How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?

Cisheteronormative ideologies are infused into every aspect of society, including undergraduate science. We set out to identify the extent to which students can identify cisheteronormative language in biology textbooks by posing several hypothetical textbook questions and asking students to modify them to make the language more accurate (defined as "correct; precise; using language that applies to all people"). First, we confirmed that textbooks commonly use language that conflates or confuses sex and gender. We used this information to design two sample questions that used similar language. We examined what parts of the questions students modified, and the changes they recommended. When asked to modify sample textbook questions, we found the most common terms or words that students identified as inaccurate were related to infant gender identity. The most common modifications that students made were changing gender terms to sex terms. Students' decisions in this exercise differed little across three large biology courses or by exam performance. As the science community strives to promote inclusive classrooms and embrace the complexity of human gender identities, we provide foundational information about students' ability to notice and correct inaccurate language related to sex and gender in biology.

Teaching at the intersection of science and society: An activity on healthcare disparities

Understanding the relationship between science and society is an objective of science education and is included as a core competency in the AAAS Vision and Change guidelines for biology education. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of biology and society. By including these topics in biology coursework, instructors can challenge damaging ideologies and systemic inequalities that have influenced science, such as biological essentialism and health disparities. Specifically, an ideologically aware curriculum highlights how ideologies and paradigms shape our biological knowledge base and the application of that knowledge. Ideologically aware lessons emphasize the relationship between science and society with an aim to create more transparent, scientifically accurate, and inclusive postsecondary biology classrooms. Here we expand upon our ideologically aware curriculum with a new activity that challenges undergraduate biology students to consider the impacts of healthcare disparities. This lesson allows instructors to directly address systemic inequalities and allows students to connect biomedical sciences to real-world issues. Implementing an ideologically aware curriculum enables students to challenge prevailing worldviews and better address societal problems that lead to exclusion and oppression.

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.

A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students

Student-study behaviors and metacognition are predictors of student-academic success. However, student metacognitive evaluation of their own study habit behavior use has been largely unexplored. To address this gap, we gave students enrolled in three different Biology courses (n = 1140) a survey that asked them to identify the study behaviors used to prepare for their first and third exams and to appraise the effectiveness of each behavior. We observed that, across all courses, students used different counts of active- and passive-study behaviors. However, there were no differences in performance across courses, and the use of effective (i.e., active) study behaviors resulted in improved exam performance for all students, regardless of course, while the use of ineffective (i.e., passive) study behaviors had no significant impact on exam performance. Finally, our qualitative analysis revealed that students across all courses demonstrated similar ability in identifying effective-study behaviors, but students could not explain why those behaviors were effective. Taken together, our study demonstrates that students use various study behaviors to prepare for exams without understanding their effectiveness. We encourage instructors to structure their courses to promote the development of metacognitive evaluation and effective-study behaviors.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences

Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported "understanding the world" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.

A Half Century of Student Data Reveals the Professional Impacts of a Biology Field Course

Field courses provide learning experiences that diversify curricula and inspire students. Despite these benefits, we still have much to learn about field course impacts on student outcomes and career trajectories. We used a 50-year longitudinal data set to compare career outcomes for graduate students who participated in a biology field course with those of students who did not. More broadly, we surveyed students to identify graduate experiences most useful to advancing their careers. We found that field course attendees coauthored more scientific publications than did nonattendees. Although the students in both groups graduated and continued on to scientific careers at similar rates, the students attending the field course became faculty at a higher rate. Survey data showed that field courses provide valuable opportunities to graduate students, including student-led environments and mentor feedback. Our findings underscore the importance of field courses as effective tools to train the next generation of scientists.

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

Why Students Struggle in Undergraduate Biology: Sources and Solutions

Students' perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices.

Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class

Although closed-note exams have traditionally been used to evaluate students in undergraduate biology classes, open-note exams are becoming increasingly common, though little is known about how students prepare for these types of exams. We investigated student perceptions of and their preparation habits for online open-note exams in an undergraduate biology class, as compared to their previous experiences with closed-note exams in other classes. Specifically, we explored the following research questions: (1a) How do students perceive open-note exams impact their exam scores, their anxiety, the amount they studied, and the amount their peers studied? (1b) How do these perceptions impact performance outcomes? (2a) How do students prepare for open-note exams? (2b) How do these preparation methods impact performance outcomes? Results demonstrate students perceived increased exam scores, decreased exam-anxiety, decreased study time spent personally, and decreased study time spent by their peers for open-note exams, as compared to past experiences with closed-note exams. Open-ended survey responses analyzed through first- and second-cycle analyses showed students adapted their study habits by focusing on note preparation and broad conceptual understanding rather than rote memorization. Using linear mixed effects models to assess student performance, we found students who focused on understanding, note preparation and using external resources outperformed students who did not report those study habits. As institutions shift towards flexible and scalable assessments that can be used in face-to-face or online environments, the use of open-note exams can promote effective study habits and reward higher-order thinking with intentional guidance from the instructor.

Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?

Test anxiety is a common experience shared by college students and is typically investigated in the context of traditional, face-to-face courses. However, the onset of the COVID-19 pandemic resulted in the closure of universities, and many students had to rapidly shift to and balance the challenges of online learning. We investigated how the shift to online learning during the pandemic impacted trait (habitual) and state (momentary) test anxiety and whether there was variation across different demographic groups already vulnerable to performance gaps in science, technology, engineering, and mathematics (STEM) courses. Quantitative analyses revealed that trait and state test anxiety were lower in Spring 2020 (COVID semester) than in Spring 2019 and were higher overall in women than men. We did not find a difference in either trait or state anxiety in first-generation students or among persons excluded because of ethnicity or race. Qualitative analyses revealed that student priorities shifted away from coursework during Spring 2020. While students initially perceived the shift to online learning as beneficial, 1 month after the shift, students reported more difficulties studying and completing their coursework. Taken together, these results are the first to compare reports of test anxiety during a traditional, undisrupted semester to the semester where COVID-19 forced a sudden transition online.

Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses

To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study habits in online biology learning environments. To fill gaps in our understanding, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened virtually in June 2021. We identify student barriers to self-regulated learning in online environments and present eight practical recommendations to help biology educators and biology education researchers apply and advance evidence-based study habits in online courses. As higher education institutions continue to offer online learning opportunities, we hope this essay equips instructors with the knowledge and tools to promote student success in online biology coursework.

Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology

While science has profound social impacts, we often teach biology as removed from societally debated issues. Here, we address this gap in biology education through the implementation of novel materials that promote ideological awareness (IA). Using mixed-method analyses, we explore students' perceptions of the relationship between science and society, as well as their attitudes toward and knowledge of IA in biology. We found students that received the IA curriculum reported relationships between science and society that aligned with the IA activities, such as providing solutions to societal problems and combating misinformation. Additionally, we discovered a preference for IA materials over a traditional curriculum, with persons excluded because of their ethnicity and race (PEERs) reporting greater approval than non-PEERs. Although we found that the IA curriculum did not result in significant gains in science identity, engagement in biology, or science community values, we did find that students gained awareness of IA topics through a task in which they named as many scientists as possible. Specifically, IA students displayed a 300% increase in the frequency of named scientists from minoritized backgrounds compared with the traditionally taught students. We encourage instructors to incorporate IA materials into their curricula as we move toward more diverse, equitable, and inclusive teaching practices.

Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

Mediation Analysis in Discipline-Based Education Research Using Structural Equation Modeling: Beyond "What Works" to Understand How It Works, and for Whom

Advancing the field of discipline-based education research (DBER) requires developing theories based on outcomes that integrate across multiple methodologies. Here, we describe mediation analysis with structural equation modeling as one statistical tool that allows us to further examine mechanisms underlying well-documented trends in higher education. The use of mediation analysis in educational settings is particularly powerful, as learning outcomes result from complex relationships among many variables. We illustrate how mediation analysis can enhance education research, addressing questions that cannot be easily reached otherwise. We walk through critical steps to guide decision-making in mediation analysis and apply them to questions using real data to examine performance gaps in large introductory courses in biology. Through the use of mediation analysis with structural equation modeling, we add to a growing body of research that shows diverse quantitative approaches support evidence-based teaching in higher education.

The Curious Construct of Active Learning

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

Addressing the unique qualities of upper-level biology CUREs through the integration of skill-building

Early exposure to course-based undergraduate research experiences (CUREs) in introductory biology courses can promote positive student outcomes such as increased confidence, critical thinking, and views of applicability in lower-level courses, but it is unknown if these same impacts are achieved by upper-level courses. Upper-level courses differ from introductory courses in several ways, and one difference that could impact these positive student outcomes is the importance of balancing structure with independence in upper-level CUREs where students typically have more autonomy and greater complexity in their research projects. Here we compare and discuss two formats of upper-level biology CUREs (Guided and Autonomous) that vary along a continuum between structure and independence. We share our experiences teaching an upper-level CURE in two different formats and contrast those formats through student reported perceptions of confidence, professional applicability, and CURE format. Results indicate that the Guided Format (i.e., a more even balance between structure and independence) led to more positive impacts on student outcomes than the Autonomous Format (less structure and increased independence). We review the benefits and drawbacks to each approach while considering the unique elements of upper-level courses relative to lower-level courses. We conclude with a discussion of how implementing structured skill-building can assist instructors in adapting CUREs to their courses.

Demystifying the Meaning of Active Learning in Postsecondary Biology Education

Active learning is frequently used to describe teaching practices, but the term is not well-defined in the context of undergraduate biology education. To clarify this term, we explored how active learning is defined in the biology education literature (n = 148 articles) and community by surveying a national sample of biology education researchers and instructors (n = 105 individuals). Our objectives were to increase transparency and reproducibility of teaching practices and research findings in biology education. Findings showed the majority of the literature concerning active learning never defined the term, but the authors often provided examples of specific active-learning strategies. We categorized the available active-learning definitions and strategies obtained from the articles and survey responses to highlight central themes. Based on data from the BER literature and community, we provide a working definition of active learning and an Active-Learning Strategy Guide that defines 300+ active-learning strategies. These tools can help the community define, elaborate, and provide specificity when using the term active learning to characterize teaching practices.

