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Laslo M, Hartmann M. Developing Scientific Communication Skills Using Primary Literature in an Undergraduate Cell Biology Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00186-22. [PMID: 37614889 PMCID: PMC10443402 DOI: 10.1128/jmbe.00186-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 03/23/2023] [Indexed: 08/25/2023]
Abstract
Being able to communicate scientifically is an important skill for students graduating with a science degree. Skills used in future graduate school and careers for science majors include oral and written communication, as well as science literacy and being able to create figures to display information. There is a consensus that these skills should be taught throughout an undergraduate science curriculum; however, many instructors have cited insufficient time to cover skills and develop materials to effectively incorporate these skills, especially into lower-level content-focused courses. Here, we present an active curriculum that can easily be incorporated into any content-focused undergraduate Cell Biology course. The curriculum is designed around scientific literature that engages students in a multitude of active learning activities to develop different types of scientific communication skills. This curriculum not only develops student skills and self-efficacy in scientific communication, it also engages them in course content and stimulates their interest in research. While making changes to a course to include scientific communication can be difficult, making small changes, such as addition of this curriculum to an already-existing content-focused course, could make a big difference in the skills and attitudes of early undergraduate science students.
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Affiliation(s)
- Mara Laslo
- Department of Biological Sciences, Wellesley College, Wellesley, Massachusetts, USA
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McCartney M, Wan X, Griep CD, Lighthall NR. Primary Scientific Literature Is Not Just for Students and Academics: a Study of Primary Source Modalities and Predictors of Learning across Adulthood. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00122-22. [PMID: 37089227 PMCID: PMC10117127 DOI: 10.1128/jmbe.00122-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 01/09/2023] [Indexed: 05/03/2023]
Abstract
The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, "Sleep Drives Metabolite Clearance from the Adult Brain" (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373-377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of "scientific attitudes" (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.
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Affiliation(s)
- Melissa McCartney
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
| | - Xiaoqing Wan
- Department of Psychology, University of Central Florida, Orlando, Florida, USA
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Lee S, Foster C, Zhong M, Bruce-Opris H, Duenas M, Parente V, Reid C, McCartney M. Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00214-22. [PMID: 37089242 PMCID: PMC10117142 DOI: 10.1128/jmbe.00214-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 02/16/2023] [Indexed: 05/03/2023]
Abstract
Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.
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Affiliation(s)
- Sangah Lee
- Auburn University, Department of Educational Foundations, Leadership & Technology, Auburn, Alabama, USA
| | - Cerrone Foster
- East Tennessee State University, Department of Biological Sciences, Johnson City, Tennessee, USA
| | - Min Zhong
- Auburn University, Department of Biological Sciences, Auburn, Alabama, USA
| | - Hannah Bruce-Opris
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Mainlyng Duenas
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Victoria Parente
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Chaniece Reid
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Melissa McCartney
- Florida International University, Department of Biological Sciences and STEM Transformation Institute, Miami, Florida, USA
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Washburn ME, Shanks RA, McCartney M, Robertson CL, Segura-Totten M. Discussion of Annotated Research Articles Results in Increases in Scientific Literacy within a Cell Biology Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00154-22. [PMID: 37089223 PMCID: PMC10117138 DOI: 10.1128/jmbe.00154-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 12/15/2022] [Indexed: 05/03/2023]
Abstract
As the amount and complexity of scientific knowledge continues to grow, it is essential to educate scientifically literate citizens who can comprehend the process of science and the implications of technological advances. This is especially important when educating science, technology, engineering, and mathematics (STEM) college students, since they may play a central role in the future of scientific research and its communication. A central part of decoding and interpreting scientific information is the ability to analyze scientific research articles. For this reason, many different approaches for reading scientific research articles have been developed and published. Despite the availability of numerous ways of analyzing scientific research articles, biology students can face challenges that may prevent them from fully comprehending the text. We sought to address student challenges with science vocabulary and content knowledge by adding structural supports to in-classroom article discussions through the use of annotated articles from the Science in the Classroom initiative. We describe the pedagogical approach used for discussing scientific research articles within a required biology course. In this context, we found that students' scientific literacy skills increased at the end of the semester. We also found that, for each article discussed, the majority of students could interpret graphical representations of article results and that they could identify and comprehend components of the experimental design of the study.
