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Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.

ABSTRACT: Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce curricular materials of similar impact, as well as provide a mechanism for student involvement as partners in science education reform. To test this idea and investigate the impact of student-authored Scientist Spotlights, we developed a service-learning course in which teams of biology students partnered with an instructor to develop and implement Scientist Spotlights in a biology course. Results revealed that exposure to three or four student-authored Scientist Spotlights significantly shifted peers' perceptions of scientists in all partner courses. Interestingly, student-authored Scientist Spotlights shifted peers' relatability to scientists similarly among both white students and students of color. Further, student authors themselves showed increases in their relatability to scientists. Finally, a department-wide survey demonstrated significant differences in students' perceptions of scientist representation between courses with and without student-authored Spotlights. Results suggest that engaging students as authors of inclusive curricular materials and partners in reform is a promising approach to promoting inclusion and addressing representation in science.

SUBMITTER: Aranda ML

PROVIDER: S-EPMC8715779 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Project description:Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.

| S-EPMC10228265 | biostudies-literature

Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution.

Project description:Scientific disciplines face large diversity challenges, with the fields of ecology and evolution being among the most homogeneous-specifically with respect to race and ethnicity. These problems have been recently compounded by large-scale racial unrest, highlighting some of the underlying disparities that have led to these diversity challenges, and a global pandemic, which, by moving instruction online, has created new challenges for inclusive teaching. Among the inclusive-teaching techniques that can be implemented during remote instruction are Scientist Spotlights-role-model interventions that use available online materials to highlight the work of scientists representing multiple axes of diversity. We report here on the implementation of Scientist Spotlights in two courses, both of which emphasize ecology and evolution. We conclude with sample resources and suggestions for adopters.

| S-EPMC7679542 | biostudies-literature

Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course.

Project description:We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.

| S-EPMC7747884 | biostudies-literature

Research mentoring and scientist identity: insights from undergraduates and their mentors.

Project description:Background:Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results:Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions:Discussion highlights theoretical implications and details several methodological recommendations.

| S-EPMC6310469 | biostudies-literature

A Resident-Authored, Case-Based Electrocardiogram Email Curriculum for Internal Medicine Residents.

Project description:IntroductionThe interpretation of electrocardiograms (ECGs) is a critical competency for internal medicine trainees, yet time and resources to foster proficiency are limited.MethodsThis resident-authored ECG email curriculum for first-year residents involved 129 first-year internal medicine residents at three major academic university hospitals. Residents either received the resident-authored ECG email curriculum (intervention group) or continued standard training (control group). The curriculum involved 10 multiple-choice ECG cases emailed biweekly over the 6-month study period. All participants were asked to complete a pre- and postintervention test to assess ECG interpretation competency and attitudes. The primary outcome was improvement in ECG test performance.ResultsAmong the 129 first-year residents participating, 21 of the 65 (32%) randomized to the intervention group and 13 of the 64 (20%) randomized to the control group completed both the pre- and posttests for analysis. While all participants' ECG test scores improved over the study period (p < .001), improvement did not differ between groups (p = .860). We found that the effect of the intervention on ECG test performance varied significantly by the number of cardiology rotations an intern experienced (p = .031), benefiting naïve learners the most. All intervention group participants who completed the posttest reported they would recommend it to a colleague.DiscussionWhile it did not improve resident performance on an ECG posttest, this resident-authored ECG email curriculum offers a scalable way to provide trainees additional practice with ECG interpretation, with particular benefit to trainees who have not yet rotated on cardiology.

| S-EPMC7431182 | biostudies-literature

In a "Scientist Spotlight" Intervention, Diverse Student Identities Matter.

