Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology

Beatty, Abby E.; Driessen, Emily P.; Gusler, Taylor; Ewell, Sharday; Grilliot, Amy; Ballen, Cissy J.

doi:10.1187/cbe.21-04-0100

Cited by 16 publications

(34 citation statements)

References 36 publications

(68 reference statements)

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“…Therefore, another possible modification is to embed a unit about diverse scientists within a larger class. This model has been used successfully in a Science, Ethics, and Society course ( 27 ) and in a large introductory biology course ( 28 ).…”

Section: Discussionmentioning

confidence: 99%

A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities

Romo

Rokop

2022

J Microbiol Biol Educ.

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Section: Discussionmentioning

confidence: 99%

A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities

Romo

Rokop

2022

J Microbiol Biol Educ.

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“…Moreover, when a person identifies with a community they also identify with the norms, values, and beliefs of that community . Lack of belonging or social exclusion can lead to negative psychological outcomes .…”

Section: Theoretical Framework: Belonging Academic Readiness and Comm...mentioning

confidence: 99%

“…17 Moreover, when a person identifies with a community they also identify with the norms, values, and beliefs of that community. 33 Lack of belonging or social exclusion can lead to negative psychological outcomes. 24 Students who lack belonging often feel imposter syndrome, referring to the belief that success is rooted outside of a person's genuine ability through luck.…”

Section: Academic Readiness and Community Buildingmentioning

confidence: 99%

The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry

DeWeese,

Nardo,

Applebaum

et al. 2023

J. Chem. Educ.

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The retention disparities in undergraduate degree attainment are a persistent problem within the United States, especially for Black, Indigenous, People of Color (BIPOC), firstgeneration and low-income students, and women (referred to as marginalized groups in STEM [MGS] hereafter) pursuing STEM degrees. The following exploratory article illustrates how a program called STEMentors based in the Department of Chemistry has led to positive outcomes for MGS students taking general chemistry in 2021−2022. The goal of the article is to highlight how this program serves as an example for other universities to create and implement a similar model to support MGS students. The STEMentors program is a supplemental instruction opportunity aimed to mentor MGS students to further support them with the academic skills, study strategies, and content knowledge needed to be successful in first-year chemistry through a peer-led tutoring learning model. Qualitatively, the program draws from aggregated postsurvey data (N = 50) and student interview data (N = 5) to elucidate how students perceived their academic readiness and community building as a function of belonging. Implications suggest supplemental instruction programs like STEMentors are effective in helping students improve their belonging as a function of academic readiness and community building. Thus, continued research should work toward developing similar supplemental instruction programs across STEM courses.

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“…This consciousness raising approach to teaching academic content is an important part of various powerful and humanizing pedagogical practices such as Culturally Relevant Pedagogy (Ladson‐Billings, 1998), Engaged Pedagogy (hooks, 2004), Culturally Sustaining Pedagogy (Paris & Alim, 2014), and Justice‐centered Science Pedagogy (Morales‐Doyle, 2017) to name but a few. Critical pedagogy supports all science students' engagement, interest, learning, identity development, communal goals, civic engagement, and sociopolitical and ideological awareness—and can be particularly powerful for students from minoritized backgrounds (Beatty et al, 2021; Calabrese Barton, 2003; Chamany et al, 2008; Chamany, 2016; Duncan‐Andrade & Morrell, 2008; Garibay, 2015; Gutstein, 2003; Vakil, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Science faculty conceptions of equity and their association to teaching practices

Russo-Tait

2022

Science Education

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Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their teaching and related practices. This study examined equity conceptions and reported teaching practices among 45 faculty members in a College of Sciences at a research intensive, historically White, public university in the United States. Thematic analysis showed that faculty conceptualized equity in three ways—“equality,” “inclusion,” or “justice”—and these conceptions were associated with instructor‐centered or student‐centered practices. Professors with “equality” conceptions of equity tended to report teaching mostly via lecture, while those with “inclusion” conceptions reported using active learning and/or inclusive teaching practices. Most professors with a “justice” conception went beyond active learning and inclusive practices to also include an emerging critical pedagogy. Conceptions of equity appear to inform how university science faculty see their roles in advancing equity in their classrooms. These findings provide a foundation for future research that seeks to support college science faculty's understandings of equity issues in higher education and the pedagogical practices necessary to ameliorate them.

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Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology

Abstract: Development and integration of ideological awareness curriculum enhances students’ ability to apply traditional biology learning objectives to societally relevant topics by understanding the biases, stereotypes, and assumptions that shape the world around them.

Cited by 16 publications

References 36 publications

A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities

A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities

The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry

Science faculty conceptions of equity and their association to teaching practices

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