Cbe-Life Sciences Education最新文献_第3页

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms? 生命科学本科生教师的观点：我们有能力在课堂上有效地帮助残疾学生吗？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0094

Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell

{"title":"Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?","authors":"Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell","doi":"10.1187/cbe.23-05-0094","DOIUrl":"10.1187/cbe.23-05-0094","url":null,"abstract":"Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar18"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861643","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

Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. 谁是自然科学领域本科生研究经历研究的代表？文献综述。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0137

Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell

{"title":"Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.","authors":"Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-07-0137","DOIUrl":"10.1187/cbe.23-07-0137","url":null,"abstract":"Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar28"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162780","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

Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students. 教师的 "成长心态 "信息可提高第一代大学生的学习成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0131

Elizabeth A Canning, Makita White, William B Davis

{"title":"Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.","authors":"Elizabeth A Canning, Makita White, William B Davis","doi":"10.1187/cbe.23-07-0131","DOIUrl":"10.1187/cbe.23-07-0131","url":null,"abstract":"First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar14"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140112331","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

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students. 怎样才能配对成功？博士生中优质导师的预测因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0070

Trevor T Tuma, Erin L Dolan

{"title":"What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students.","authors":"Trevor T Tuma, Erin L Dolan","doi":"10.1187/cbe.23-05-0070","DOIUrl":"10.1187/cbe.23-05-0070","url":null,"abstract":"Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar20"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235109/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860746","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

A Road Map for Planning Course Transformation Using Learning Objectives. 利用学习目标规划课程改革的路线图。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0114

Rebecca B Orr, Cara Gormally, Peggy Brickman

{"title":"A Road Map for Planning Course Transformation Using Learning Objectives.","authors":"Rebecca B Orr, Cara Gormally, Peggy Brickman","doi":"10.1187/cbe.23-06-0114","DOIUrl":"10.1187/cbe.23-06-0114","url":null,"abstract":"The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"es4"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235115/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072395","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

Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices. 本科生物讲座课程主要测试科学事实而非科学实践。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-12-0244

Crystal Uminski, Sara M Burbach, Brian A Couch

{"title":"Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.","authors":"Crystal Uminski, Sara M Burbach, Brian A Couch","doi":"10.1187/cbe.23-12-0244","DOIUrl":"10.1187/cbe.23-12-0244","url":null,"abstract":"Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar19"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875049","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

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections. 指导转学生在科学、技术、工程和数学研究中取得成功：导师的方法和思考。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0156

Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett

{"title":"Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.","authors":"Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett","doi":"10.1187/cbe.23-08-0156","DOIUrl":"10.1187/cbe.23-08-0156","url":null,"abstract":"Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar27"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162764","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

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving. 行动中的元认知和自我效能：一年级学生如何在解决问题的过程中监控并使用自我辅导来克服元认知上的不适。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0158

Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton

{"title":"Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.","authors":"Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton","doi":"10.1187/cbe.23-08-0158","DOIUrl":"10.1187/cbe.23-08-0158","url":null,"abstract":"Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar13"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029662","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

Variations in Student Approaches to Problem Solving in Undergraduate Biology Education. 本科生物教育中学生解决问题方法的差异。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-02-0033

Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo

{"title":"Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.","authors":"Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo","doi":"10.1187/cbe.23-02-0033","DOIUrl":"10.1187/cbe.23-02-0033","url":null,"abstract":"Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar12"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029663","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

Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM. 克服对科学、技术、工程和数学专业本科生进行团队合作教学的障碍。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0128

Gregory R Goldsmith, Miranda L Aiken, Hector M Camarillo-Abad, Kamal Diki, Daniel L Gardner, Mario Stipčić, Javier F Espeleta

{"title":"Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM.","authors":"Gregory R Goldsmith, Miranda L Aiken, Hector M Camarillo-Abad, Kamal Diki, Daniel L Gardner, Mario Stipčić, Javier F Espeleta","doi":"10.1187/cbe.23-07-0128","DOIUrl":"10.1187/cbe.23-07-0128","url":null,"abstract":"There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, and the instruments available for evaluating and assessing success. There are only a limited number of studies on teamwork in higher education that present an intervention with a control group and a formal evaluation or assessment. Moreover, these studies are almost exclusively outside STEM disciplines, raising questions about their extensibility. We conclude by considering how to build an evidence base for instruction that will empower students with the KSAs necessary for participating in a lifetime of equitable and inclusive teamwork.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"es2"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235100/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140041046","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