Cbe-Life Sciences Education最新文献_第4页

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions. 超越性别和种族：研究机构大学理科教师的隐性身份代表》（Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions）。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-09-0170

Carly A Busch, Tala Araghi, Jingyi He, Katelyn M Cooper, Sara E Brownell

{"title":"Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.","authors":"Carly A Busch, Tala Araghi, Jingyi He, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-09-0170","DOIUrl":"10.1187/cbe.23-09-0170","url":null,"abstract":"Concealable stigmatized identities (CSIs) are identities that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore the identities instructors have and whether they disclose those identities to undergraduates. We surveyed national samples of science instructors (n = 1248) and undergraduates (n = 2428) at research institutions to assess the extent to which instructors hold CSIs, whether they reveal those identities to undergraduates, how the prevalence of CSIs among instructors compares to their prevalence among undergraduates, and the reasons instructors reveal or conceal their CSIs. The most common CSIs instructors reported were having anxiety (35%) and being a first-generation college student (29%). Relatively few instructors revealed CSIs to students. The largest mismatches of CSI prevalence were for struggling academically in college (-30%) and having anxiety (-25%); all mismatches grew when accounting for instructor CSI disclosure, highlighting that students perceive fewer role models of scientists with CSIs than actually exist.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337845","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

Exploring Undergraduate Biochemistry Students' Gesture Production Through an Embodied Framework. 通过嵌入式框架探索生物化学本科生的手势制作。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0106

Lora Randa, Song Wang, Zoe Poolos, Vanna Figueroa, Anna Bridgeman, Thomas Bussey, Rou-Jia Sung

引用次数: 0

The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging. 支持的价值：STEM 干预计划影响学生的坚持和归属感。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-04-0059

Erin E Shortlidge, MacKenzie J Gray, Suzanne Estes, Emma C Goodwin

{"title":"The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.","authors":"Erin E Shortlidge, MacKenzie J Gray, Suzanne Estes, Emma C Goodwin","doi":"10.1187/cbe.23-04-0059","DOIUrl":"10.1187/cbe.23-04-0059","url":null,"abstract":"In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement. The enrollment status of students two and a half years postsurvey was also tracked. SIP students reported significantly higher science identity and sense of belonging and were more involved in STEM-related activities than counterparts unsupported by SIPs. Differences in these measures were correlated with race/ethnicity, college generation status, and age. Notably, SIP students had higher odds of persisting in STEM than students not supported by SIPs. Focus group data provide additional meaning to the measured survey constructs and revealed nuanced qualitative differences between SIP and non-SIP student experiences. Overall, being involved in a SIP at our institution trends positively with theoretical models that explain STEM student persistence. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905206","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

Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool. 社会正义、社区参与和本科生 STEM 教育：作为教学工具的参与式科学。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0123

Heather D Vance-Chalcraft, Kalynda Chivon Smith, Jessica Allen, Gillian Bowser, Caren B Cooper, Na'Taki Osborne Jelks, Colleen Karl, Robin Kodner, Mara Laslo

{"title":"Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool.","authors":"Heather D Vance-Chalcraft, Kalynda Chivon Smith, Jessica Allen, Gillian Bowser, Caren B Cooper, Na'Taki Osborne Jelks, Colleen Karl, Robin Kodner, Mara Laslo","doi":"10.1187/cbe.23-06-0123","DOIUrl":"10.1187/cbe.23-06-0123","url":null,"abstract":"Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice. Conversely, local-scale approaches that integrate students into community efforts can create powerful collaborations to help facilitate social justice. We suggest a variety of large-scale databases, platforms, and portals that could be used as starting points to address a set of learning objectives about social justice. We also describe local-scale participatory science approaches with a social justice focus, developed through academic and community partnerships. Considerations for implementing participatory science with undergraduates are discussed, including cautions about the necessary time investment, cultural competence, and institutional support. These approaches are not always appropriate but can provide compelling learning experiences in the correct circumstances.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235114/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905230","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 CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science. 在一所地区综合性大学的生物入门课程中开设 CURE 实验室，会对来自科学领域代表性不足群体的学生在相关讲座课程中的成功率产生负面影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0122

Anne M Casper, Marianne M Laporte

{"title":"A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science.","authors":"Anne M Casper, Marianne M Laporte","doi":"10.1187/cbe.23-06-0122","DOIUrl":"10.1187/cbe.23-06-0122","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within the environments of regional comprehensive universities and community colleges, because they are important access points for a wide variety of students. It is also important to address the potential influence of volunteer bias, where students can opt to enroll in either the CURE or a traditional lab, on the outcomes of CUREs. We evaluated a CURE at a regional comprehensive university under conditions both with and without volunteer bias. We find that nonvolunteer students report a lower sense of discovery and relevance of the CURE compared with students who volunteered for the course. Importantly, we also find that our replacement of the traditional lab class with a CURE resulted in lower scores on exams in the associated lecture course among students who are both BIPOC and Pell eligible. We call for additional research on the effects of CUREs at nonresearch-intensive institutions and without volunteer bias, to better understand the impact of these classes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235111/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072418","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

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits. 尽管有潜在的好处，但很少有 LGBTQ+ 科学与工程教员向学生公开自己的身份。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-10-0181

Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, Sara E Brownell

{"title":"Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits.","authors":"Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-10-0181","DOIUrl":"10.1187/cbe.23-10-0181","url":null,"abstract":"LGBTQ+ undergraduates have higher attrition from science and engineering (S&E) than straight and cisgender undergraduates and perceive that having LGBTQ+ instructors would benefit them. However, it is unknown how many S&E instructors are LGBTQ+, the extent to which they disclose this information to students, and how disclosure affects all students, both LGBTQ+ and non-LGBTQ+. In study I, we surveyed 108 LGBTQ+ S&E instructors across the U.S. to explore the extent to which they reveal their LGBTQ+ identities across professional contexts and why they reveal or conceal their identities to undergraduates. Overall, 75% of instructors came out to at least some colleagues but only 48% came out to any undergraduates. Instructors most commonly chose to conceal LGBTQ+ identities from undergraduates because they perceived their identities to be irrelevant to course content and anticipated negative student reactions. In study II, 666 introductory biology undergraduates were randomly assigned to evaluate one of two identical teaching demonstration videos except the instructor revealed her LGBTQ+ identity in one but not the other. We assessed differences in students' impressions of the instructor across conditions. We found no differences in most ratings of the instructor except participants reported higher rapport with the instructor when she came out.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873709","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 Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology? 学生如何批判性地评价生物学中与性别有关的过时语言？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0125

Ryan D P Dunk, Sarah J Malmquist, Kristina K Prescott, Sharday N Ewell, Jeremiah A Henning, Cissy J Ballen

{"title":"How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?","authors":"Ryan D P Dunk, Sarah J Malmquist, Kristina K Prescott, Sharday N Ewell, Jeremiah A Henning, Cissy J Ballen","doi":"10.1187/cbe.23-07-0125","DOIUrl":"10.1187/cbe.23-07-0125","url":null,"abstract":"Cisheteronormative ideologies are infused into every aspect of society, including undergraduate science. We set out to identify the extent to which students can identify cisheteronormative language in biology textbooks by posing several hypothetical textbook questions and asking students to modify them to make the language more accurate (defined as \"correct; precise; using language that applies to all people\"). First, we confirmed that textbooks commonly use language that conflates or confuses sex and gender. We used this information to design two sample questions that used similar language. We examined what parts of the questions students modified, and the changes they recommended. When asked to modify sample textbook questions, we found the most common terms or words that students identified as inaccurate were related to infant gender identity. The most common modifications that students made were changing gender terms to sex terms. Students' decisions in this exercise differed little across three large biology courses or by exam performance. As the science community strives to promote inclusive classrooms and embrace the complexity of human gender identities, we provide foundational information about students' ability to notice and correct inaccurate language related to sex and gender in biology.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235110/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905215","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

Development of the Mentoring in Undergraduate Research Survey. 开发本科生研究指导调查。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0141

Lisa B Limeri, Nathan T Carter, Riley A Hess, Trevor T Tuma, Isabelle Koscik, Alexander J Morrison, Briana Outlaw, Kathren Sage Royston, Benjamin H T Bridges, Erin L Dolan

{"title":"Development of the Mentoring in Undergraduate Research Survey.","authors":"Lisa B Limeri, Nathan T Carter, Riley A Hess, Trevor T Tuma, Isabelle Koscik, Alexander J Morrison, Briana Outlaw, Kathren Sage Royston, Benjamin H T Bridges, Erin L Dolan","doi":"10.1187/cbe.23-07-0141","DOIUrl":"10.1187/cbe.23-07-0141","url":null,"abstract":"Here we present the development of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used one national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072397","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

An Undergraduate Health Care Experience Course Increases Confidence and Improves Student Understanding of Health Care Careers. 本科生医疗保健体验课程增强了学生对医疗保健职业的信心和了解。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0076

Adrienne Williams, Matthew Williams

{"title":"An Undergraduate Health Care Experience Course Increases Confidence and Improves Student Understanding of Health Care Careers.","authors":"Adrienne Williams, Matthew Williams","doi":"10.1187/cbe.23-05-0076","DOIUrl":"10.1187/cbe.23-05-0076","url":null,"abstract":"Increasing the health care work force is critical to underserved communities. Unfortunately, students in these areas lack accessibility to the clinical experiences needed to get an introductory understanding of careers in health care. Therefore, a health care experience (HCE) course was created for undergraduate students that included didactic training, active learning exercises, and coordinated shadowing experiences. To evaluate the effect of the HCE on student interest in science, health care, and rural health a study was performed on HCE participants. This study assessed student background, interest in health care, and plans for future careers in underserved settings. Students who enrolled in the HCE demonstrated high interest in science, health care, and rural health. Evaluation of student reflections indicated students attained novel learning, gained insights, and recognized the importance of communication. The HCE course students exhibited amplified confidence in HCEs and had a significant increase in understanding of health care compared with a control group of students who had not completed the HCE. Undergraduate institutions can include courses like the HCE into curricula to increase accessibility to career experiences for students interested in health care careers.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235108/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140870445","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

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms. 与注重术语的作业相比，生物入门课程中的元认知备考作业可提高 ACT 成绩较低学生的考试分数。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.22-10-0212

Diane K Angell, Sharon Lane-Getaz, Taylor Okonek, Stephanie Smith

{"title":"Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.","authors":"Diane K Angell, Sharon Lane-Getaz, Taylor Okonek, Stephanie Smith","doi":"10.1187/cbe.22-10-0212","DOIUrl":"10.1187/cbe.22-10-0212","url":null,"abstract":"Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended metacognitive questions. Completing metacognitive assignments resulted in moderately higher exam scores for students on the second and third exams. Metacognitive assignments also improved accuracy (difference between predicted and actual exam scores) for the second and third exam in lower ACT students, but that improvement was driven largely by higher exam scores in the metacognitive group. Thus, despite the fact that the metacognitive assignments specifically asked students to reflect on their previous exam performance, their previous estimates and predict how well they expected to perform on the exam they were preparing for, there was little evidence that these assignments influenced lower achieving students' confidence levels any more than assignments where students defined terms. While understanding relevant terms was certainly important in this course, these results highlight that open-ended metacognitive prompts may improve exam scores in some students in introductory biology classrooms.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956609/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433180","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