From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

The BIORES-21 Survey: Insights Into Remote and Online Education in Biomechanics and Mechanobiology

The COVID-19 pandemic necessitated mainstream adoption of online and remote learning approaches, which were highly advantageous yet challenging in many ways. The online modality, while teaching biomedical engineering-related topics in the areas of biomechanics, mechanobiology, and biomedical sciences, further added to the complexity faced by the faculty and students. Both the benefits and the challenges have not been explored systematically by juxtaposing experiences and reflections of both the faculty and students. Motivated by this need, we designed and conducted a systematic survey named BIORES-21, targeted toward the broader bio-engineering community. Survey responses and our inferences from survey findings cumulatively offer insight into the role of employed teaching/learning technology and challenges associated with student engagement. Survey data also provided insights on what worked and what did not, potential avenues to address some underlying challenges, and key beneficial aspects such as integration of technology and their role in improving remote teaching/learning experiences. Overall, the data presented summarize the key benefits and challenges of online learning that emerged from the experiences during the pandemic, which is valuable for the continuation of online learning techniques as in-person education operations resumed broadly across institutions, and some form of online learning seems likely to sustain and grow in the near future.

COVID-19 as a chronic stressor and the importance of individual identity: A data-driven look at academic productivity during the pandemic

The COVID-19 pandemic impacted personal and professional life. For academics, research, teaching, and service tasks were upended and we all had to navigate the altered landscape. However, some individuals faced a disproportionate burden, particularly academics with minoritized identities or those who were early career, were caregivers, or had intersecting identities. As comparative endocrinologists, we determine how aspects of individual and species-level variation influence response to, recovery from, and resilience in the face of stressors. Here, we flip that framework and apply an integrative biological lens to the impact of the COVID-19 chronic stressor on our endocrine community. We address how the pandemic altered impact factors of academia (e.g., scholarly products) and relatedly, how factors of impact (e.g., sex, gender, race, career stage, caregiver status, etc.) altered the way in which individuals could respond. We predict the pandemic will have long-term impacts on the population dynamics, composition, and landscape of our academic ecosystem. Impact factors of research, namely journal submissions, were altered by COVID-19, and women authors saw a big dip. We discuss this broadly and then report General and Comparative Endocrinology (GCE) manuscript submission and acceptance status by gender and geographic region from 2019 to 2023. We also summarize how the pandemic impacted individuals with different axes of identity, how academic institutions have responded, compile proposed solutions, and conclude with a discussion on what we can all do to (re)build the academy in an equitable way. At GCE, the first author positions had gender parity, but men outnumbered women at the corresponding author position. Region of manuscript origin mattered for submission and acceptance rates, and women authors from Asia and the Middle East were the most heavily impacted by the pandemic. The number of manuscripts submitted dropped after year 1 of the pandemic and has not yet recovered. Thus, COVID-19 was a chronic stressor for the GCE community.

Evolution of storytelling pedagogy in global health course at a U.S. Native American-Serving Nontribal Institution from Fall 2019 to Spring 2023

Background and purpose

Responding to COVID-19-induced disruptions to traditional teaching methodologies, and considering the relevance of narratives among indigenous populations, "storytelling as pedagogy" was developed and implemented in the undergraduate Global Health course in a Native American-Serving Nontribal Institution (NASNTI) in Colorado.

Methods

We describe the evolving pedagogic adjustments and storytelling strategies incorporated into the global health course from Fall 2019 to Spring 2023. This entailed before the COVID-19 in-person format, online digital storytelling during the pandemic emergency, the HyFlex and hybrid classes with the emergence of "new normals," and finally the gradual move to in-person classes. The story arc in the course included the following: (1) Course learning outcomes revisited and the course syllabus language framed based on the native philosophies of empowerment education and experiential learning, (2) students' inputs sought to incorporate socioculturally responsive topics in the course syllabus (e.g., dental health disparities among indigenous populations), (3) strategic and non-threatening shifts such as "no textbooks" and "no finals" introduced, (4) global health thought partners invited by the course instructor and coached to use story-based teaching methods, (5) use of first-person trauma-informed storytelling methods to teach specific global health topics, and (6) students undertook gratitude journaling, a scaffolding exercise of writing letters on global health topics to global health thought partners.

