1
|
Esquibel J, Rook DL, LoRe SM, Starnes JH, Miller JM, Buntz JG, Hugo A, Nieuwsma CB, Seitz H, Bissell A, Gross L, Kiser S, Lenhart S, Mills MA, Neuhauser C, Corriette I, Prescott S, Jenkins KP, Karpakakunjaram V. Quantitative Biology at Community Colleges, a Network of Biology and Mathematics Faculty Focused on Improving Numerical and Quantitative Skills of Students. CBE LIFE SCIENCES EDUCATION 2023; 22:ar16. [PMID: 36862803 PMCID: PMC10228270 DOI: 10.1187/cbe.21-09-0244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 01/13/2023] [Accepted: 01/20/2023] [Indexed: 06/02/2023]
Abstract
Mastery of quantitative skills is increasingly critical for student success in life sciences, but few curricula adequately incorporate quantitative skills. Quantitative Biology at Community Colleges (QB@CC) is designed to address this need by building a grassroots consortium of community college faculty to 1) engage in interdisciplinary partnerships that increase participant confidence in life science, mathematics, and statistics domains; 2) generate and publish a collection of quantitative skills-focused open education resources (OER); and 3) disseminate these OER and pedagogical practices widely, in turn expanding the network. Currently in its third year, QB@CC has recruited 70 faculty into the network and created 20 modules. Modules can be accessed by interested biology and mathematics educators in high school, 2-year, and 4-year institutions. Here, we use survey responses, focus group interviews, and document analyses (principles-focused evaluation) to evaluate the progress in accomplishing these goals midway through the QB@CC program. The QB@CC network provides a model for developing and sustaining an interdisciplinary community that benefits participants and generates valuable resources for the broader community. Similar network-building programs may wish to adopt some of the effective aspects of the QB@CC network model to meet their objectives.
Collapse
Affiliation(s)
- Joseph Esquibel
- Science Department, Lansing Community College, Lansing, MI 48933
| | | | - Sondra M. LoRe
- Center for Academic Research and Excellence (CARE), Chattanooga State Community College, Chattanooga, TN 37406
| | - John H. Starnes
- Mathematics and Sciences Department, Southcentral Kentucky Community & Technical College, Bowling Green, KY 42101
| | - Jillian M. Miller
- Mathematics Department, Roane State Community College, Harriman, TN 37748
| | - Jennifer G. Buntz
- Biology Department, Central New Mexico Community College, Albuquerque, NM 87106
| | - Alys Hugo
- Mathematics Department, Everett Community College, Everett, WA 98201
| | | | - Heather Seitz
- Science Division, Johnson County Community College, Overland Park, KS 66220
| | | | - Louis Gross
- National Institute for Mathematical and Biological Synthesis (NIMBioS), and
| | - Stacey Kiser
- Science, Mathematics, and Engineering Division, Lane Community College, Eugene, OR 97405
| | - Suzanne Lenhart
- Mathematics Department, University of Tennessee, Knoxville, TN 37996
| | | | - Claudia Neuhauser
- ***Division of Research, Mathematics, University of Houston, Houston, TX 77204
| | - Irene Corriette
- Mathematics Department, Santa Fe College, Gainesville, FL 32606
| | | | | | | |
Collapse
|
2
|
Diaz Eaton C, Bonner K, Cangialosi K, Dewsbury B, Diamond-Stanic M, Douma J, Smith M, Taylor R, Wojdak J, Wilfong K. Sustainability and Justice: Challenges and Opportunities for an Open STEM Education. CBE LIFE SCIENCES EDUCATION 2022; 21:es4. [PMID: 35877981 PMCID: PMC9582817 DOI: 10.1187/cbe.20-08-0180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 04/14/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
Open educational resources, or OER, are teaching materials that reside in the public domain and are available under an open license. While the creation of high-quality materials and cyberinfrastructure to share these resources is important, OER are much more than static resource repositories. Vibrant OER communities function as collaboration hubs and often include librarians, instructional technologists, instructors, education researchers, funders, open-source software developers, and college administrators. Together, these individuals work as a community to respond to changes in the education landscape, support student learning impacts both in terms of cost savings and student retention, and solve issues related to broadly sharing open resources on the web. This essay provides general information about OER, describes communities developing OER for science, technology, engineering, and mathematics education, and presents insights about sustainability challenges. The sustainability challenges are organized according to multiple dimensions: cultural and social, economic and financial, and technological and environmental. In addition, OER provide important opportunities to address and promote social justice and open and accessible education philosophies. Knowing more about the OER landscape, sustainability challenges, and educational justice opportunities can help instructors use and contribute to this growing movement to reshape the landscape of undergraduate education.