A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology

National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in November of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion.

Teaching between the Lines: Representation in Science Textbooks

Science textbooks communicate fundamental discoveries and serve as platforms showcasing role models for students. However, the scientists represented across undergraduate textbooks do not reflect the demographic makeup of the student population reading those materials. We recommend a series of changes within curricula to challenge the stereotypical identity of science.

A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags

Textbooks shape teaching and learning in introductory biology and highlight scientists as potential role models who are responsible for significant discoveries. We explore a potential demographic mismatch between the scientists featured in textbooks and the students who use textbooks to learn core concepts in biology. We conducted a demographic analysis by extracting hundreds of human names from common biology textbooks and assessing the binary gender and race of featured scientists. We found that the most common scientists featured in textbooks are white men. However, women and scientists of colour are increasingly represented in contemporary scientific discoveries. In fact, the proportion of women highlighted in textbooks has increased in lockstep with the proportion of women in the field, indicating that textbooks are matching a changing demographic landscape. Despite these gains, the scientists portrayed in textbooks are not representative of their target audience-the student population. Overall, very few scientists of colour were highlighted, and projections suggest it could take multiple centuries at current rates before we reach inclusive representation. We call upon textbook publishers to expand upon the scientists they highlight to reflect the diverse population of learners in biology.

Gender Differences in Student Participation in an Active-Learning Classroom

Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We found that men participated more than expected based on the class composition in most participation categories. In particular, men were strongly overrepresented in voluntary responses after small-group discussions across both semesters. Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students.

Smaller Classes Promote Equitable Student Participation in STEM

As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.

With Big Data Comes Big Responsibilities for Science Equity Research

Our ability to collect and access large quantities of data over the last decade has been revolutionary for many social sciences. Suddenly, it is possible to measure human behavior, performance, and activity on an unprecedented scale, opening the door to fundamental advances in discovery and understanding. Yet such access to data has limitations that, if not sufficiently addressed and explored, can result in significant oversights. Here we discuss recent research that used data from a large global sample of high school students to demonstrate, paradoxically, that in nations with higher gender equality, fewer women pursued science, technology, engineering, and mathematics (STEM) degrees than would be expected based on aptitude in those subjects. The reasons for observed patterns is central to current debates, with frequent disagreement about the nature and magnitude of problems posed by the lack of female representation in STEM and the best ways to deal with them. In our international efforts to use big data in education research, it is necessary to critically consider its limitations and biases.

Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors

Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.

Can mixed assessment methods make biology classes more equitable?

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

Norway’s gender gap: classroom participation in undergraduate introductory science

<p align="left"><strong>ABSTRACT: To assess the extent that gender disparities exist at the undergraduate level in STEM, we analyzed participation in three large introductory biology classes in Norway, a country with one of the highest ratings of gender equality in the world. Biology 100 is a traditionally taught lecture course for first year students that has one instructor, and employs diverse pedagogical techniques to increase engagement. Biology 102A and 102B are two immersive field courses for second year students; classes often take place in atypical teaching venues both indoors and outside. In Biology 100 and Biology 102B, we discovered that women participate less than would be expected given their numerical dominance, matching results from similar research conducted in the United States. In Biology 102A women participate the amount that would be expected given their numbers, and in no instances did we observe women speaking significantly more than would be expected. We discuss our results in the context of female success in STEM. If gender gaps in participation and performance are mutually reinforcing, educators seeking to promote women should address both factors simultaneously to maximize student achievement. Effective interventions are of critical importance for women in science, and have strong implications for the achievement of equity in STEM disciplines.</strong></p>

Exams disadvantage women in introductory biology

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion.

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.

Exams disadvantage women in introductory biology

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

Developmental plasticity in an unusual animal: the effects of incubation temperature on behavior in chameleons

The thermal environment within a reptile nest can affect the phenotypic traits of hatchlings, and hence (potentially) their fitness. Research on this topic needs to measure phenotypic traits relevant to the species involved; and hence, studies on unusual species need to measure unusual traits. We investigated the effects of two incubation temperatures on the morphology and behaviour of hatchling veiled chameleons (Chamaeleo calyptratus). Colder-incubated eggs exhibited a longer incubation period, but produced larger faster-growing hatchlings. Incubation treatment also affected a chameleon’s activity level and its unique foraging tactics. Cold-incubated animals were more sedentary, caught prey faster, and extended their tongues farther to reach prey than did their warm-incubated counterparts. Thus, the fitness costs of low temperatures in the nest (slow development, and thus late hatching) may be offset by incubation-derived enhancements in hatchling growth rates and foraging abilities.