Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.
Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.
复制标题
学生撰写的科学家聚焦：调查通过服务学习课程让本科生作为包容性课程开发者的影响。
DOI：
10.1187/cbe.21-03-0060
复制
发表时间：
2021-12
期刊：
影响因子：
--
通讯作者：
Tanner KD
中科院分区：
文献类型：
--
作者：
Aranda ML;Diaz M;Mena LG;Ortiz JI;Rivera-Nolan C;Sanchez DC;Sanchez MJ;Upchurch AM;Williams CS;Boorstin SN;Cardoso LM;Dominguez M;Elias S;Lopez EE;Ramirez RE;Romero PJ;Tigress FN;Wilson JA;Winstead R;Cantley JT;Chen JC;Fuse M;Goldman MA;Govindan B;Ingmire P;Knight JD;Pasion SG;Pennings PS;Sehgal RNM;de Vera PT;Kelley L;Schinske JN;Riggs B;Burrus LW;Tanner KD
科学家聚光灯，采用来自不同背景的科学家的个人和专业故事的课程材料，以前已被证明是积极影响本科生的relatability和科学家的看法。我们假设，让学生参与创作科学家聚光灯可能会产生类似影响的课程材料，以及提供一个机制，让学生参与科学教育改革的合作伙伴。为了测试这个想法，并调查学生撰写的科学家聚光灯的影响，我们开发了一个服务学习课程，其中生物学学生团队与教师合作，在生物学课程中开发和实施科学家聚光灯。结果显示，接触三个或四个学生撰写的科学家聚光灯显着改变同行的看法，科学家在所有合作伙伴的课程。有趣的是，学生撰写的科学家聚光灯在白色学生和有色人种学生中同样改变了同龄人与科学家的关系。此外，学生作者自己也表现出与科学家的相关性增加。最后，一个部门范围内的调查表明，学生的科学家代表性的课程与学生撰写的聚光灯之间的看法显着差异。结果表明，让学生作为包容性课程材料的作者和改革的合作伙伴是一个有前途的方法，以促进包容性和解决代表性的科学。
Scientist Spotlights—curricular materials that employ the personal and professional stories of scientists from diverse backgrounds—have previously been shown to positively influence undergraduate students’ relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce curricular materials of similar impact, as well as provide a mechanism for student involvement as partners in science education reform. To test this idea and investigate the impact of student-authored Scientist Spotlights, we developed a service-learning course in which teams of biology students partnered with an instructor to develop and implement Scientist Spotlights in a biology course. Results revealed that exposure to three or four student-authored Scientist Spotlights significantly shifted peers’ perceptions of scientists in all partner courses. Interestingly, student-authored Scientist Spotlights shifted peers’ relatability to scientists similarly among both white students and students of color. Further, student authors themselves showed increases in their relatability to scientists. Finally, a department-wide survey demonstrated significant differences in students’ perceptions of scientist representation between courses with and without student-authored Spotlights. Results suggest that engaging students as authors of inclusive curricular materials and partners in reform is a promising approach to promoting inclusion and addressing representation in science.
登录
查看更多内容
影响因子：
3.7
作者：
Harrison, Colin D.;Nguyen, Tiffy A.;Tanner, Kimberly D.
通讯作者：
Tanner, Kimberly D.
影响因子：
2.7
作者：
Dahlberg, Teresa;Barnes, Tiffany;Bean, Karen
通讯作者：
Bean, Karen
影响因子：
3.2
作者：
Matthews, Kelly E.;Cook-Sather, Alison;Mercer-Mapstone, Lucy
通讯作者：
Mercer-Mapstone, Lucy
影响因子：
10.1
作者：
Thoman DB;Brown ER;Mason AZ;Harmsen AG;Smith JL
通讯作者：
Smith JL
影响因子：
56.9
作者：
Miyake, Akira;Kost-Smith, Lauren E.;Ito, Tiffany A.
通讯作者：
Ito, Tiffany A.