Cbe-Life Sciences Education最新文献

Helping Students See and Identify Purpose and Relevance in Life Sciences Courses. 帮助学生看到和确定生命科学课程的目的和相关性。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.22-11-0242

Dustin B Thoman, Claudia C Sutter, Jessi L Smith, Chris S Hulleman

引用次数: 0

The Tangible Benefits of Disability and Accessibility Awareness in Evolutionary Biology College Courses Centered in Universal Design for Learning (UDL). 以学习通用设计为中心的进化生物学大学课程中残障意识和无障碍意识的切实益处。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-12-0295

Taormina Lepore, Leslea J Hlusko, Laura Armstrong, Tanner Frank, Z Jack Tseng, Christopher A Schmitt, Oliver Rizk, Anne M Baranger

{"title":"The Tangible Benefits of Disability and Accessibility Awareness in Evolutionary Biology College Courses Centered in Universal Design for Learning (UDL).","authors":"Taormina Lepore, Leslea J Hlusko, Laura Armstrong, Tanner Frank, Z Jack Tseng, Christopher A Schmitt, Oliver Rizk, Anne M Baranger","doi":"10.1187/cbe.24-12-0295","DOIUrl":"10.1187/cbe.24-12-0295","url":null,"abstract":"Universal Design for Learning (UDL) is one method for implementing inclusive education that can have tangible benefits for all learners, increasing educational accessibility. Furthermore, UDL can be used as a vehicle to train majority nondisabled students in methods of inclusive education. We implemented an inclusive education pedagogical framework centered in UDL and tasked undergraduate evolutionary biology students with creating digital science media products throughout semester-long science communication projects. Our goal was to assess student perceptions of accessibility and disability, within the context of science products such as digital media. Student pre-post survey comparisons indicate an increase in ability to define accessibility, consider accessibility in science media, and advocate for access in science. Additionally, postsurvey results suggest that students experience a greater sense of classroom community, inclusion in science, and awareness of disability as diversity. We centered our study in Critical Disability Theory, and we draw on universal design literature and our lived experiences. Evolutionary biology courses inherit a long and troubling history of exclusion and othering through problematic science communication and debunked concepts of human categorization. As biology educators and education researchers, we wish to enact change in our evolutionary biology college classrooms to center our pedagogy in social justice, challenging this history. We encourage future UDL implementation in evolutionary biology and other science courses, where future practitioners of science, medicine, engineering, and other fields can feel empowered by inclusive practices and community experience.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar34"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Lived Experiences of the members of the Society for the Advancement of Biology Education Research through Collins' Matrix of Domination Framework. 从柯林斯支配矩阵框架了解生物教育研究进步学会成员的生活经验。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-02-0074

Ariel Chasen, Nicole L Scheuermann, Teri Balser, Anastasia Chouvalova, Clark Coffman, Amanda Conner, Adriel Cruz, Alexander Eden, Robert M Erdmann, Dawn Foster-Hartnett, Benjamin Gerstner, Cathy Ishikawa, Justine Liepkalns, Kelsey J Metzger, Miriam Segura, Beverly L Smith-Keiling, Erika L Williams, Ashli M Wright, Natalia Caporale

{"title":"Understanding the Lived Experiences of the members of the Society for the Advancement of Biology Education Research through Collins' Matrix of Domination Framework.","authors":"Ariel Chasen, Nicole L Scheuermann, Teri Balser, Anastasia Chouvalova, Clark Coffman, Amanda Conner, Adriel Cruz, Alexander Eden, Robert M Erdmann, Dawn Foster-Hartnett, Benjamin Gerstner, Cathy Ishikawa, Justine Liepkalns, Kelsey J Metzger, Miriam Segura, Beverly L Smith-Keiling, Erika L Williams, Ashli M Wright, Natalia Caporale","doi":"10.1187/cbe.24-02-0074","DOIUrl":"10.1187/cbe.24-02-0074","url":null,"abstract":"Professional science societies stand at the intersection of science, education, and research, providing crucial professional development and career opportunities for scientists. Their structures and policies can either promote more equitable ideologies, practices and outcomes or deepen existing disparities within science. In recent years, many societies have implemented diversity statements and initiatives, but few studies have examined their actual impact on membership composition and the experiences of their minoritized members. Critical education scholars emphasize the importance of examining these experiences through frameworks that center their voices, acknowledge institutional racism, and address the power imbalances that exclude marginalized groups. This study uses the matrix of domination framework (Collins, 1990) and its four domains of power (structural, disciplinary, interpersonal, and cultural/hegemonic) to investigate the perceptions and experiences of inclusion/exclusion of the members of the Society for the Advancement of Biology Education Research (SABER). We identified factors that contribute to and detract from the society's equity goals by analyzing members' experiences at different systemic levels. By framing members' experiences through the lens of dimensions of power, we reveal relationships and structures that may have otherwise remained invisible, offering new insights into strategies that can better aid professional societies toward their equity goals.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar32"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144746286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Replication of an Intervention to Mitigate Gender Bias in Student Evaluations of Teaching Yields Variable Results Across a Biology Department. 在生物系进行干预以减轻学生教学评价中的性别偏见的重复研究产生了不同的结果。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-07-0193