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Affiliation(s)
- Mary E. Washburn
- Department of Plant Biology, University of Georgia, Athens, Georgia, USA
| | - Ryan A. Shanks
- Biology Department, University of North Georgia, Dahlonega, Georgia, USA
| | - Melissa McCartney
- Department of Biological Sciences and STEM Transformation Institute, Florida International University, Miami, Florida, USA
| | - Chuck L. Robertson
- Department of Psychological Science, University of North Georgia, Dahlonega, Georgia, USA
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Lee S, Zhong M, Foster C, Segura-Totten M, McCartney M. From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00126-22. [PMID: 36532209 PMCID: PMC9753651 DOI: 10.1128/jmbe.00126-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 10/25/2022] [Indexed: 05/09/2023]
Abstract
Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
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Affiliation(s)
- Sangah Lee
- Auburn University, Department of Educational Foundations, Leadership & Technology, Auburn, Alabama, USA
| | - Min Zhong
- Auburn University, Department of Biological Sciences, Auburn, Alabama, USA
| | - Cerrone Foster
- East Tennessee State University, Department of Biological Sciences, Johnson City, Tennessee, USA
| | | | - Melissa McCartney
- Florida International University, Department of Biological Sciences and STEM Transformation Institute, Miami, Florida, USA
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Chatzikyriakidou K, Tacloban MJ, Concepcion K, McCartney M. The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:00059-22. [PMID: 36532206 PMCID: PMC9753625 DOI: 10.1128/jmbe.00059-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 10/02/2022] [Indexed: 05/24/2023]
Abstract
A growing body of literature shows that primary scientific literature (PSL) is a valuable and useful tool for science, technology, engineering, and math education. We currently have a relatively limited understanding of how skills relating to reading PSL progress through academic careers, i.e., the process by which expertise in reading PSL develops. In this study, we built on previous work showing clear differences in strategies that experts use to read PSL that are not often available to or documented with novice PSL readers. Using the five core concepts (5CCs) of biology, outlined in Vision and Change in Undergraduate Biology, as a framework for student engagement with PSL, we investigated whether the 5CCs can be used to (i) increase student engagement with PSL, (ii) provide a context for PSL, and (iii) integrate student prior knowledge when reading PSL. Second, we investigated whether a 5CCs-based, semester-long intervention could shift student reading habits to be more expert-like. As no direct assessment for this exists, we instead measured student motivation for reading PSL, their Biology identity, and their perceived learning gains in science. We found that, through the use of the 5CCs as a framework for reading PSL, students were able to integrate previous knowledge and engaged with PSL constructively. Additionally, we saw positive shifts in student motivation for reading PSL, student Biology identity, and student self-reported learning gains in Biology. Taken together, the 5CCs, as a disciplinary framework, have great potential as a pedagogical tool for increasing student engagement with PSL in Biology classrooms.
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Affiliation(s)
| | | | - Kassandra Concepcion
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
| | - Melissa McCartney
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
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Culturo-Scientific Storytelling. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
In this article, we reflect on the functions of outreach in developing the modern scientific mind, and discuss its essential importance in the modern society of rapid technological development. We embed our approach to outreach in culturo-scientific thinking. This is constituted by embracing disciplinary thinking (in particular creativity) whilst appreciating the epistemology of science as an evolving dialogue of ideas, with numerous alternative perspectives and uncertain futures to be managed. Structuring scientific knowledge as an assemblage of interacting and evolving discipline-cultures, we conceive of a culturo-scientific storytelling to bring about positive transformations for the public in these thinking skills and ground our approach in quantum science and technologies (QST). This field has the potential to generate significant changes for the life of every citizen, and so a skills-oriented approach to its education, both formal and non-formal, is essential. Finally, we present examples of such storytelling in the case of QST, the classification and evaluation of which correspond to future work in which this narrative approach is studied in action.
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Rahman NT, Meyer C, Thakral D, Cai WL, Chen AT, Obaid R, Garcia-Milian R. Peer Teaching as Bioinformatics Training Strategy: Incentives, Challenges, and Benefits. Med Ref Serv Q 2022; 41:13-25. [PMID: 35225737 DOI: 10.1080/02763869.2022.2020568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Bioinformatics is essential for basic and clinical research. Peer-to-peer (P2P) teaching was used to respond to the bioinformatics training needs at a research-intensive institution. In addition to the data collected from the workshops, personal experiences of the teachers were used to understand incentives, challenges, and benefits of P2P teaching. Developing communication skills such as confidence in teaching, explaining complex concepts, and better understanding of topics benefited P2P teachers. Lack of time and classroom management were identified as major challenges. Hence, P2P teaching can be beneficial not only for bioinformatics trainees but also as a professional development opportunity for peer teachers.
