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  1. Article ; Online: A Unique and Scalable Model for Increasing Research Engagement, STEM Persistence, and Entry into Doctoral Programs.

    Sellami, Nadia / Toven-Lindsey, Brit / Levis-Fitzgerald, Marc / Barber, Paul H / Hasson, Tama

    CBE life sciences education

    2021  Volume 20, Issue 1, Page(s) ar11

    Abstract: Low persistence in science majors and limited participation in high-impact research experiences contribute to the nationwide underrepresentation of minorities in the science workforce, particularly jobs requiring a graduate degree. The Program for ... ...

    Abstract Low persistence in science majors and limited participation in high-impact research experiences contribute to the nationwide underrepresentation of minorities in the science workforce, particularly jobs requiring a graduate degree. The Program for Excellence in Education and Research in the Sciences (PEERS) is an academic support program at the University of California, Los Angeles (UCLA) that supports first- and second-year science majors from underrepresented and underserved backgrounds to maximize student success and science, technology, engineering, and mathematics (STEM) persistence. Here, we evaluate the success of PEERS through data from the UCLA registrar, student surveys, and longitudinal tracking of student outcomes. Results show that PEERS students have significantly higher participation rates in undergraduate research, despite PEERS having no formal research component. Importantly, PEERS students were seven times as likely to enroll in PhD programs, and twice as likely to enroll in MD programs compared with propensity-matched controls. Combined results show that increased success of PEERS students in their first 2 years as science majors resulted in improved outcomes later in their undergraduate studies and had tangible impacts on subsequent educational trajectories that will increase participation of underrepresented groups in high-skill STEM careers.
    MeSH term(s) Engineering ; Humans ; Mathematics ; Science ; Students ; Technology
    Language English
    Publishing date 2021-01-22
    Publishing country United States
    Document type Journal Article ; Research Support, N.I.H., Extramural
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.20-09-0224
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Book ; Online: Education for a Future in Crisis

    Lee, Ethan / Hart, Ariel Nicole / Searles, Thomas A. / Levis-Fitzgerald, Marc / Barthelemy, Ramón S. / Shaked, Shanna / Marks, Victoria / Carbajo, Sergio

    Developing a Humanities-Informed STEM Curriculum

    2023  

    Abstract: In the popular imagination, science and technology are often seen as fields of knowledge production critical to social progress and a cooperative future. This optimistic portrayal of technological advancement also features prominently in internal ... ...

    Abstract In the popular imagination, science and technology are often seen as fields of knowledge production critical to social progress and a cooperative future. This optimistic portrayal of technological advancement also features prominently in internal discourses amongst scientists, industry leaders, and STEM students alike. Yet, an overwhelming body of research, investigation, and first-person accounts highlight the varying ways modern science, technology, and engineering industries contribute to the degradation of our changing environments and exploit and harm global low-income and marginalized populations. By and large, siloed higher-education STEM curricula provide inadequate opportunities for undergraduate and graduate students to critically analyze the historical and epistemological foundations of scientific knowledge production and even fewer tools to engage with and respond to modern community-based cases. Here, we describe the development of a humanities- and social sciences-informed curriculum designed to address the theory, content, and skill-based needs of traditional STEM students considering technoscientific careers. In essence, this course is designed to foster behavior change, de-center dominant ways of knowing in the sciences, and bolster self-reflection and critical-thinking skills to equip the developing STEM workforce with a more nuanced and accurate understanding of the social, political, and economic role of science and technology. This curriculum has the potential to empower STEM-educated professionals to contribute to a more promising, inclusive future. Our framework foregrounds key insights from science and technology studies, Black and Native feminisms, queer theory, and disability studies, alongside real-world case studies using critical pedagogies.

    Comment: 25 pages, 1 figure, 4 tables
    Keywords Physics - Physics Education
    Subject code 306
    Publishing date 2023-11-11
    Publishing country us
    Document type Book ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  3. Article ; Online: Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops.

