Cbe-Life Sciences Education最新文献_第8页

Exploring Variations in STEM Instructors' Approaches to Office Hours. 探索科学、技术、工程和数学教员对办公时间的不同处理方式。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-03-0109

Desiree Forsythe, Rebecca M Green, Jeremy L Hsu

{"title":"Exploring Variations in STEM Instructors' Approaches to Office Hours.","authors":"Desiree Forsythe, Rebecca M Green, Jeremy L Hsu","doi":"10.1187/cbe.24-03-0109","DOIUrl":"10.1187/cbe.24-03-0109","url":null,"abstract":"Office hours are an integral component of science, technology, engineering, and math (STEM) courses at nearly all colleges and universities. Despite their ubiquity as a support mechanism, there has only been limited work examining how instructors approach office hours and what shapes these approaches. Here, we conduct a phenomenographic study to investigate how instructors of STEM courses experience office hours and how these experiences may impact their approaches to promoting and managing office hours. We identified variations in how instructors promoted office hours, the modality of office hours (i.e., when and where office hours were held), and how instructors facilitated learning during office hours. These variations spanned from student-centric (strategies instructors use with students' interest in mind, e.g., wanting to increase student learning, accessibility, comfort, etc.) to instructor-centric (strategies the instructors use with their own self-interest in mind, e.g., saving time and/or bandwidth, personal needs, comfort, etc.). Additionally, we identify several challenges and barriers, including a lack of formal training or opportunities to discuss office hour approaches with other faculty, and conclude with general recommendations for instructors and administrators in STEM departments for engaging and supporting students during office hours.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar52"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395596","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

Visualizing Inequities: A Step Toward Equitable Student Outcomes. 将不平等可视化：迈向公平学生成果的一步。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0086

Sumitra Tatapudy, Rachel Potter, Linnea Bostrom, Anne Colgan, Casey J Self, Julia Smith, Shangmou Xu, Elli J Theobald

{"title":"Visualizing Inequities: A Step Toward Equitable Student Outcomes.","authors":"Sumitra Tatapudy, Rachel Potter, Linnea Bostrom, Anne Colgan, Casey J Self, Julia Smith, Shangmou Xu, Elli J Theobald","doi":"10.1187/cbe.24-02-0086","DOIUrl":"10.1187/cbe.24-02-0086","url":null,"abstract":"The underrepresentation and underperformance of low-income, first-generation, gender minoritized, Black, Latine, and Indigenous students in Science, Technology, Engineering, and Mathematics (STEM) occurs for a variety of reasons, including, that students in these groups experience opportunity gaps in STEM classes. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes. However, these data can be hard to access, process, and visualize in ways that make patterns of inequities clear. To address this need, we developed an R-Shiny application that allows authenticated users to visualize inequities in student performance. An explorable example can be found here: https://theobaldlab.shinyapps.io/visualizinginequities/. In this essay, we use publicly retrieved data as an illustrative example to detail 1) how individual instructors, groups of instructors, and institutions might use this tool for guided self-reflection and 2) how to adapt the code to accommodate data retrieved from local sources. All of the code is freely available here: https://github.com/TheobaldLab/VisualizingInequities. We hope faculty, administrators, and higher-education policymakers will make visible the opportunity gaps in college courses, with the explicit goal of creating transformative, equitable education through self-reflection, group discussion, and structured support.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"es9"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333440","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

"It's been a Process": A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students. "这是一个过程"：生物教师改革性与性别课程，使之更包容性别同性恋和双性人学生的多重案例研究》。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-01-0035

Emily P Driessen, Keenan E Walker, Tess Hallman, Aramati Casper, Sarah L Eddy, Joel R Schneider, A Kelly Lane

{"title":"\"It's been a Process\": A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students.","authors":"Emily P Driessen, Keenan E Walker, Tess Hallman, Aramati Casper, Sarah L Eddy, Joel R Schneider, A Kelly Lane","doi":"10.1187/cbe.24-01-0035","DOIUrl":"10.1187/cbe.24-01-0035","url":null,"abstract":"Inaccurate sex and gender narratives have saturated the political landscape, resulting in legal restrictions for people with queer genders. Biology educators can correct these false narratives by teaching scientifically accurate and queer gender and intersex inclusive sex and gender curriculum. Here, we interviewed four undergraduate biology instructors who were working to reform their sex and gender curriculum. Using their reformed curriculum to promote conversation in the interviews, we asked participants about their curriculum, their reform process, and the obstacles they faced in implementing their reformed curriculum. We noticed the instructors' journeys to reforming involved intense personal work and education, both at the beginning and iteratively throughout implementation. We found instructors focused on changing language and using a variety of inclusive activities in their undergraduate biology classroom, ranging from highlighting scientists with queer genders to assigning students to research the experiences of people with queer genders with adolescent hormone therapy. Instructors mentioned obstacles to implementing reformed curriculum, including fear of potentially isolating students and concern about the instructor's own positionality. Removing obstacles and supporting the process of unlearning exclusive ways of teaching sex and gender topics may bolster instructor efforts to provide more accurate and inclusive biology education.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar51"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482033","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 Community-Based, Culturally Engaging STEM Learning Environment and Its Impact on Students' Psychosocial Attributes at a Rural Hispanic Serving Institution (HSI). 以社区为基础、具有文化参与性的 STEM 学习环境及其对农村西班牙裔服务机构（HSI）学生社会心理属性的影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.23-12-0238

