Katelyn M Cooper,Carly A Busch,Alice Accorsi et al.
Katelyn M Cooper et al.
While scientific environments have been described as unwelcoming to the LGBTQ+ community, and fields such as physics have systematically documented these challenges, the climate in biology-specific workplaces has not exclusively been assess...
The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students' Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence [0.03%]
结论评估评分标准(CAR)：一种用于评价学生从实验生物学证据中得出的、具有适当范围的 context-driven claim的能力的工具
Tawnya L Cary,Seung M Hong,Anna Kowalkowski et al.
Tawnya L Cary et al.
Few tools exist to thoroughly assess undergraduate students' ability to generate evidence-based conclusions from research inquiries, a higher-order reasoning skill aligned with the Vision & Change Process of Science core competency. To fill...
Assigning Competence Across STEM: Surfacing and Spotlighting Student Contributions through the Competence Amplification Framework [0.03%]
STEM领域的能力分配：通过能力放大框架揭示和关注学生的贡献
Daniel Lee Reinholz
Daniel Lee Reinholz
This article proposes the Competence Amplification Framework as a theory-informed framework that structures how instructors notice and highlight student competence across phases of teaching: design, surface, and amplify. This framework buil...
A Non-Volunteer CURE in Introductory Biology Does Not Increase Student Retention at a Regional Comprehensive University [0.03%]
非志愿者CURE在入门生物学中并不能提高学生留存率
Marianne Laporte,Anne M Casper
Marianne Laporte
Course-based undergraduate research experiences (CURE) have been proposed as a mechanism to increase persistence in science. However, most evidence for their impact comes from self-reported surveys conducted under conditions of volunteer bi...
"It's because of me - I made myself get here": First-Generation College Students in STEM Motivations for, and Experiences with, Academic Advising [0.03%]
“为了我自己——是我让自己走到这里”——第一代大学生的理科动机及学业指导经验
Desirée Forsythe,Amy C Moors,Quaylan Allen et al.
Desirée Forsythe et al.
Academic advising plays a major role in shaping undergraduate life sciences students' experiences through college. However, despite the critical nature of advising, there have been relatively few studies examining students' experiences with...
Career Pathways and Skill Preparedness among Biology PhDs: A Social Cognitive Career Theory Perspective [0.03%]
社会认知职业理论视角下的生物学博士的职业发展路径及其技能储备情况研究
Lechen Li,Jue Wu
Lechen Li
Despite the significant shift in the career landscape for biology doctorates-a decline in academic positions and robust growth in industry employment-postdoctoral training remains the most common immediate next step. Guided by Social Cognit...
Fueling Ambition: Graduate Degree Aspirations Among Women of Color in STEM [0.03%]
STEM领域有色人种女性的研究生学位追求动机分析
Shuhan Ai,M Kevin Eagan,Jue Wu
Shuhan Ai
Women of Color (WOC) remain underrepresented in STEM (science, technology, engineering, and mathematics) graduate education due to a wide range of entrenched structural, cultural, and institutional barriers. Drawing on Social Cognitive Care...
Social Justice, Science Agency, and Collaborations: Using Participatory Science to Enhance Learning Outcomes in Postsecondary STEM Courses [0.03%]
社会正义、科学主体性与合作：利用参与式科学研究提高高等教育阶段STEM课程的学习成果
Elli J Theobald,Peggy Brickman,Carlos C Goller et al.
Elli J Theobald et al.
Participatory sciences (any science that depends on the knowledge or involvement of the public) are increasingly being included in undergraduate courses. Although they have most often been integrated into undergraduate courses to engage stu...
Inclusive Biology Curriculum Interventions can Reduce High School Students' Bioessentialist Beliefs [0.03%]
包容性的生物学课程干预可以减少高中生的生物本质主义信念
Charlie K Blake,Onyebuchi S Ewa,Emily B Eckles
Charlie K Blake
Lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students continue to face violence, exclusion, and barriers at school, including in STEM education. A key underexamined factor in diversity, equity, and inclusion ...