    O'Leary, Erin Sanders / Shapiro, Casey / Toma, Shannon / Sayson, Hannah Whang / Levis-Fitzgerald, Marc / Johnson, Tracy / Sork, Victoria L

    International journal of STEM education

    2020  Volume 7, Issue 1, Page(s) 32

    Abstract: Background: As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and ... ...

    Abstract Background: As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges. Pedagogical training approaches to creating inclusive classrooms involve interventions that raise awareness of student and instructor social identities and explore barriers to learning, such as implicit bias, microaggressions, stereotype threat, and fixed mindset. Such efforts should focus on embracing diversity as an asset leveraged to benefit all students in their learning. In this paper, we describe the impact of multiday, off-campus immersion workshops designed to impart faculty with these tools. Based on analysis of workshop participant data, we report the resulting changes in faculty knowledge of factors affecting classroom climate and student success in STEM, attitudes about students, and motivation to adopt new teaching practices aimed at fostering equitable and culturally responsive learning environments.
    Results: Key findings indicate that attendees (1) increased their knowledge of social identities and the barriers to learning in STEM classrooms, particularly those faced by students from underrepresented groups in STEM or socioeconomically challenged backgrounds; (2) changed their attitudes about students' abilities as science majors, shifting away from a fixed-mindset perspective in which characteristics, such as intelligence, are perceived as innate and unalterable; and (3) modified their teaching approaches to promote inclusivity and cultural responsiveness.
    Conclusion: Faculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.
    Language English
    Publishing date 2020-07-01
    Publishing country Germany
    Document type Journal Article
    ZDB-ID 2785456-5
    ISSN 2196-7822 ; 2196-7822
    ISSN (online) 2196-7822
    ISSN 2196-7822
    DOI 10.1186/s40594-020-00230-7
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article: M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM.

    Nallapothula, Dhiraj / Lozano, Jennifer Berdan / Han, Selina / Herrera, Carlos / Sayson, Hannah Whang / Levis-Fitzgerald, Marc / Maloy, Jeffrey

    Journal of microbiology & biology education

    2020  Volume 21, Issue 2

    Abstract: Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset-or the belief that intelligence is malleable ... ...

    Abstract Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset-or the belief that intelligence is malleable and can increase with effort-is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.
    Language English
    Publishing date 2020-05-29
    Publishing country United States
    Document type Journal Article
    ISSN 1935-7877
    ISSN 1935-7877
    DOI 10.1128/jmbe.v21i2.1987
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Reimagining the Introductory Math Curriculum for Life Sciences Students.

    O'Leary, Erin Sanders / Sayson, Hannah Whang / Shapiro, Casey / Garfinkel, Alan / Conley, William J / Levis-Fitzgerald, Marc / Eagan, M Kevin / Van Valkenburgh, Blaire

    CBE life sciences education

    2021  Volume 20, Issue 4, Page(s) ar62

    Abstract: Calculus is typically one of the first college courses encountered by science, technology, engineering, and mathematics (STEM) majors. Calculus often presents major challenges affecting STEM student persistence, particularly for students from groups ... ...

    Abstract Calculus is typically one of the first college courses encountered by science, technology, engineering, and mathematics (STEM) majors. Calculus often presents major challenges affecting STEM student persistence, particularly for students from groups historically underrepresented in STEM. For life sciences majors, calculus courses may not offer content that is relevant to biological systems or connect with students' interests in biology. We developed a transformative approach to teaching college-level math, using a dynamical systems perspective that focuses first on demonstrating why students need math to understand living systems, followed by providing quantitative and computational skills, including concepts from calculus, that students need to build and analyze mathematical models representing these systems. We found that students who complete these new math courses perform better in subsequent science courses than their counterparts who take traditional calculus courses. We also provide evidence that the new math curriculum positively impacts students' academic performance, with data that show narrowing of the achievement gap, based on students' math grades, between student subgroups in the new math courses. Moreover, our results indicate that students' interest in the concepts and skills critical to the quantitative preparation of 21st-century life sciences majors increases after completing the new contextualized math curriculum.
    MeSH term(s) Biological Science Disciplines ; Curriculum ; Humans ; Mathematics/education ; Students ; Universities
    Language English
    Publishing date 2021-12-14
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.20-11-0252
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article ; Online: Error-Discovery Learning Boosts Student Engagement and Performance, while Reducing Student Attrition in a Bioinformatics Course.

