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Ceberio N, Le P, Bailey J, Vernard S, Coleman N, Carrasco YP, King T, Bibbins-Domingo K, Nguyen T, Parangan-Smith A, Uwaezuoke K, Rivers RC, Watson K, Márquez-Magaña L, Mehta KM. Virtual BUILD Research Collaboratory: A biomedical data science training using innovative pedagogy to address structures of racism and inequitable stress for undergraduates of color. PLoS One 2024; 19:e0294307. [PMID: 38412191 PMCID: PMC10898773 DOI: 10.1371/journal.pone.0294307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 10/31/2023] [Indexed: 02/29/2024] Open
Abstract
OBJECTIVE The unprecedented events of 2020 required a pivot in scientific training to better prepare the biomedical research workforce to address global pandemics, structural racism, and social inequities that devastate human health individually and erode it collectively. Furthermore, this pivot had to be accomplished in the virtual environment given the nation-wide lockdown. METHODS These needs and context led to leveraging of the San Francisco Building Infrastructure Leading to Diversity (SF BUILD) theories of change to innovate a Virtual BUILD Research Collaboratory (VBRC). The purpose of VBRC was to train Black, Indigenous, and people of color (BIPOC) students to apply their unique perspectives to biomedical research. These training activities were evaluated using a pre-post survey design that included both validated and new psychosocial scales. A new scale was piloted to measure culturally relevant pedagogy. RESULTS VBRC scholars increased science identity on two items: thinking of myself as a scientist (+1point, p = 0.006) and belonging to a community of scientists (+1point, p = 0.069). Overall, scholars perceived stress also decreased over VBRC (-2.35 points, p = 0.02). Post VBRC, scholars had high agency scores (μ = 11.02, Md = 12, range = 6-12, σ = 1.62) and cultural humility scores (μ = 22.11, Md = 23, range = 12-24, σ = 2.71). No notable race/ethnic differences were found in any measures. CONCLUSIONS Taken together, our innovative approach to data science training for BIPOC in unprecedented times shows promise for better preparing the workforce critically needed to address the fundamental gaps in knowledge at the intersection of public health, structural racism, and biomedical sciences.
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Affiliation(s)
- Niquo Ceberio
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
- Applied Physics and Material Sciences, Northern Arizona University, Flagstaff, Arizona, United States of America
| | - Peter Le
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
- School of Education, University of California, Davis, Davis, California, United States of America
| | - Jasmón Bailey
- University of Maryland—College Park, College Park, Maryland, United States of America
| | - Sonthonax Vernard
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, California, United States of America
- Skoll Foundation, Palo Alto, California, United States of America
| | - Nichole Coleman
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Yazmin P. Carrasco
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, California, United States of America
- Weill Cornell University of Graduate Medical Sciences, New York, New York, United States of America
| | - Telisa King
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Kirsten Bibbins-Domingo
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, California, United States of America
- Department of Medicine, University of California, San Francisco, San Francisco, California, United States of America
- Journal of the American Medical Association, Chicago, Illinois, United States of America
| | - Tung Nguyen
- Department of Medicine, University of California, San Francisco, San Francisco, California, United States of America
| | - Audrey Parangan-Smith
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Kelechi Uwaezuoke
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Robert C. Rivers
- Office of Minority Health Research Coordination, National Institute of Diabetes and Digestive and Kidney Diseases, National Institutes of Health, Bethesda, Maryland, United States of America
| | - Kenjus Watson
- American University, Washington, DC, United States of America
| | - Leticia Márquez-Magaña
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Kala M. Mehta
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, California, United States of America
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Testa GMG, de Oliveira Souza MB, Paes ÂT, Magdalon J. Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2023; 33:913-924. [PMID: 37546198 PMCID: PMC10403487 DOI: 10.1007/s40670-023-01816-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/31/2023] [Indexed: 08/08/2023]
Abstract
The mandatory isolation caused by COVID-19 required the adoption of emergency remote teaching, which caused difficulties for instructors, especially for those who use active learning that depends on student participation in class. This study aimed to investigate the ability of instructors to apply active learning effectively given the pandemic context. This was a cross-sectional observational study carried out in an undergraduate medical school. The sample was composed from one to three classes of 28 instructors that were observed synchronously. Each class was analyzed using a form created from an adaptation of the PORTAAL tool, aiming to evaluate quantitatively essential elements for active learning. We observed that the mean times devoted to activities and active participation of students were 54.8% and 33.1% of the total class time, respectively. Among the time spent in student interactions, the intra-group demanded the highest percentage of the class time. Additionally, 22.0% of the activities presented a high level in Bloom's taxonomy and there was a positive correlation between the percentage of activities at higher Bloom levels and the percentage of class time with student participation, intra-group or between-group interactions, supporting the use of higher-order cognitive skills in a collaborative and student-centered context. In conclusion, our findings indicate that some instructors were able to apply essential elements for an active and collaborative learning even during the emergency remote teaching.
