Nuestra Ciencia: Transforming microbiology for Spanish-speaking elementary and college students

Potential for urban agriculture to support accessible and impactful undergraduate biology education

Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community-engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology-related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty.

Perspectives on Community STEM: Learning from Partnerships between Scientists, Researchers, and Youth

Given our rapidly changing world and the pressing challenges of climate change and health care, it is more important than ever for youth and the broader public to learn scientific knowledge and skills. To reach the most people possible and increase diversity in STEM fields, we need compelling educational approaches that incorporate the lived experiences of students. Partnerships between researchers, scientists, educators, and community groups can enrich and extend scientists' research while providing authentic scientific learning experiences for undergraduate and K-12 students, especially from STEM-underrepresented groups. However, more research is needed on equitable long-term partnerships, including how these projects are organized and how partners align their interests and goals. In this paper, we present recommendations from research-practice partnership projects that utilize a Community STEM Model, an approach which draws from individual and collective strengths, contextualizes science learning, and positions youth as producers of content and artifacts. To situate this work, we review and highlight biology-related citizen and community science projects designed for youth. We characterize projects according to their goals and format, provide illustrative examples of three programs, and provide recommendations for other scientists and researchers. Overall, this paper reviews research on all three approaches for partnerships (citizen science, community science, and community STEM) to provide recommendations for scientists who are interested in establishing partnerships within their communities. Limitations of each approach are described as well as areas for further research.