    Lee, Christopher J / Toven-Lindsey, Brit / Shapiro, Casey / Soh, Michael / Mazrouee, Sepideh / Levis-Fitzgerald, Marc / Sanders, Erin R

    CBE life sciences education

    2018  Volume 17, Issue 3, Page(s) ar40

    Abstract: We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors-who cannot see what every student is actually thinking on each concept in each class-and for students-who often cannot tell precisely whether ... ...

    Abstract We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors-who cannot see what every student is actually thinking on each concept in each class-and for students-who often cannot tell precisely whether their thinking is right or wrong, let alone exactly how to fix it. We tested a strategy for eliminating these blind spots by having students answer open-ended, conceptual problems using a Web-based platform, and measured the effects on student attrition, engagement, and performance. In 4 years of testing both in class and using an online platform, this approach revealed (and provided specific resolution lessons for) more than 200 distinct conceptual errors, dramatically increased average student engagement, and reduced student attrition by approximately fourfold compared with the original lecture course format (down from 48.3% to 11.4%), especially for women undergraduates (down from 73.1% to 7.4%). Median exam scores increased from 53% to 72-80%, and the bottom half of students boosted their scores to the range in which the top half had scored before the pedagogical switch. By contrast, in our control year with the same active-learning content (but without this "zero blind spots" approach), these gains were not observed.
    MeSH term(s) Academic Performance ; Computational Biology/education ; Curriculum ; Educational Measurement ; Female ; Humans ; Male ; Problem-Based Learning ; Students
    Language English
    Publishing date 2018-07-24
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.17-04-0061
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  7. Article ; Online: Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.

    Toven-Lindsey, Brit / Levis-Fitzgerald, Marc / Barber, Paul H / Hasson, Tama

    CBE life sciences education

    2015  Volume 14, Issue 2

    Abstract: The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African- ... ...

    Abstract The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap.
    MeSH term(s) Academies and Institutes ; Curriculum ; Demography ; Educational Measurement ; Female ; Humans ; Male ; Mathematics/education ; Minority Groups/education ; Models, Educational ; Regression Analysis ; Research/education ; Science/education ; Students
    Language English
    Publishing date 2015
    Publishing country United States
    Document type Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.14-05-0082
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  8. Article ; Online: Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos.

    Choe, Ronny C / Scuric, Zorica / Eshkol, Ethan / Cruser, Sean / Arndt, Ava / Cox, Robert / Toma, Shannon P / Shapiro, Casey / Levis-Fitzgerald, Marc / Barnes, Greg / Crosbie, Rachelle H

    CBE life sciences education

    2019  Volume 18, Issue 4, Page(s) ar55

    Abstract: Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then ... ...

    Abstract Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, "coding online asynchronous lectures" (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer's multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.
    MeSH term(s) Education, Distance ; Female ; Humans ; Learning ; Personal Satisfaction ; Students ; Surveys and Questionnaires ; Video Recording
    Language English
    Publishing date 2019-10-31
    Publishing country United States
    Document type Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.18-08-0171
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article: Disparities in Remote Learning Faced by First-Generation and Underrepresented Minority Students during COVID-19: Insights and Opportunities from a Remote Research Experience.

