RCN-UBE Incubator: Re-Envisioning Culture: Addressing Black Student Retention in Undergraduate Biology Education

尽管经过几十年的干预努力，黑人学生在本科生物学教育中的代表性仍然很低，这可能是因为本科生物学教育中实行的文化(例如，交流的规范、期望、价值观和信念)与黑人学生表达的身份和文化信仰和价值观之间持续存在的不匹配。这种可能的不匹配给美国通过STEM研究和STEM企业取得的进步带来了挑战，特别是在科学领域，因为基于生物和生物知识的研究生课程和专业职业仍然缺乏多样性和包容性结构。目前，还没有专门研究本科生生物学教育文化及其在支持黑人学生在生物学方面继续进步的作用的具体网络。该孵化器RCN-UBE项目“重新展望文化”建立了一个由来自高等教育(例如，管理人员、教职员工、学生)、科学行业和黑人文化空间的不同个人组成的网络，以应对留住和支持黑人学生继续参与生物科学的挑战，并特别关注本科生物教育的文化和黑人学生的身份和文化。在本科生物教育的设计和实施中融入黑人学生的身份、文化和经验，增加了通过专业生涯吸引和留住更多黑人学生从事生物学的可能性；这一使命将增强以生物学为基础和了解生物知识的职业的多样性，并纳入有助于提升美国金融和社会定位的科学创新。通过举办一次面对面的务虚会和两个小组虚拟会议，重新设想文化网络将：探索和确定跨院校类型的本科生生物教育文化(S)；检查这些文化对黑人学生留住的影响；确定并针对本科生生物教育的各个方面，为留住黑人学生带来挑战；并提出可能的干预措施、战略和研究，以促进本科生生物教育结构的改变，努力加强对黑人学生的支持。来自重新设想文化网络的结果将为如何支持美国所有学生的本科生生物学保留努力提供洞察。这些结果将阐明防止留住学生的挑战，并提供一个潜在的蓝图，使本科生物学教育更具包容性，更关注不同学生群体的需求和经验。所有生成的材料都可以用来改变和加强本科生物学教育中的教学和指导实践，以有意考虑学生的身份、文化和经历的方式。将对编写的信息和材料进行整理，并通过一个虚拟平台向公众提供，该虚拟平台包含一个资源库以及如何参与网络活动。将为学术和非专业观众编写书面报告。该项目由生物科学局生物基础设施司和教育与人力资源局本科教育司共同资助，作为他们应对《本科生物学教育的愿景与变革：行动呼吁》中提出的挑战的努力的一部分(http://visionandchange/finalreport/).This奖反映了美国国家科学基金会的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估被认为值得支持。

Despite decades of intervention efforts, Black students continue to be underrepresented in undergraduate biology education perhaps due to a persisting mismatch between the culture (e.g., communicated norms, expectations, values, and beliefs) practiced in undergraduate biology education and Black students’ expressed identity and cultural beliefs and values. This possible mismatch poses challenges for U.S. advancements through STEM research and the STEM enterprise, specifically in the sciences, as biology-based and biology-informed graduate programs and professional careers continue to lack diversity and inclusive structures. Currently, no specific network exists that specifically studies the culture of undergraduate biology education and its role in supporting the continued advancement of Black students in biology. This incubator RCN-UBE project, “Re-Envisioning Culture” builds a network comprised of diverse individuals from higher education (e.g., administrators, faculty, staff, students), science industry, and Black cultural spaces, to address the challenges of retaining and supporting the continued participation of Black students in the Biological Sciences with a specific focus on the culture of undergraduate biology education and Black student identity and culture. Incorporating Black students’ identity, culture, and experience in the design and implementation of undergraduate biology education increases the possibility of attracting and retaining through professional careers, more Black students in biology; a mission that would enhance the diversity of biology-based and biology-informed careers, as well as the inclusion of scientific innovations that advance the financial and social positioning of the United States. Through hosting an in-person retreat, and two small group virtual meetings, the Re-Envisioning Culture network will: explore and identify the culture(s) of undergraduate biology education across institutional types; examine the influence of these cultures on Black students’ retention; identify and target aspects of undergraduate biology education that foster challenges for Black students’ retention; and, propose possible interventions, strategies, and research studies that will prompt changes to the structure of undergraduate biology education in efforts to enhance its support of Black students. Outcomes from the Re-Envisioning Culture network will provide insight into how to support undergraduate biology retention efforts for all students in the United States. These outcomes will illuminate challenges that prevent retention and provide a potential blueprint of ways to make undergraduate biology education more inclusive and attentive to the needs and experiences of the diverse student body. All materials generated can be utilized to transform and enhance teaching and mentoring practices in undergraduate biology education in ways that intentionally account for students’ identity, culture, and experiences. The information and materials developed will be curated and made publicly available through a virtual platform that contains a repository of resources and how to participate in network events. Written reports for academic and lay audiences will be generated. This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure, and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange/finalreport/).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.