Results

Storytelling as pedagogy was most effective in the in-person format, while digital storytelling during the COVID-19-induced online classes was extremely challenging considering the stark digital divide in the Navajo Nation. First-person, trauma-informed storytelling is a helpful approach to discuss insider-outsider perspectives and can potentially establish sustainable trustworthy relationships among the students, instructor, and global health thought leaders. Gratitude journaling and photovoice can be tweaked as powerful storytelling methods to build students' interaction-based critical thinking, intercultural humility, and professional networking.

Conclusion

Mapping storytelling pedagogies' best practices can be useful in developing a granulated understanding of this strategy and utilizing them across diverse disciplines in higher education. Faculty capacity building is recommended to enable the former to conceptualize culturally responsive storytelling pedagogies and create assessment plans to assess students' learning outcomes through the utilization of this method.

Enhancing students' online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

Understandability and completeness are essential in modern collaborative digital platforms and their learning systems. These platforms have shaken up the traditional education setting, particularly in leveraging the coauthoring approach in problem-solving and streamlining the learning behavior of cowriting or corevising. Such a learning context has attracted considerable interest from various stakeholders; however, it needs to be explored further as an independent topic. Based on social capital and social identity theories, we explore how online collaborative problem-based learning (PBL) effectiveness, relational quality, and social identity influence students' perceived PBL performance during learning activities. Based on the core elements of online coauthoring processes (i.e., platform, cocreation, and problem-solving), this study employs a holistic view of the coauthor to discuss the effects of understandability and completeness. This study also highlights the mediating impact of trust on students' social identity. Based on the responses of 240 students, the results support the proposed hypotheses using partial least squares analysis. The study's implications suggest guidelines to educators on how to enhance students' perceived PBL performance by using wiki technologies.

Assessing opportunities and inequities in undergraduate ecological forecasting education

Conducting ecological research in a way that addresses complex, real-world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub-discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21^st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.

The Mummy Explorer-a self-regulated open-access online teaching tool

Background and objectives

Virtual teaching tools have gained increasing importance in recent years. In particular, the COVID-19 pandemic has reinforced the need for media-based and self-regulated tools. What is missing are tools that allow us to interlink highly interdisciplinary fields such as evolutionary medicine and, at the same time, allow us to adapt content to different lectures.

Methodology

We designed an interactive online teaching tool, namely, the Mummy Explorer, using open-access software (Google Web Designer), and we provided a freely downloadable template. We tested the tool on students and lecturers of evolutionary medicine using questionnaires and improved the tool according to their feedback.

Results

The tool has a modular design and provides an overview of a virtual mummy excavation, including the subfields of palaeopathology, paleoradiology, cultural and ethnographic context, provenance studies, paleogenetics, and physiological analyses. The template allows lecturers to generate their own versions of the tool for any topic of interest by simply changing the text and pictures. Tests undertaken with students of evolutionary medicine showed that the tool was helpful during their studies. Lecturers commented that they appreciated having a similar tool in other fields.

Conclusions and implications

Mummy Explorer fills a gap in the virtual teaching landscape of highly interdisciplinary fields such as evolutionary medicine. It will be offered for free download and can be adapted to any educational topic. Translations into German and possibly other languages are in progress.

Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching

During the Spring of 2020, instructors across the nation scrambled to transition their face-to-face courses to remote/online modalities. Necessarily, teaching practices adapted. This study investigated how the usage of evidence-based practices as defined by scientific teaching (ST) was impacted during this rapid transition. More than 130 science faculty teaching courses in biology, mostly from primarily undergraduate institutions in the U.S. Midwest, completed the Measurement Instrument of Scientific Teaching (MIST) for one course of their choosing (lecture portion only for laboratory-based courses). Participants compared how they taught the course in the face-to-face versus the remote setting. MIST scores declined in every category of ST. An instructor's face-to-face MIST score was the largest predictor for the remote MIST score. Fourteen representative participants completed a follow-up interview to discuss how and why they made the changes they did within each ST category. Interviews uncovered variation in how individual practices were emphasized, scheduled, and implemented in normal teaching environments, how access to resources changed in the Spring of 2020, and how all of these things impacted the way ST practices were adopted in emergency remote teaching. Recommendations for mitigating declines in the use of evidence-based teaching in response to future unexpected events are discussed.