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Affiliation(s)
| | - Mariana Bueno de Oliveira Souza
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
| | - Ângela Tavares Paes
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
| | - Juliana Magdalon
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
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Chatzikyriakidou K, Tacloban MJ, Concepcion K, McCartney M. The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:00059-22. [PMID: 36532206 PMCID: PMC9753625 DOI: 10.1128/jmbe.00059-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 10/02/2022] [Indexed: 05/24/2023]
Abstract
A growing body of literature shows that primary scientific literature (PSL) is a valuable and useful tool for science, technology, engineering, and math education. We currently have a relatively limited understanding of how skills relating to reading PSL progress through academic careers, i.e., the process by which expertise in reading PSL develops. In this study, we built on previous work showing clear differences in strategies that experts use to read PSL that are not often available to or documented with novice PSL readers. Using the five core concepts (5CCs) of biology, outlined in Vision and Change in Undergraduate Biology, as a framework for student engagement with PSL, we investigated whether the 5CCs can be used to (i) increase student engagement with PSL, (ii) provide a context for PSL, and (iii) integrate student prior knowledge when reading PSL. Second, we investigated whether a 5CCs-based, semester-long intervention could shift student reading habits to be more expert-like. As no direct assessment for this exists, we instead measured student motivation for reading PSL, their Biology identity, and their perceived learning gains in science. We found that, through the use of the 5CCs as a framework for reading PSL, students were able to integrate previous knowledge and engaged with PSL constructively. Additionally, we saw positive shifts in student motivation for reading PSL, student Biology identity, and student self-reported learning gains in Biology. Taken together, the 5CCs, as a disciplinary framework, have great potential as a pedagogical tool for increasing student engagement with PSL in Biology classrooms.
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Affiliation(s)
| | | | - Kassandra Concepcion
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
| | - Melissa McCartney
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
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4
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Tracy CB, Driessen EP, Beatty AE, Lamb T, Pruett JE, Botello JD, Brittain C, Ford ÍC, Josefson CC, Klabacka RL, Smith T, Steele A, Zhong M, Bowling S, Dixon L, Ballen CJ. Why Students Struggle in Undergraduate Biology: Sources and Solutions. CBE LIFE SCIENCES EDUCATION 2022; 21:ar48. [PMID: 35759627 PMCID: PMC9582825 DOI: 10.1187/cbe.21-09-0289] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 04/20/2022] [Accepted: 04/25/2022] [Indexed: 06/15/2023]
Abstract
Students' perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices.