Collapse
Affiliation(s)
- Carrie Diaz Eaton
- Digital and Computational Studies, Bates College, Lewiston, ME 04240
| | - Kaitlin Bonner
- Department of Biology, St. John Fisher College, Rochester, NY 14618
| | | | - Bryan Dewsbury
- Biological Sciences, Florida International University, Miami, FL, 33199
| | | | - Jason Douma
- Natural Sciences Area, University of Sioux Falls, Sioux Falls, SD 57105
| | - Michelle Smith
- Department of Ecology and Evolutionary Biology. Cornell University, Ithaca, NY 14850
| | | | - Jeremy Wojdak
- Department of Biology, Radford University, Radford, VA 24142
| | - Krystie Wilfong
- Library and Information Services, Bates College, Lewiston, ME 04240
| |
Collapse
|
3
|
Bowser G, Cid CR. Developing the ecological scientist mindset among underrepresented students in ecology fields. ECOLOGICAL APPLICATIONS : A PUBLICATION OF THE ECOLOGICAL SOCIETY OF AMERICA 2021; 31:e02348. [PMID: 34181297 PMCID: PMC8459229 DOI: 10.1002/eap.2348] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 12/30/2020] [Accepted: 02/03/2021] [Indexed: 05/24/2023]
Abstract
How do students discover ecology? Answering this question is essential for diversifying the environmental workforce because scientific disciplines, such as ecology, are often not discovered until students enter academia and are exposed to different disciplinary options. Ecology, and many of the environmental sciences, have persistent and alarmingly low numbers of underrepresented minorities (URM; African American, Hispanic American, Native American, and Pacific Islanders), while other science and technology fields have shown progress in diversification. Why does such underrepresentation persist in environmental disciplines? Social factors such as sense of belonging, science identity, implicit biases, and stereotypes all have been explored and are known to influence the participation of URM students in science. The unique role of the field experience in environmental sciences as a "rite of passage" and "authentic" research experience is one important influence on how URM students experience ecology. Interventions using social elements such as belonging and sense of place are demonstrated ways to broaden participation particularly in environmental science fields, yet dramatic underrepresentation still persists. Here we review known factors affecting and enhancing the recruitment and retention of URMs in the sciences and focus on comprehensive strategies shown to be effective recruiting URM students into the environmental workforce.
Collapse
Affiliation(s)
- Gillian Bowser
- Department of Ecosystem Science and SustainabilityWarner College of Natural ResourcesColorado State UniversityFort CollinsColorado80523USA
| | - Carmen R. Cid
- School of Arts and SciencesEastern Connecticut State University83 Windham StreetWillimanticConnecticut06226USA
| |
Collapse
|
4
|
DeFeo DJ, Bibler A, Gerken S. The Effect of a Paired Lab on Course Completion and Grades in Nonmajors Introductory Biology. CBE LIFE SCIENCES EDUCATION 2020; 19:ar36. [PMID: 32822278 PMCID: PMC8711801 DOI: 10.1187/cbe.20-03-0041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This paper explores the effect of a paired lab course on students' course outcomes in nonmajors introductory biology at the University of Alaska Anchorage. We compare course completion and final grades for 10,793 students (3736 who simultaneously enrolled in the lab and 7057 who did not). Unconditionally, students who self-select into the lab are more likely to complete the course and to earn a higher grade than students who do not. However, when we condition on observable course, academic, and demographic characteristics, we find much of this difference in student performance outcomes is attributable to selection bias, rather than an effect of the lab itself. The data and discussion challenge the misconception that labs serve as recitations for lecture content, noting that the learning objectives of science labs should be more clearly articulated and assessed independent of lecture course outcomes.
