Though nearly half of all undergraduates are enrolled at community colleges (CCs), only 3% of papers from a sample of biology education research (BER) journals related to CC contexts. This paper reports the results of a meeting convened to identify affordances and constraints associated with CC BER and describes support strategies for advancing CC BER going forward.

In the quest for the identification of catalytic transformations to be used in chemical biology and medicinal chemistry, we identified iron(III) meso-tetraarylporphines as efficient catalysts for the reduction of aromatic azides to their amines. The reaction uses thiols as reducing agents and tolerates water, air, and other biological components. A caged fluorophore was employed to demonstrate that the reduction can be performed even in living mammalian cells. However, in vivo experiments in nematodes (Caenorhabditis elegans) and zebrafish (Danio rerio) revealed a limitation to this method: the metabolic reduction of aromatic azides.

Despite recent interest and pressing need, we lack a clear model of culturally relevant, responsive, sensitive teaching in university STEM departments. Most culturally relevant efforts within STEM education address actions individual professors can take within their own classrooms and mentoring, rather than describing how to go about enacting cultural transformation at the departmental level. In this article, we propose the application of the Ladson-Billings model of culturally relevant pedagogy to promote an inclusive culture within undergraduate STEM departments. The model consists of three components: academic success, cultural competence and integrity, and critical consciousness. We define each component and describe what it looks like and how it can be used to guide departmental transformation, including examples in biology, physics, mathematics, and computer science departments at our own institution. This model can help guide faculty committed to creating departments where all kinds of STEM students can thrive, provided they are willing to work hard.

Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by Innov High Educ (2018) 43:31-39