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Affiliation(s)
- Claire B. Tracy
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Emily P. Driessen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Abby E. Beatty
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Todd Lamb
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Jenna E. Pruett
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
- Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309
| | - Jake D. Botello
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Cara Brittain
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Ísada Claudio Ford
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
- Department of Natural Science, University of Puerto Rico, Rio Piedras, San Juan, Puerto Rico 00925
| | - Chloe C. Josefson
- Department of Animal, Veterinary, and Food Sciences, University of Idaho, Moscow, ID 83844
| | - Randy L. Klabacka
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Tyler Smith
- Department of Geosciences, Auburn University, Auburn, AL 36849, USA
| | - Ariel Steele
- Department of Educational Foundations, Leadership, and Technology, Auburn University, Auburn University, Auburn, AL 36849, USA
| | - Min Zhong
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Scott Bowling
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | | | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
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Buffalari D. Structured Worksheets: Simple Active Learning Strategies to Increase Transparency and Promote Communication. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2022; 20:A241-A253. [PMID: 38323058 PMCID: PMC10653243 DOI: 10.59390/vohj7109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 09/14/2021] [Accepted: 09/15/2021] [Indexed: 02/08/2024]
Abstract
There are varied pedagogical approaches that promote active learning in the classroom, many of which have been shown to have positive impacts on student outcomes. Simple active learning techniques that do not require costly resources or extensive time investment for faculty may increase the likelihood of instructor adoption and decrease student anxiety or skepticism about such approaches. In two upper-level Neuroscience electives, scaffolded worksheets were utilized to increase transparency in instructor expectations and subsequent assessment, and to support student contributions to learning and group work. Scaffolded worksheets that presented practice questions were provided in a Behavioral Neuroscience course; students completed the worksheets alone or in teams, and course time was used for review and additional clarification. Shared group worksheets were used to support a group project in a mid-level Cognition course. These worksheets delineated expectations for the assignment and gave a timeline for in-class and out-of-class meetings with required individual, graded contributions to support group progress. Worksheets also enabled instructor feedback throughout the project. When surveyed, students responded positively to the worksheets for their ability to support learning and alleviate some of the common concerns associated with group work. This approach was also easily expanded during the pandemic to provide more time for active learning, and to maintain communication and ensure support of student learning during periods of remote learning due to Covid-19. Active learning techniques, particularly those that promote transparency and metacognition, are likely to benefit students and create a more inclusive classroom. Yet care must be used in the implementation of these approaches. In addition, barriers exist to the utilization of active learning, including a lack of support for such work at the institutional level. Greater institutional investment in these approaches will likely broaden their use and extend their impact.
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Goller CC, Johnson GT, Casimo K. Does Organelle Shape Matter?: Exploring Patterns in Cell Shape and Structure with High-Throughput (HT) Imaging. COURSESOURCE 2022; 9:10.24918/cs.2022.3. [PMID: 35983534 PMCID: PMC9385133 DOI: 10.24918/cs.2022.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Organelle structure has been studied and visualized for decades; however, publicly available databases that use improved high-throughput microscopy of gene-edited cell lines have recently revolutionized the amount and quality of information now available for use in undergraduate classes. This lesson demonstrates how the use of high-throughput (HT) microscopy has generated data describing organelle structure and variability. Students access, analyze, and evaluate cell structure images using the Allen Institute for Cell Science's Allen Cell Explorer. Students synthesize the information to make recommendations and propose a future experiment. Using web-based tools and a realistic scenario that merges antimicrobial drug screens with eukaryotic cell perturbations and structure, this case study provides a guided tour of the powerful applications of high-throughput microscopy.
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Affiliation(s)
- Carlos C. Goller
- Department of Biological Sciences, North Carolina State University
- Biotechnology Program, North Carolina State University
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7
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Moon S, Jackson MA, Doherty JH, Wenderoth MP. Evidence-based teaching practices correlate with increased exam performance in biology. PLoS One 2021; 16:e0260789. [PMID: 34847190 PMCID: PMC8631643 DOI: 10.1371/journal.pone.0260789] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 11/16/2021] [Indexed: 12/05/2022] Open
Abstract
Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom’s Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students’ GPA at start of the term, and students’ demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom’s levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom’s level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom’s levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students’ learning by incorporating these evidence-based teaching practices.
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Affiliation(s)
- Sungmin Moon
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Mallory A. Jackson
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Jennifer H. Doherty
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Mary Pat Wenderoth
- Department of Biology, University of Washington, Seattle, Washington, United States of America
- * E-mail:
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McConnell M, Boyer J, Montplaisir LM, Arneson JB, Harding RL, Farlow B, Offerdahl EG. Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning. CBE LIFE SCIENCES EDUCATION 2021; 20:ar26. [PMID: 33885328 PMCID: PMC8734398 DOI: 10.1187/cbe.20-09-0218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors. It has subsequently been used to characterize instruction along a continuum from didactic to student centered, and more recently to categorize instruction into one of three styles. Initiatives focused on professional development often support instructors' progression from didactic to student-centered styles. There is a need to examine COPUS instructional styles in terms of behaviors that research has shown to improve student learning. Formative assessment is a research-based practice that involves behaviors accounted for by the COPUS (e.g., posing a question). We qualitatively compared the formative assessment behaviors in 16 biology class sessions categorized into each of the three COPUS styles. We were unable to detect differences in formative assessment behaviors between the COPUS styles. Caution should be taken when interpreting COPUS data to make inferences about the effects of reform efforts. This study underscores the need for additional measures to monitor national reform initiatives in undergraduate STEM.