Lisa D Mitchem, Rachel L Rupnow, Collin P Jaeger, Marissa N Pezdek, Brenda K Anak Ganeng, Karen E Samonds, Heather E Bergan-Roller

{"title":"Replication of an Intervention to Mitigate Gender Bias in Student Evaluations of Teaching Yields Variable Results Across a Biology Department.","authors":"Lisa D Mitchem, Rachel L Rupnow, Collin P Jaeger, Marissa N Pezdek, Brenda K Anak Ganeng, Karen E Samonds, Heather E Bergan-Roller","doi":"10.1187/cbe.24-07-0193","DOIUrl":"10.1187/cbe.24-07-0193","url":null,"abstract":"Student evaluations of teaching (SET) have repeatedly been shown to be biased against women instructors. Although few have been able to mitigate these biases, one team reported success in two courses by adding a short AntiBias statement to the beginning of SETs. We conducted a conceptual replication of that study to investigate the effectiveness of the AntiBias statement across a Department of Biological Sciences over three semesters. The AntiBias treatment inconsistently affected the SETs, sometimes improving women's scores but often not having any effect. Qualitative analysis showed that the types of comments students gave were mostly not affected by the conditions of treatment or instructor gender and were most frequently framed in positive connotation, implicitly about the instructor, and about course characteristics such as the logistics of the course. Our findings do not support the consistent replicability of the original work scaled to the department level yet shine an important light on SETs in the biology context. Moreover, this work suggests that a simple intervention to mitigate gender bias in teaching evaluations is not sufficient to remedy the multitude of issues with SETs. We discuss differences among studies and suggestions from the literature on ways to improve the evaluation of teaching.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar35"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching. FIRST - IV项目的纵向研究：生物系对教学的影响。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-11-0274

Diane Ebert-May, Jessica Middlemis Maher, Lucas B Hill, Adam T Grimm

{"title":"Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching.","authors":"Diane Ebert-May, Jessica Middlemis Maher, Lucas B Hill, Adam T Grimm","doi":"10.1187/cbe.24-11-0274","DOIUrl":"10.1187/cbe.24-11-0274","url":null,"abstract":"We explored the experience of biology faculty who completed the Faculty Institutes for Reforming Science Teaching (FIRST IV) program as postdoctoral fellows up to 13 years previously to better understand teaching professional development benefits for future faculty, and what departments can do to advance learner-centered teaching. We describe three kinds of departmental environments that can affect faculty in developing and maintaining three psychological elements needed for workplace satisfaction (competence, autonomy, and community) as defined by self-determination theory (SDT). We designed a reflection exercise for faculty that inquired about the three elements of SDT they experienced in their current departments. The response data were coded and reported as vignettes, a creative medium that illustrates the significant role that departments play in nurturing faculty growth, and development in pedagogy. The findings suggest that teaching development programs alone cannot affect deep and lasting change without departments that foster faculty competence, autonomy, and community. We can train current and future faculty to teach well, but authentic change will only happen with departmental support.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar37"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Faculty Dynamics in the Development of New Undergraduate Curricula that Transcend Disciplinary Silos. 在超越学科藩篱的本科新课程发展中考察教师动态。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.25-03-0048

Kyle J Frantz, Cindy Ann Lenhart, Jana Bouwma-Gearhart, Clark R Coffman

引用次数: 0

The Power of Peer Experiences: Shifts in Science Motivation and Impacts on Performance. 同伴经验的力量：科学动机的转变及其对绩效的影响。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-07-0199

Joshua Premo, William B Davis, Brittney N Wyatt

{"title":"The Power of Peer Experiences: Shifts in Science Motivation and Impacts on Performance.","authors":"Joshua Premo, William B Davis, Brittney N Wyatt","doi":"10.1187/cbe.24-07-0199","DOIUrl":"10.1187/cbe.24-07-0199","url":null,"abstract":"Interacting with others is an important aspect of life. Especially in education, collaborations can help students learn. Unfortunately, there are often systemic barriers of science being perceived as individualistic, which may impact student success in science. Therefore, this study investigated how college students' (n = 672) social experiences (including learning benefits from peer ideas, LBP) in an introductory biology laboratory course was related to their science motivation and performance. Initial correlational analysis showed positive associations amongst students' social experiences, science motivation, and course performance. Regression analysis demonstrated a change in LBP and interaction of this with first-generation student (FGS) status, were important predictors of final science motivation. Science motivation, in turn, was able to predict student performance in the course. Interestingly, although science motivation was predictive of performance for all students, FGS status interacted with science motivation to predict performance only in the laboratory that featured a more collaborative curriculum. Results suggest that experiencing LBP may impact all students' science motivation and through this course performance. Yet these relationships may be more critical for FGS in collaborative classroom environments. Implications for optimizing LBP in introductory life science courses will be explored.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar39"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415602/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study. 拉丁裔STEM学生的身份如何塑造社区参与：一个案例研究。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-11-0268

