Expansion of Personas to Guide Professional Development in Implementing Evidence-Based Practices in Diverse Institutions [0.03%]
扩展角色指导在各种机构中实施基于证据的实践的专业发展
Amy K Dunbar-Wallis,Patricia Zagallo,Annie Meeder et al.
Amy K Dunbar-Wallis et al.
In professional development (PD), who the learners are becomes a central feature that influences not only their learning, but also that of those around them. Participant identities, expectations, and teaching philosophies all influence the ...
Psychosocial Impacts of COVID-19 and Racial Injustice on Undergraduate Research Trainees [0.03%]
COVID-19和种族不公给大学生研修生带来的心理社会影响
Erin H Arruda,Young-Hee Cho,Nada Rayyes et al.
Erin H Arruda et al.
Undergraduate research programs (URPs) play an important role in preparing the next cohort of professionals in the health research workforce. URPs also provide continuity and structure during times of stress and uncertainty, like the COVID-...
Building the Next Chapter of LSE: New Sections, New Voices, New Opportunities [0.03%]
建设LSE的下一章：新的版块，新的声音，新的机会
Miriam Segura
Miriam Segura
Sumitra Tatapudy,Katerina Boukouzis,Ineeya Senthilnathan Kayal et al.
Sumitra Tatapudy et al.
Despite efforts to improve science, technology, engineering, and mathematics (STEM) education and student outcomes, STEM fields continue to lack equity, inclusion, and diversity. The disproportionate attrition of minoritized students, inclu...
Seeing isn't believing? Mixed effects of a perspective-getting intervention to improve mentoring relationships for science doctoral students [0.03%]
亲身体验一定能改善指导关系吗？——一次移情介入实验的效果评估
Trevor T Tuma,Heather N Fedesco,Emily Q Rosenzweig et al.
Trevor T Tuma et al.
Science doctoral students can experience negative interactions with faculty mentors and internalize these experiences, potentially leading to self-blame and undermining their research self-efficacy. Helping students perceive these interacti...
Julia Svoboda
Julia Svoboda
The purpose of the Current Insights feature is to highlight recent research and scholarship from outside the LSE community. In this installment, I review recent research investigating young children's capabilities for scientific reasoning a...
Investigating How Biology Faculty of Color Integrate Their Social Identities into Their Teaching and Mentoring [0.03%]
探究肤色生物学教师如何将其社会身份融入教学和指导中
Elleanor Pangilinan,Kimberly Tanner,Tatiane Russo-Tait
Elleanor Pangilinan
Although research on the experiences of science faculty of color foreground a range of challenges often complicated by institutional and disciplinary norms, not much is known about whether and how college faculty may integrate their social ...
The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses [0.03%]
在校大学生在生物学课程中的同伴互动中隐藏穆斯林身份的经历分析
Baylee A Edwards,Analy Granados,Tasneem F Mohammed et al.
Baylee A Edwards et al.
The discrimination that Muslim students face on United States (U.S.) university campuses may be heightened in academic biology environments due to perceived stigma against religion in biology. Furthermore, as undergraduate biology courses t...
A Scoping Review of Published Lesson Plans Showcases Two Decades of Change in Undergraduate Life Science Education Resources [0.03%]
一项关于已发表的教学计划的范围审查展示了生命科学教育课程资源二十年来的变化
Kira A Treibergs,MacKenzie R Stetzer,Alyssa N Olson et al.
Kira A Treibergs et al.
National educational initiatives require significant investments of effort and time from stakeholders. Although stakeholders envision an impact, it can be difficult to measure progress toward goals on a national scale. Here, we propose a no...
Crafting a Biology Course for Nonmajors: Personas Help Delineate Faculty Decision Making [0.03%]
面向非专业学生的生物课程的构建——人物法助力教师决策制定
Shweta Lahiri,Austin Heil,Alex Daniels et al.
Shweta Lahiri et al.
Science courses are required for nonmajor students as part of general education with the goal of students connecting scientific knowledge to their own lives using science to make decisions. Often, however, these science courses emphasize ba...