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Affiliation(s)
- Melody McConnell
- Division of Science and Mathematics, Mayville State University, Mayville, ND 58257
| | | | - Lisa M. Montplaisir
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
| | - Jessie B. Arneson
- Washington State University, School of Molecular Biosciences, Pullman, WA 99164
| | - Rachel L.S. Harding
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
| | - Brian Farlow
- Minnesota State Community and Technical College, Moorhead, MN 56563
| | - Erika G. Offerdahl
- Washington State University, School of Molecular Biosciences, Pullman, WA 99164
- *Address correspondence to: Erika G. Offerdahl ()
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Zhu X, Xiong Z, Zheng T, Li L, Zhang L, Yang F. Case-based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment. Nurs Open 2021; 8:415-422. [PMID: 33318849 PMCID: PMC7729541 DOI: 10.1002/nop2.642] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Revised: 08/12/2020] [Accepted: 09/10/2020] [Indexed: 12/03/2022] Open
Abstract
Aims The present study was conducted to apply and examine case-based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. Design A randomized experimental design with non-equivalent group pretest-posttest. Methods Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self-directed learning, self-efficacy were administered before and after the experiment. Results Differences between the STEM group and control group were observed in critical thinking, self-directed learning, self-efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.
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Affiliation(s)
- Xinhong Zhu
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Zhenfang Xiong
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Taoyun Zheng
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Lin Li
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Liuyi Zhang
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Fen Yang
- School of NursingHubei University of Chinese MedicineWuhanChina
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Beltran RS, Marnocha E, Race A, Croll DA, Dayton GH, Zavaleta ES. Field courses narrow demographic achievement gaps in ecology and evolutionary biology. Ecol Evol 2020; 10:5184-5196. [PMID: 32607142 PMCID: PMC7319162 DOI: 10.1002/ece3.6300] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 03/06/2020] [Accepted: 03/30/2020] [Indexed: 11/23/2022] Open
Abstract
Disparities remain in the representation of marginalized students in STEM. Classroom-based experiential learning opportunities can increase student confidence and academic success; however, the effectiveness of extending learning to outdoor settings is unknown. Our objectives were to examine (a) demographic gaps in ecology and evolutionary biology (EEB) major completion, college graduation, and GPAs for students who did and did not enroll in field courses, (b) whether under-represented demographic groups were less likely to enroll in field courses, and (c) whether under-represented demographic groups were more likely to feel increased competency in science-related tasks (hereafter, self-efficacy) after participating in field courses. We compared the relationships among academic success measures and demographic data (race/ethnicity, socioeconomic status, first-generation, and gender) for UC Santa Cruz undergraduate students admitted between 2008 and 2019 who participated in field courses (N = 941 students) and who did not (N = 28,215 students). Additionally, we administered longitudinal surveys to evaluate self-efficacy gains during field-based versus classroom-based courses (N = 570 students). We found no differences in the proportion of students matriculating at the university as undecided, proposed EEB, or proposed other majors across demographic groups. However, five years later, under-represented students were significantly less likely to graduate with EEB degrees, indicating retention rather than recruitment drives disparities in representation. This retention gap is partly due to a lower rate of college completion and partly through attrition to other majors. Although under-represented students were less likely to enroll in field courses, field courses were associated with higher self-efficacy gains, higher college graduation rates, higher EEB major retention, and higher GPAs at graduation. All demographic groups experienced significant increases in self-efficacy during field-based but not lecture-based courses. Together, our findings suggest that increasing the number of field courses and actively facilitating access to students from under-represented groups can be a powerful tool for increasing STEM diversity.
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Affiliation(s)
| | - Erin Marnocha
- Natural Reserve SystemUniversity of CaliforniaOaklandCAUSA
| | | | - Donald A. Croll
- Ecology and Evolutionary BiologyUniversity of CaliforniaSanta CruzCAUSA
| | - Gage H. Dayton
- Natural Reserve SystemUniversity of CaliforniaSanta CruzCAUSA
| | - Erika S. Zavaleta
- Ecology and Evolutionary BiologyUniversity of CaliforniaSanta CruzCAUSA
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