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Affiliation(s)
- Nur-Taz Rahman
- Bioinformatics Support Program, Research and Education Services, Harvey Cushing/John Hay Whitney Medical Library, Yale University, New Haven, Connecticut, USA
| | - Caitlin Meyer
- Bioinformatics Support Program, Research and Education Services, Harvey Cushing/John Hay Whitney Medical Library, Yale University, New Haven, Connecticut, USA
| | - Durga Thakral
- Department of Dermatology, Yale School of Medicine, New Haven, Connecticut, USA
| | - Wesley L Cai
- Department of Pathology, Yale School of Medicine, New Haven, Connecticut, USA
| | - Ann T Chen
- Department of Biomedical Engineering, Yale University, New Haven, Connecticut, USA
| | - Razib Obaid
- RARAF Radiological Research Accelerator Facility, Nevis Laboratory, Columbia University, Irvington, New York, USA
| | - Rolando Garcia-Milian
- Bioinformatics Support Program, Research and Education Services, Harvey Cushing/John Hay Whitney Medical Library, Yale University, New Haven, Connecticut, USA
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Lo SM, Luu TB, Tran J. A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-36. [PMID: 32431773 PMCID: PMC7198224 DOI: 10.1128/jmbe.v21i1.1881] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 01/24/2020] [Indexed: 05/09/2023]
Abstract
Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention's design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.
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Affiliation(s)
- Stanley M. Lo
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
- Section of Cell and Developmental Biology, University of California San Diego, La Jolla, CA 92093
- Program in Mathematics and Science Education, University of California San Diego, La Jolla, CA 92093
- Corresponding author. Mailing address: University of California, San Diego, 9500 Gilman Drive #0355, La Jolla, CA 92093. Phone: 858-246-1087. E-mail:
| | - Tiffany B. Luu
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
| | - Justin Tran
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
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Nelms AA, Segura-Totten M. Expert-Novice Comparison Reveals Pedagogical Implications for Students' Analysis of Primary Literature. CBE LIFE SCIENCES EDUCATION 2019; 18:ar56. [PMID: 31675277 PMCID: PMC6829068 DOI: 10.1187/cbe.18-05-0077] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through two main mechanisms: summarizing and note-taking. Faculty also engage with articles at a higher cognitive level, described as constructive by the ICAP framework, when compared with students. More complex schemas, effectively lowering cognitive load, and deeper engagement with the text may help explain why faculty encounter fewer comprehension difficulties than students in our study. Finally, faculty analyze and evaluate data more often than students when reading the text. Findings include a discussion of successful pedagogical approaches for instructors wishing to enhance undergraduates' comprehension and analysis of research articles.
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Affiliation(s)
- April A. Nelms
- Department of Teacher Education, University of North Georgia, Dahlonega, GA 30597
| | - Miriam Segura-Totten
- Department of Biology, University of North Georgia, Dahlonega, GA 30597
- *Address correspondence to: Miriam Segura-Totten ()
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Kararo M, McCartney M. Annotated primary scientific literature: A pedagogical tool for undergraduate courses. PLoS Biol 2019; 17:e3000103. [PMID: 30625129 PMCID: PMC6342315 DOI: 10.1371/journal.pbio.3000103] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Revised: 01/22/2019] [Indexed: 11/21/2022] Open
Abstract
Annotated primary scientific literature is a teaching and learning resource that provides scaffolding for undergraduate students acculturating to the authentic scientific practice of obtaining and evaluating information through the medium of primary scientific literature. Utilizing annotated primary scientific literature as an integrated pedagogical tool could enable more widespread use of primary scientific literature in undergraduate science classrooms with minimal disruption to existing syllabi. Research is ongoing to determine an optimal implementation protocol, with these preliminary iterations presented here serving as a first look at how students respond to annotated primary scientific literature. The undergraduate biology student participants in our study did not, in general, have an abundance of experience reading primary scientific literature; however, they found the annotations useful, especially for vocabulary and graph interpretation. We present here an implementation protocol for using annotated primary literature in the classroom that minimizes the use of valuable classroom time and requires no additional pedagogical training for instructors. This Community Page article presents Science in the Classroom (SitC), a tool for undergraduate educators to introduce their students to primary scientific literature. Annotations scaffold the readers so that authentic scientific practices are explained and recognized for their importance in scientific communications.
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Affiliation(s)
- Matthew Kararo
- Department of Biological Sciences, Florida International University, Miami, Florida, United States of America
- STEM Transformation Institute, Florida International University, Miami, Florida, United States of America
| | - Melissa McCartney
- Department of Biological Sciences, Florida International University, Miami, Florida, United States of America
- STEM Transformation Institute, Florida International University, Miami, Florida, United States of America
- * E-mail:
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