VOICES: Resources for STEM Faculty

Scientific content aimed at expanding access, opportunity, and collaboration in STEM

Biology

Videos and Links:

Below there are some links that might be useful in building activities related to the learning of biology and engaging with biology in a broader level:

The Gladstone Institute has several articles highlighting the contribution of scientists from different races, cultural backgrouds and gender in many scientific fields. In this article, they shed light into a group of Latin@ scientists that have made historically important contributions to their fields: https://gladstone.org/news/spotlighting-latinx-scientists

Here is a collection from Oxford University Press that specifically focuses in Women representation in the biological sciences. Their contributions are further divided by discipline, making it an easy to use resource when building an activity that incorporates or explores the contribution of women in biology: https://academic.oup.com/journals/pages/women-in-science-biological-sciences

Articles:

Samantha Kristin Dung, Andrea López, Ezequiel Lopez Barragan, Rochelle-Jan Reyes, Ricky Thu, Edgar Castellanos, Francisca Catalan, Emilia Huerta-Sánchez, Rori V Rohlfs, Illuminating Women’s Hidden Contribution to Historical Theoretical Population Genetics, Genetics, Volume 211, Issue 2, 1 February 2019, Pages 363–366

  • Classroom discussions about academic adversity 

Binning, K. R., Kaufmann, N., McGreevy, E. M., Fotuhi, O., Chen, S., Marshman, E., … & Singh, C. (2020). Changing social contexts to foster equity in college science courses: An ecological-belonging intervention. Psychological Science, 31(9), 1059–1070

  • Intervention in which students wrote reflections about anticipated challenges followed by small prompted group class discussions 

Sarah P Hammarlund, Cheryl Scott, Kevin R Binning, Sehoya Cotner, Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM, BioScience, Volume 72, Issue 4, April 2022, Pages 387–396

  • Intervention in which students complete homework  “Spotlight assignments” (scientists from different backgrounds)  

Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist Spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47. 

Yonas, A., Sleeth, M., & Cotner, S. (2020). In a “Scientist Spotlight” intervention, diverse student identities matter. Journal of Microbiology & Biology Education, 21(1), 21.1.15. 

Brandt, S., Cotner, S., Koth, Z., & McGaugh, S. (2020). Scientist Spotlights: Online assignments to promote inclusion in ecology and evolution. Ecology and Evolution, 10(22), 12450–12456. 

Challenging Misconceptions about Race in Undergraduate Genetics
https://doi.org/10.1187/cbe.23-12-0228

Development of a Scale to Measure Planned Behavior in Inclusive Science Communication: Validity Evidence in Undergraduate STEM Students
https://doi.org/10.1187/cbe.24-01-0012

Calling for Equity-focused Quantitative Methodology in Discipline-based Education Research: An Introduction to Latent Class Analysis
https://doi.org/10.1187/cbe.24-01-0023

Models of Disability as Research Frameworks in Biology Education Research
https://doi.org/10.1187/cbe.24-01-0026

Using a QuantCrit Approach to Develop and Collect Evidence of Validity for a Measure of Community Cultural Wealth
https://doi.org/10.1187/cbe.24-01-0028

The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need
https://doi.org/10.1187/cbe.24-01-0031

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs
https://doi.org/10.1187/cbe.24-01-0032

“It’s been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students
https://doi.org/10.1187/cbe.24-01-0035

Exploring Science Identity and Latent Factors of Student Gains in a Place-based Marine Science CURE Designed to Provide Access to Hawaiʻi Students from Historically Marginalized Ethnicities
https://doi.org/10.1187/cbe.24-02-0038

How do Students’ Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?
https://doi.org/10.1187/cbe.24-02-0046

Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates
https://doi.org/10.1187/cbe.24-02-0047

“Broadening Perspectives Activities” Improve LGBTQ+ Student Experiences and Religious Students’ Content Comprehension
https://doi.org/10.1187/cbe.24-02-0052

Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research
https://doi.org/10.1187/cbe.24-02-0058

Exploring the Journey of STEM Faculty into Justice-centered Pedagogy
https://doi.org/10.1187/cbe.24-02-0063

All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success
https://doi.org/10.1187/cbe.24-02-0065

Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students
https://doi.org/10.1187/cbe.24-02-0079

Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education
https://doi.org/10.1187/cbe.24-02-0080

Visualizing Inequities: A Step Toward Equitable Student Outcomes
https://doi.org/10.1187/cbe.24-02-0086