Immersive In‐Person Field Courses during the Pandemic: Minimizing Risk while Maximizing Efficacy

Field courses can provide formative experiences that also reduce disparities in STEM education. Impacts of the ongoing COVID‐19 pandemic on‐field programs have been particularly severe, as many institutions shifted to online instruction. Some courses retained in‐person field experiences during the pandemic, and achieved high student learning outcomes. Here, I describe an approach to mitigating risk of COVID‐19 and other hazards during expedition‐based field courses, and student learning outcomes achieved using that approach. I applied comprehensive risk management to in‐person field expeditions that treated COVID‐19 as a hazard, requiring mitigation to maintain an acceptable low level of risk. Prior to broad availability of COVID‐19 vaccines, we applied a coronavirus‐free “bubble” strategy in which all participants passed a COVID‐19 PCR test immediately before departure and then avoided contact with people outside our bubble. In the future, vaccination can reduce risk further. We implemented additional safety factors to reduce risk of incidents that could require evacuation into medical facilities overloaded with COVID‐19 patients. The courses were successful: we had no infections or other serious incidents and student learning outcomes were transformative. The approach provides a model for conducting immersive field courses during the pandemic and beyond. Several field course networks are implementing similar approaches to restore valuable field education opportunities that have declined during the pandemic.

Social Listening to Enhance Access to Appropriate Pandemic Information Among Culturally Diverse Populations: Case Study From Finland

Background

Social listening, the process of monitoring and analyzing conversations to inform communication activities, is an essential component of infodemic management. It helps inform context-specific communication strategies that are culturally acceptable and appropriate for various subpopulations. Social listening is based on the notion that target audiences themselves can best define their own information needs and messages.

Objective

This study aimed to describe the development of systematic social listening training for crisis communication and community outreach during the COVID-19 pandemic through a series of web-based workshops and to report the experiences of the workshop participants implementing the projects.

Methods

A multidisciplinary team of experts developed a series of web-based training sessions for individuals responsible for community outreach or communication among linguistically diverse populations. The participants had no previous training in systematic data collection or monitoring. This training aimed to provide participants with sufficient knowledge and skills to develop a social listening system based on their specific needs and available resources. The workshop design took into consideration the pandemic context and focused on qualitative data collection. Information on the experiences of the participants in the training was gathered based on participant feedback and their assignments and through in-depth interviews with each team.

Results

A series of 6 web-based workshops was conducted between May and September 2021. The workshops followed a systematic approach to social listening and included listening to web-based and offline sources; rapid qualitative analysis and synthesis; and developing communication recommendations, messages, and products. Follow-up meetings were organized between the workshops during which participants could share their achievements and challenges. Approximately 67% (4/6) of the participating teams established social listening systems by the end of the training. The teams tailored the knowledge provided during the training to their specific needs. As a result, the social systems developed by the teams had slightly different structures, target audiences, and aims. All resulting social listening systems followed the taught key principles of systematic social listening to collect and analyze data and used these new insights for further development of communication strategies.

Conclusions

This paper describes an infodemic management system and workflow based on qualitative inquiry and adapted to local priorities and resources. The implementation of these projects resulted in content development for targeted risk communication, addressing linguistically diverse populations. These systems can be adapted for future epidemics and pandemics.

Cultivating scientific literacy and a sense of place through course-based urban ecology research

