Characterizing full-time, non-tenure-track teaching faculty in biology.

Institutions of higher education play a major role in teaching undergraduate students. Historically, most courses have been taught by tenure-track (TT) faculty who may also be responsible for research or scholarly activities. However, a recent shift from "teaching-intensive" TT faculty to "teaching-only" contingent faculty off the tenure track has highlighted the importance of understanding the experiences of contingent faculty.

Queer- and trans-inclusive faculty hiring-A call for change.

As queer and trans scientists, we face varied and systemic barriers to our professional success, resulting in our relative absence from faculty ranks at many institutions. In this Perspective, we call for a change in faculty hiring practices and present concrete guidance to make it a more inclusive process.

Exploring the Journey of STEM Faculty into Justice-centered Pedagogy.

In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time.

Exploring Variations in STEM Instructors' Approaches to Office Hours.

Office hours are an integral component of science, technology, engineering, and math (STEM) courses at nearly all colleges and universities. Despite their ubiquity as a support mechanism, there has only been limited work examining how instructors approach office hours and what shapes these approaches. Here, we conduct a phenomenographic study to investigate how instructors of STEM courses experience office hours and how these experiences may impact their approaches to promoting and managing office hours.

Building a queer- and trans-inclusive microbiology conference.

Microbiology conferences can be powerful places to build collaborations and exchange ideas, but for queer and transgender (trans) scientists, they can also become sources of alienation and isolation. Many conference organizers would like to create welcoming and inclusive events but feel ill-equipped to make this vision a reality, and a historical lack of representation of queer and trans folks in microbiology means we rarely occupy these key leadership roles ourselves. Looking more broadly, queer and trans scientists are systematically marginalized across scientific fields, leading to disparities in career outcomes, professional networks, and opportunities, as well as the loss of unique scientific perspectives at all levels.