of representation in STEM.
In the United States, persistence for women and ethnic minorities in science, technology, enginee... more In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experi- ences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in edu- cational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework in- creases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a ne... more The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEM-BER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at discipline-specific meetings and conferences. The focus of iEMBER is on understanding how to create inclusive, supportive, and engaging environments to foster the success of all biology students and trainees. This report focuses on the structure of the iEMBER network, two takeaways that emerged from the 2017 conference (interdis-ciplinary networking/collaboration and intradisciplinary broadening participation strategies), and ways for prospective members to engage in ongoing dialogue and future events.
Proceedings for the Association for Biology Laboratory Education, 2017
A study of proximate causation of mate choice can help to engage students in the topic of sexual ... more A study of proximate causation of mate choice can help to engage students in the topic of sexual selection. We developed a new and flexible method for observing mate choice behavior in guppies (Poecilia reticulata.) Students observe male preference for 3D-printed fish models of female fish of different sizes, colors, and shapes to determine what traits are important in sexual selection. In their first week, the students expose a male guppy to a standard suite of different 3D-printed models. They then request modifications for the next week and the week afterward. The investigation engages students’ abilities to carefully observe animals, quantify those observations, and use evolutionary reasoning to communicate their findings in a scientific manuscript peer-reviewed by anonymous new scientists. The use of 3D printers overcomes a hurdle (crafting accurate models that can be manipulated) making this type of authentic research accessible to a large and broader audience.
Use of flipped learning environments, where content is delivered online outside of class and clas... more Use of flipped learning environments, where content is delivered online outside of class and class time features student-centered activities, is an increasingly popular way to facilitate active learning. The success of classroom activities, however, depends on students’ willingness to complete the out-of-class work and come to class well prepared. Therefore, it is important for instructors to understand students’ attitudes towards required pre-class preparation. This study used an online questionnaire, featuring both Likert-type and open-ended questions, to explore students’ attitudes towards the online video used in a flipped undergraduate science class. Results showed moderately positive attitudes toward the pre-class video lecture, but also some strongly negative attitudes. Results of this study can help instructors understand both the benefits of flipped learning from the student perspective and the likely sources of resistance. This understanding can help instructors anticipate students’ concerns and provide effective orientation when introducing the flipped learning model in undergraduate courses.
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In January 2013, one of the presenters took the further step of flipping the classroom in the lecture portion of a subset of students. Upon reaching a ceiling regarding grade improvement with his current teaching method, the presenter was curious to see if he could improve the grades in class by utilizing a different educational method. Outside class, students watch videos of the active-learning classrooms described above (approximately 3hr/week). In class, the students work on activities, which served as homework or in-class exercises in the previous-format class, or newly designed exercises designed to scaffold or provide higher level challenges. Students were encouraged to use laptops, smartphones, or tablets to research topics along with their textbooks. Periodically, clickers were used for the instructor and students to ascertain progress. While feedback was provided either electronically or in writing, depending on the format in which the students chose to submit work, no grades were associated with completing assignments. Students were asked to write reflections throughout the course describing their use and opinion of videos, challenges they encountered, and suggestions that they have for improvement. During the two semesters that followed, taking into account student and literature suggestions for improved engagement, aspects of the class were tweaked to encourage class participation and engagement with the concepts that we cover. To that end, we attempted to give the class more structure to help the students maximize their use in-class time and change their perceptions of class-time from time for information flow to time for self-assessment and feedback. In this session, we report on three semesters (169 students) of data from students’ reflections, in-class exercises, test, and grade-distribution data, observations, and surveys. Some themes that were evident after two semesters of optimization: students want shorter videos, students want more clicker questions, working in groups helps students learn, and students like that assignments were not worth points; however, students also think that making the assignments worth points would make them work harder which seems contradictory.
In January 2013, one of the presenters took the further step of flipping the classroom in the lecture portion of a subset of students. Upon reaching a ceiling regarding grade improvement with his current teaching method, the presenter was curious to see if he could improve the grades in class by utilizing a different educational method. Outside class, students watch videos of the active-learning classrooms described above (approximately 3hr/week). In class, the students work on activities, which served as homework or in-class exercises in the previous-format class, or newly designed exercises designed to scaffold or provide higher level challenges. Students were encouraged to use laptops, smartphones, or tablets to research topics along with their textbooks. Periodically, clickers were used for the instructor and students to ascertain progress. While feedback was provided either electronically or in writing, depending on the format in which the students chose to submit work, no grades were associated with completing assignments. Students were asked to write reflections throughout the course describing their use and opinion of videos, challenges they encountered, and suggestions that they have for improvement. During the two semesters that followed, taking into account student and literature suggestions for improved engagement, aspects of the class were tweaked to encourage class participation and engagement with the concepts that we cover. To that end, we attempted to give the class more structure to help the students maximize their use in-class time and change their perceptions of class-time from time for information flow to time for self-assessment and feedback. In this session, we report on three semesters (169 students) of data from students’ reflections, in-class exercises, test, and grade-distribution data, observations, and surveys. Some themes that were evident after two semesters of optimization: students want shorter videos, students want more clicker questions, working in groups helps students learn, and students like that assignments were not worth points; however, students also think that making the assignments worth points would make them work harder which seems contradictory.