Elvira J Abrica, Deryl Hatch-Tocaimaza, Sarah Corey-Rivas, Justine Garcia, Aalap Dixit

{"title":"A Community-Based, Culturally Engaging STEM Learning Environment and Its Impact on Students' Psychosocial Attributes at a Rural Hispanic Serving Institution (HSI).","authors":"Elvira J Abrica, Deryl Hatch-Tocaimaza, Sarah Corey-Rivas, Justine Garcia, Aalap Dixit","doi":"10.1187/cbe.23-12-0238","DOIUrl":"10.1187/cbe.23-12-0238","url":null,"abstract":"Using the Culturally Engaging Campus Environments (CECE) Model, this qualitative study examined development of psychosocial attributes (i.e., sense of belonging, science identity, and self-efficacy) among 1st-year life science undergraduate students who participated in integrated and culturally engaging research activities at New Mexico Highlands University, a rural Hispanic Serving Institution (HSI). Research activities were part of a project called SomosSTEM [We are STEM], which included four major components: 1) course-based undergraduate research experiences (CUREs) that are laboratory modules integrated into introductory life science classes; 2) summer Bridge Science Challenge Academy for 1st-year students; 3) full summer internship program; and 4) Community Voices lecture series. We found the integrated nature of SomosSTEM represents an engaging learning environment that positively impacted students' perceptions of their development of psychosocial attributes. This paper's significance is it outlines specific, integrated activities that are also community-based and culturally engaging. We discuss community-based and culturally engaging learning environments as a viable solution to the problem of individualistic and exclusionary learning environments.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar62"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659867/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693896","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

The Answer is "No": A Comment on Peugh and Feldon (2020). 答案是 "不"：对 Peugh 和 Feldon (2020) 的评论。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-07-0182

James L Peugh, David F Feldon

引用次数: 0

Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE. Bee The CURE：在社区学院 CURE 中提高学生的科学自我效能感、科学认同感以及科学公民参与的预测因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-01-0015

Amy K Dunbar-Wallis, Jennifer Katcher, Wendy Moore, Lisa A Corwin

{"title":"Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE.","authors":"Amy K Dunbar-Wallis, Jennifer Katcher, Wendy Moore, Lisa A Corwin","doi":"10.1187/cbe.24-01-0015","DOIUrl":"10.1187/cbe.24-01-0015","url":null,"abstract":"\"Bee the CURE\" is a Power-of-Place course-based undergraduate research experience (PoP-CUREs; Jaeger et al., 2024) that combines place-based education (Demarest, 2014; Gruenewald, 2014) with CUREs, emphasizing student scientific civic engagement where research is relevant to the community where the research is taking place. PoP-CUREs have potential to build students' knowledge, skills, value, and self-efficacy when engaging with the public using science skills (i.e., scientific civic engagement). A mixed-methods sequential explanatory design utilizing surveys and semistructured interviews was used for this study (Warfa, 2016). Students made gains in science self-efficacy over the course of the semester and showed a trend of increasing science identity in both Fall 2021 and Spring 2022 semesters. Students' scientific civic knowledge, or a student's sense of how to use or apply knowledge and skills to help a community, increased significantly, while other predictors of scientific civic engagement started high and remained high throughout the course. Bee the CURE demonstrates psychosocial outcomes that are similar to previously studied CUREs and expands our understanding of how PoP-CUREs might influence outcomes with evidence that an important predictor of future scientific civic engagement increases. Implications for PoP-CURE instruction at Hispanic serving community colleges are discussed.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar46"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659871/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333438","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 Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses. 探索性混合方法分析学生对 STEM 入门课程包容性看法的因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-04-0055

Alessandra M York, Kathryn G Miller, Michael J Cahill, Mindy A Bernstein, Ashton M Barber, Hannah E Blomgren, Regina F Frey

{"title":"An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.","authors":"Alessandra M York, Kathryn G Miller, Michael J Cahill, Mindy A Bernstein, Ashton M Barber, Hannah E Blomgren, Regina F Frey","doi":"10.1187/cbe.23-04-0055","DOIUrl":"10.1187/cbe.23-04-0055","url":null,"abstract":"In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar40"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142086443","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

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs. 未来科学家的培养：教师指导文化意识和包容性科学实验室。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0032

Ivan A Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T Villodas, Christal D Sohl, Jessi L Smith, Dustin B Thoman

{"title":"The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs.","authors":"Ivan A Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T Villodas, Christal D Sohl, Jessi L Smith, Dustin B Thoman","doi":"10.1187/cbe.24-01-0032","DOIUrl":"10.1187/cbe.24-01-0032","url":null,"abstract":"A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar36"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440733/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037858","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

The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need. 我们所拥有的取消评分学习理论并非我们所需要的取消评分学习理论。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0031

Clarissa Sorensen-Unruh

引用次数: 0

Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material. 让本科生参与课程研究提高了学生对课程材料的学习。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.22-05-0096

Nicole T Appel, Ammar Tanveer, Sara Brownell, Joseph N Blattman

{"title":"Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material.","authors":"Nicole T Appel, Ammar Tanveer, Sara Brownell, Joseph N Blattman","doi":"10.1187/cbe.22-05-0096","DOIUrl":"10.1187/cbe.22-05-0096","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar41"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115487","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