Undergraduate research experiences have been shown to increase engagement, improve learning outcomes, and enhance career development for students in ecology. However, these opportunities may not be accessible to all students, and incorporating inquiry-based research directly into undergraduate curricula may help overcome barriers to participation and improve representation and inclusion in the discipline. The shift to online instruction during the COVID-19 pandemic has imposed even greater challenges for providing students with authentic research experiences, but the pandemic may also provide a unique opportunity for creative projects conducted remotely. In this paper, I describe a course-based undergraduate research experience (CURE) designed for an upper-level ecology course at California State University, Dominguez Hills during remote learning. The primary focus of student-led research activities was to explore the potential impacts of the depopulation of campus during the pandemic on urban coyotes (Canis latrans), for which there were increased sightings reported during this time. Students conducted two research studies, including an evaluation of urban wildlife activity, behavior, and diversity using camera traps installed throughout campus and analysis of coyote diet using data from scat dissections. Students used the data they generated and information from literature reviews, class discussions, and meetings with experts to develop a coyote monitoring and management plan for our campus and create posters to educate the public. Using the campus as a living laboratory, I aimed to engage students in meaningful research while cultivating a sense of place, despite being online. Students' research outcomes and responses to pre- and post-course surveys highlight the benefits of projects that are anchored in place-based education and emphasize the importance of ecological research for solving real-world problems. CUREs focused on local urban ecosystems may be a powerful way for instructors to activate ecological knowledge and capitalize on the cultural strengths of students at urban universities.

Standing strong amid a pandemic: How a global online team project stands up to the public health crisis

The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education.

Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort

More inclusive, authentic assessments are required to address awarding gaps and to ensure that bioscience students can apply their knowledge to relevant work-based scenarios. In this case report, we present a co-created approach to designing a more inclusive, virtual biochemistry lab assessment for a diverse cohort of ∼270 first-year students. The assignment was to write up an inclusive clinical case study as a one-page journal article. A flipped classroom approach taught the relevant skills, along with simulated labs from Learning Science Ltd. Student Lecturers co-created the assessment, including the marking rubric and the unexemplars. We replaced traditional feedback with a flipped, feed-in approach where students were able to engage in a formative assessment with peer marking and unexemplars. Whilst the summative assessment was marked anonymously, a dialogue-based approach was employed, where students could request personalised audio feed-forward from the tutor. The high pass rate (97%) and student satisfaction score (88%) suggest that this approach is an effective way to challenge, engage and support a large, diverse cohort of students. First-year students who participated in the flipped feed-in experience obtained a significantly higher summative mark (56.7% cf. 50.9%) than those who did not. Interestingly, students in receipt of learning adjustments scored higher marks on average in the summative assessment (59.3% cf. 54.3%), suggesting that we have reversed the disability-based attainment gap. Further investigation into whether a co-created, flipped feed-in approach can reduce attainment gaps based on ethnicity, gender and age is warranted.

Leveraging remote learning during the Covid-19 pandemic to enhance student understanding of biodiversity

We evaluated whether individual nature-based ecological (NBE) study used in tandem with group collaboration enhanced undergraduate student understanding of ecological concepts and pro-environmental perceptions. In response to the Covid-19 pandemic, we developed a multiweek unit on the latitude diversity gradient (LDG) for fully online instruction that leveraged the unique situation of students learning in disparate geographic locations. Student understanding of the LDG and pro-environmental perceptions were assessed with surveys administered both pre- and post-activity in an introductory-level biology laboratory course. Student understanding of the geographic location where biodiversity is the highest was high prior to the start of the laboratory unit and exhibited only a small improvement after the unit. In contrast, students' higher order thinking around the LDG was enhanced by the lab activity. Student environmental perceptions shifted toward ecocentric views and away from anthropocentric views after the laboratory unit. The greatest gains in ecological understanding and shifts toward ecocentric viewpoints occurred in the group of students who visited their field sites most often. Our results provide further evidence as to the value of NBE for the introductory biology laboratory, even in an online learning setting. The lab unit described in this study provides a potential approach to teaching ecology in an online format that could easily be adapted to fit the needs of a particular curriculum.

Engaging Undergraduates in Research Experiences at a Distance: Insights and Recommendations for Remote URE

Undergraduates phenotyping Arabidopsis knockouts (unPAK) is a biology research network that has provided undergraduate research experiences (URE) since 2010. In 2019, unPAK expanded to include a summer URE that engaged undergraduate researchers from across the network in an intensive collaborative program. In response to the COVID-19 pandemic in 2020, unPAK rapidly shifted to provide the summer URE program remotely. This article describes (i) the instructional and communication processes of unPAK in the remote URE; and (ii) a summative assessment of the outcomes associated with the remote summer program as compared with the 2019 in-person program. We conclude by offering timely recommendations for educators in biology that emerged from the 2020 remote summer research experience, which may be applicable to other remote UREs and course-based research experiences (CUREs).