Collapse
Affiliation(s)
- Dayna Jean DeFeo
- Center for Alaska Education Policy Research, University of Alaska Anchorage, Anchorage, AK 99508
| | - Andrew Bibler
- Institute of Social and Economic Research, University of Alaska Anchorage, Anchorage, AK 99508
| | - Sarah Gerken
- Biological Sciences Department, University of Alaska Anchorage, Anchorage, AK 99508
| |
Collapse
|
5
|
Del Gaizo Moore V, Loertscher J, Dean DM, Bailey CP, Kennelly PJ, Wolfson AJ. Structuring and Supporting Excellence in Undergraduate Biochemistry and Molecular Biology Education: The ASBMB Degree Accreditation Program. CBE LIFE SCIENCES EDUCATION 2018; 17:le2. [PMID: 30444448 PMCID: PMC6755895 DOI: 10.1187/cbe.18-09-0189] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
| | | | - Diane M. Dean
- Department of Chemistry, University of Saint Joseph, West Hartford, CT 06117
| | - Cheryl P. Bailey
- School of Natural and Health Sciences & Education, Mount Mary University, Milwaukee, WI 53222
| | - Peter J. Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061
| | | |
Collapse
|
6
|
Pelaez N, Anderson TR, Gardner SM, Yin Y, Abraham JK, Bartlett EL, Gormally C, Hurney CA, Long TM, Newman DL, Sirum K, Stevens MT. A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines. CBE LIFE SCIENCES EDUCATION 2018; 17:es2. [PMID: 29749843 PMCID: PMC5998325 DOI: 10.1187/cbe.17-04-0060] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 01/02/2018] [Accepted: 01/09/2018] [Indexed: 05/28/2023]
Abstract
Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who are fostering improved and innovative approaches to biology education. When faculty members collaborate with the overarching goal of advancing undergraduate biology education, there is a need to optimize collaboration between participants in order to deeply integrate the knowledge across disciplinary boundaries. In this essay we propose a novel guiding framework for bringing colleagues together to advance knowledge and its integration across disciplines, the "Five 'C's' of Collaboration: Commitment, Collegiality, Communication, Consensus, and Continuity." This guiding framework for professional network practice is informed by both relevant literature and empirical evidence from community-building experience within the RCN-UBE Advancing Competencies in Experimentation-Biology (ACE-Bio) Network. The framework is presented with practical examples to illustrate how it might be used to enhance collaboration between new and existing participants in the ACE-Bio Network as well as within other interdisciplinary networks.
Collapse
Affiliation(s)
- Nancy Pelaez
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Trevor R. Anderson
- Divisions of Chemical Education and Biochemistry, Department of Chemistry, Purdue University, West Lafayette, IN 47907
| | | | - Yue Yin
- College of Education, University of Illinois at Chicago, Chicago, IL 60607
| | - Joel K. Abraham
- Department of Biological Science, California State University, Fullerton, Fullerton, CA 92831
| | - Edward L. Bartlett
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Cara Gormally
- Department of Science, Technology, and Mathematics, Gallaudet University, Washington, DC 20002
| | - Carol A. Hurney
- Center for Teaching and Learning, Colby College, Waterville, ME 04901
| | - Tammy M. Long
- Department of Plant Biology, Michigan State University, East Lansing, MI 48824
| | - Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Karen Sirum
- Department of Biological Sciences, Bowling Green State University, Bowling Green, OH 43403
| | | |
Collapse
|