In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups (n = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs’ pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill (p=0.025) and in theory (p≤0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs’ cognitive scores in spring/summer over fall was observed (p = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual.

In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in STEM education and research to assess writing of native English speakers and non-native English Language Learners (ELLs), including international students. Available in several languages, LIWC measures four summary variables, Analytical Thinking , Clout , Authentic , and Emotional Tone , to provide outputs as raw word counts, as percentages of words used relative to the text compared with a dictionary of words in categories and sub-dictionaries, and as scores correlating these words algorithmically based on a dictionary of terms associated with underlying meanings. This tool can help measure student personal reflective writing for underlying psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze scientific writing to detect progressive development of student analytical writing from early draft to final version for different informal and formal writing styles. We share methods, examples, and the potential for using LIWC measures of cognitive processes for different measures of student writing in science courses.

<p>Conferences have increasingly come under a spotlight for inclusion and representation of marginalized groups. Here, we retrospectively analyzed perceived binary gender within the internal structure and dynamics of scientific leadership at the Chapman conference series, spanning a period from 2007 to 2019. Chapman conferences are small, focused meetings, under the umbrella of the American Geophysical Union (AGU), in the Earth and space sciences. They follow a centralized, two-leveled scientific leadership model, starting at conference inception by the organizing conveners and their selection of an invited science program committee (SPC). Our main findings were: (1) On average, women in leadership were underrepresented in relation to the total AGU membership number of women. (2) On average, if women were among conveners, the number of women in the SPC increased, reaching equity comparable to AGU membership of women. (3) On average, the women convener ratio was less equitable than the women SPC ratio. In conclusion, targeted efforts for equity–especially at the convener level of the centralized conference model–are needed, as increased representation of women at the convener level improved representation of women at the SPC. Further equity for other marginalized groups such as non-binary gender and other identities can be improved with broader demographic data collection and analysis.</p>

Educational interculturalism continues to expand for our increasingly diverse classrooms, both at home and globally. When visiting faculty share active-learning, case study–based learning activities internationally with host faculty in Asian settings, instruction must take into consideration culturally-appropriate pedagogy in the context of Confucian Heritage Culture (CHC). The challenge for visiting faculty lies in not being completely versed in host culture yet remaining open to discovering how educational practices might be adapted within a CHC context. Additional care must be taken by visiting faculty at this first level of host faculty training to engage in active learning interculturally. This Perspectives article attempts to highlight intercultural competency steps, strategies, and examples provided as supplementary material, that are useful for the creation and implementation of an active-learning case study for CHC faculty development: 1) cultural preparation, 2) immersed engagement in the host country and reflection on self-cultural competency, 3) development of a culturally relevant case study addressing a host country need, 4) a contextual problem to incite interest, 5) learning outcomes, 6) making the case a real, personalized, narrative and 7) relevant faculty development questions to find the best fit in their culture. During implementation of the case study, 8) the visiting instructor models active learning, acting as a guide to international host faculty, who experientially learn about active learning while engaging in solving the case study themselves. Additional strategies include the presenter leaving the room to provide space for collaborative learning to occur where CHC cultural barriers prevent full engagement. Finally, in step 9) resources are provided.

Conferences require a variety of interpersonal interactions starting with conference inception, leadership development, and progressing through organization, the dynamics of invitation, and participation. Thoughtful reasoning along with social connections at the interpersonal level are exemplified in the conference setting where ideas are exchanged and knowledge is shared. This engagement within a welcoming (warm) climate that promotes all voices being heard is essential in broadening inclusion for developing and recognizing a diverse cadre of scientists. Broader inclusion at the interpersonal level can be examined by applying the framework of the social cognitive theory, which considers interpersonal interactions based on many individual personal factors while engaging in an environment and impacting behavior. In this perspective, we share anecdotal experiences from our own involvement hosting (together with colleagues) four small, topically focused Chapman conferences between 2011 and 2016 as part of the American Geophysical Union (AGU). To promote broader inclusion and ethnographically observe outcomes in the conference environment, we look retrospectively at interactions of organizing leadership and participants with respect to diversity, e.g., geographical and cultural diversity, perceived gender, ableism, and disability. Focusing on interpersonal relationships within the conference environment, we highlight where interpersonal interactions and the climate that results can impact inclusive behavior. It is through observation and recognizing the successes and pitfalls that we identified potential key intervention targets.