Irfanul Alam, Jeffrey T Olimpo, Lisa A Corwin

{"title":"How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study.","authors":"Irfanul Alam, Jeffrey T Olimpo, Lisa A Corwin","doi":"10.1187/cbe.24-11-0268","DOIUrl":"10.1187/cbe.24-11-0268","url":null,"abstract":"National efforts to enhance postsecondary science, technology, engineering, and mathematics (STEM) education have continued to emphasize the integration of civic engagement within curricula. Achieving this goal requires that we understand how students' social identities impact their community involvement, particularly for minoritized groups such as Latiné students, that are growing within the United States. This case study explores how 15 STEM Latiné students perceived their identities to influence their community engagement within a scientifically civically engaged course-based undergraduate research experience at a research-intensive Hispanic-Serving Institution. Multiple lines of evidence, including surveys, interviews, social identity mapping, and photovoice were collected. Findings revealed that students' social, science, and place identities significantly shaped their experience of scientific community engagement, presenting both opportunities and challenges. Biculturalism, language proficiency, and shared socioeconomic experiences enhanced students' connections to their communities, promoting motivation, and meaningful engagement. Conversely, differing identities, language barriers, and perceived exclusion hindered participation, highlighting the complexities of belonging. We recommend that STEM instructors consider tenants of culturally responsive education when engaging Latiné students. By understanding the relationship between identity and scientific civic engagement, educators can prepare STEM Latiné students to apply their scientific skills in the service of their communities.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar33"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415596/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144746285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions. 跨多个机构的高年级生物课程中与学生人口统计相关的年级差异。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-02-0075

Victoria S Farrar, Montserrat Valdivia Medinaceli, Nicholas T Young, Emily Bonem, Chris Mead, Rebecca L Matz, Natalia Caporale

{"title":"Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.","authors":"Victoria S Farrar, Montserrat Valdivia Medinaceli, Nicholas T Young, Emily Bonem, Chris Mead, Rebecca L Matz, Natalia Caporale","doi":"10.1187/cbe.24-02-0075","DOIUrl":"10.1187/cbe.24-02-0075","url":null,"abstract":"Disparate grade outcomes across various axes of student identities are prevalent in introductory science, technology, engineering, and mathematics (STEM) courses, including in the biological sciences, yet few studies have examined outcome disparities in upper-division courses. Those that have present mixed findings. Rooted in a critical approach to quantitative methods and a student asset/institutional-deficit perspective, we characterized grade disparities associated with minoritized demographic identities over 10 years of enrollments (N = 58,692 students) in two upper-division biology courses, Genetics and Cell Biology, at five institutions. We found strong evidence of grade disparities associated with women, PEER, first-generation, low socioeconomic, and transfer student identities while controlling for prior academic performance. Across all institutions, the number of privileged identities held by the students was positively correlated with averaged students' course grades. These grade disparities were larger in Genetics than in Cell Biology and the degree of disparities in both courses varied across institutions. Our results show that the systemic inequities observed in introductory courses also exist in upper-division biology courses and call for universities to implement policies and practices that move away from student-deficit explanations for these disparities, and instead adopt a curriculum and institution-deficit model that recognizes their role in mediating and perpetuating equity disparities in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar36"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Crafting a Biology Course for Nonmajors: Personas Help Delineate Faculty Decision Making. 为非专业学生制作生物学课程：人物角色帮助描述教师决策。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-06-0173

Shweta Lahiri, Austin Heil, Alex Daniels, Cara Gormally, Peggy Brickman

{"title":"Crafting a Biology Course for Nonmajors: Personas Help Delineate Faculty Decision Making.","authors":"Shweta Lahiri, Austin Heil, Alex Daniels, Cara Gormally, Peggy Brickman","doi":"10.1187/cbe.24-06-0173","DOIUrl":"10.1187/cbe.24-06-0173","url":null,"abstract":"Science courses are required for nonmajor students as part of general education with the goal of students connecting scientific knowledge to their own lives using science to make decisions. Often, however, these science courses emphasize basic concepts and terms without making it relevant to students' lives. Thus, these courses may not be successful in promoting decision making related to science and society. In this study, we interviewed 35 faculty teaching nonmajors biology to understand their rationale in making course decisions. Through interviews, we learned what factors influence faculty decision-making processes in structuring nonmajors' biology courses, as well as if and how they prioritize teaching about socioscientific issues (SSIs) and scientific competencies. Using cluster analysis, we developed fictional faculty teaching personas based on key themes and characteristics of faculty who prioritize teaching about SSIs versus those who focus on content coverage. These teaching personas could prove useful for professional development planning when seeking to improve student learning.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar38"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415603/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0