    Barber, Paul H / Shapiro, Casey / Jacobs, Molly S / Avilez, Leslie / Brenner, Katherine I / Cabral, Carmen / Cebreros, Monika / Cosentino, Evan / Cross, Candice / Gonzalez, Monica L / Lumada, Kaila T / Menjivar, Alison T / Narvaez, Jennifer / Olmeda, Belinda / Phelan, Rebecca / Purdy, Destiney / Salam, Saima / Serrano, Leah / Velasco, Miguel J /
    Marin, Erick Zerecero / Levis-Fitzgerald, Marc

    Journal of microbiology & biology education

    2021  Volume 22, Issue 1

    Abstract: The COVID-19 pandemic forced an unprecedented shift to remote instruction across higher education, reducing access to critically important undergraduate research experience and potentially magnifying inequities faced by first-generation and ... ...

    Abstract The COVID-19 pandemic forced an unprecedented shift to remote instruction across higher education, reducing access to critically important undergraduate research experience and potentially magnifying inequities faced by first-generation and underrepresented minority (URM) students in higher education. Through a novel course-based undergraduate research experience (CURE) at UCLA, delivered completely online, results of a unique, student-generated survey showed that the transition to remote learning was challenging for all students, increasing student workload, decreasing ability to focus on school, and limiting their ability to succeed. However, results showed significant disparities in remote learning that disproportionately impacted URM and first-generation students. These students had significantly greater expectations to help siblings with remote learning,; URM and first-generation students also suffered greater economic and food insecurity related to COVID-19. At the same time, this study demonstrates how student voices in survey development provide novel and actionable insights. While access to CUREs is often limited by laboratory space, by focusing on the research process, rather than specific laboratory skills, this study provides a scalable pedagogical model for remote undergraduate research experiences. Importantly, this model fostered student engagement and increased interest in further undergraduate research, including topics not directly related to the subject of this study, suggesting that online CUREs can be effective and impactful.
    Language English
    Publishing date 2021-03-31
    Publishing country United States
    Document type Journal Article
    ISSN 1935-7877
    ISSN 1935-7877
    DOI 10.1128/jmbe.v22i1.2457
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article ; Online: Strategies for using peer-assisted learning effectively in an undergraduate bioinformatics course.

    Shapiro, Casey / Ayon, Carlos / Moberg-Parker, Jordan / Levis-Fitzgerald, Marc / Sanders, Erin R

    Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology

    2013  Volume 41, Issue 1, Page(s) 24–33

    Abstract: This study used a mixed methods approach to evaluate hybrid peer-assisted learning approaches incorporated into a bioinformatics tutorial for a genome annotation research project. Quantitative and qualitative data were collected from undergraduates who ... ...

    Abstract This study used a mixed methods approach to evaluate hybrid peer-assisted learning approaches incorporated into a bioinformatics tutorial for a genome annotation research project. Quantitative and qualitative data were collected from undergraduates who enrolled in a research-based laboratory course during two different academic terms at UCLA. Findings indicate that a critical feature of the peer-assisted learning approach is to have near-peer leaders with genome annotation experience, allowing them to communicate technical and conceptual aspects of the process in the context of a research project (a.k.a., the "big picture"). These characteristics are important for creating connections between the wet lab experiments and the computer lab activities, engendering excitement about the research project and fostering engagement in bioinformatics as a discipline. Likewise, it is essential to couple tutorial training in genome annotation with appropriate instructional materials, providing detailed, step-by-step instructions for database navigation. Finally, the assessment results support this hybrid peer-assisted learning approach as a model for undergraduates to successfully learn bioinformatics in a course setting.
    MeSH term(s) Computational Biology/education ; Databases, Factual ; Evaluation Studies as Topic ; Female ; Focus Groups ; Humans ; Learning ; Male ; Peer Group ; Students ; Teaching/methods
    Language English
    Publishing date 2013-01
    Publishing country United States
    Document type Journal Article
    ISSN 1539-3429
    ISSN (online) 1539-3429
    DOI 10.1002/bmb.20665
    Database MEDical Literature Analysis and Retrieval System OnLINE

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