Project description:We report on a brief, simple, online course intervention designed to reduce identity gaps and help students see their "possible selves" in working scientists. Students (n = 238) in a large-enrollment, introductory biology course for nonmajors were assigned nine podcasts, distributed throughout the semester. These podcasts each featured a scientist telling a "true, personal story about science," and we intentionally selected podcasts featuring scientists from diverse backgrounds. We hypothesized that this intervention would serve to broaden student perceptions of science and scientists, and we used a mixed-methods approach to analyze (a) survey data and (b) short written responses about how these podcasts impacted students' views of the people who do science. Student survey responses confirm that students overwhelmingly found the podcasts valuable, engaging, and relatable, and student impressions varied as a function of student identity (gender, religiosity, sexual orientation, etc.). Further, these podcasts changed student perceptions of the sort of people who do science. This work builds on earlier findings and expands the current work to include a look at how students from a range of different identities-hidden and visible-respond to a simple intervention designed to counter stereotypes about scientists.

| S-EPMC7148145 | biostudies-literature

Lights! Camera! Action Projects! Engaging Psychopharmacology Students in Service-based Action Projects Focusing on Student Alcohol Abuse.

Project description:Alcohol abuse continues to be an issue of major concern for the health and well-being of college students. Estimates are that over 80% of college students are involved in the campus "alcohol culture." Annually, close to 2000 students die in the United States due to alcohol-related accidents, with another 600,000 sustaining injury due to alcohol-related incidents (NIAAA, 2013). Students enrolled in a Psychopharmacology course engaged in action projects (community outreach) focused on alcohol abuse on our campus. Research has indicated that these types of projects can increase student engagement in course material and foster important skills, including working with peers and developing involvement in one's community. This paper describes the structure and requirements of five student outreach projects and the final projects designed by the students, summarizes the grading and assessment of the projects, and discusses the rewards and challenges of incorporating such projects into a course.

| S-EPMC4917345 | biostudies-literature

Mutualism in museums: A model for engaging undergraduates in biodiversity science.

Project description:Museums have an untapped potential to engage students in hands-on learning. Here, we describe the development of a tiered museum-based program at the University of California, Berkeley as a model for engaging undergraduates in biodiversity science. This decade-long effort to increase student participation in collections demonstrates the mutual benefits of undergraduate involvement. Museums benefit from critical help in collections care and an increased intellectual vitality, while students simultaneously gain essential research skills and an unparalleled exposure to biodiversity. Five first steps to creating a program are: dedicate a coordinator, offer credit, diversify participation, create a tiered structure, and build community.

| S-EPMC5716603 | biostudies-literature

Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates.

Project description:Strong communication skills are essential for future science professionals, but practical training has not been featured strongly in undergraduate curricula. To better train diverse life science majors in communication theory and skills, we created a foundational 200-level course and an advanced 400-level science communication course. Here, we outline the strategy, including lesson plans, assignments, and grading rubrics, for these courses. The science communication assignments presented are diverse in terms of audience, including communication to fellow scientists, to clinicians, and to the public, as well as in terms of format, including written, oral, and visual modes. We also provide suggestions for placing assignments designed to build upon each other into preexisting courses in a scaffolded manner to promote mastery of science communication skills.

| S-EPMC7861209 | biostudies-literature

Uncovering Scientist Stereotypes and Their Relationships with Student Race and Student Success in a Diverse, Community College Setting.

Project description:A number of studies have identified correlations between children's stereotypes of scientists, their science identities, and interest or persistence in science, technology, engineering, and mathematics. Yet relatively few studies have examined scientist stereotypes among college students, and the literature regarding these issues in predominantly nonwhite and 2-yr college settings is especially sparse. We piloted an easy-to-analyze qualitative survey of scientist stereotypes in a biology class at a diverse, 2-yr, Asian American and Native American Pacific Islander-Serving Institution. We examined the reliability and validity of the survey, and characterized students' comments with reference to previous research on stereotypes. Positive scientist stereotypes were relatively common in our sample, and negative stereotypes were rare. Negative stereotypes appeared to be concentrated within certain demographic groups. We found that students identifying nonstereotypical images of scientists at the start of class had higher rates of success in the course than their counterparts. Finally, evidence suggested many students lacked knowledge of actual scientists, such that they had few real-world reference points to inform their stereotypes of scientists. This study augments the scant literature regarding scientist stereotypes in diverse college settings and provides insights for future efforts to address stereotype threat and science identity.

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