Visualizing Inequities: A Step Toward Equitable Student Outcomes.

The underrepresentation and underperformance of low-income, first-generation, gender minoritized, Black, Latine, and Indigenous students in Science, Technology, Engineering, and Mathematics (STEM) occurs for a variety of reasons, including, that students in these groups experience opportunity gaps in STEM classes. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes.

Measuring undergraduates' understanding of the culture of scientific research as an outcome variable in research on CUREs.

Researchers who work on course-based undergraduate research experiences (CUREs) and issues related to science, technology, engineering, and math (STEM) retention have begun exploring changes in student thinking about what it means to be a scientist. To support this effort, we developed rubrics to score answers to three open-response prompts: What does it mean to think like a scientist? What does it mean to do science? and Did you do real research in your labs? The rubric development process was iterative and was based on input from the literature, experienced researchers, and early-career undergraduates. A analysis showed that the rubric elements map to 27 of 31 statements in the Culture of Scientific Research (CSR) framework, suggesting that scored responses to the three prompts can assess how well students understand what being a science professional entails.

Assessing Community College Biology Student Perceptions of Being Called on in Class.

Random call has been proposed as an inclusive and equitable practice that engages students in learning. However, this inclusion may come with a cost. In some contexts, students experience anxiety and distress when being called on.

Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.

Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups.

A CURE on the Evolution of Antibiotic Resistance in Improves Student Conceptual Understanding.

We developed labs on the evolution of antibiotic resistance to assess the costs and benefits of replacing traditional laboratory exercises in an introductory biology course for majors with a course-based undergraduate research experience (CURE). To assess whether participating in the CURE imposed a cost in terms of exam performance, we implemented a quasi-experiment in which four lab sections in the same term of the same course did the CURE labs, while all other students did traditional labs. To assess whether participating in the CURE impacted other aspects of student learning, we implemented a second quasi-experiment in which all students either did traditional labs over a two-quarter sequence or did CURE labs over a two-quarter sequence.

Assessing how well students understand the molecular basis of evolution by natural selection.

Researchers have called for undergraduate courses to update teaching frameworks based on the Modern Synthesis with insights from molecular biology, by stressing the molecular underpinnings of variation and adaptation. To support this goal, we developed a modified version of the widely used Assessing Conceptual Reasoning of Natural Selection (ACORNS) instrument. The expanded tool, called the E-ACORNS, is explicitly designed to test student understanding of the connections among genotypes, phenotypes, and fitness.

Increased Pass Rates in Introductory Biology: Benefits and Potential Costs of Implementing a Mathematics Prerequisite in a Community College Setting.

We explored the impacts of a mathematics prerequisite on student success in Introductory Biology, focusing on students historically underserved in science, technology, engineering, and mathematics (STEM). Specifically, we studied Introductory Biology student outcomes 5 years before and 6 years after adding the prerequisite. Students who had not previously passed Intermediate Algebra had a 54.

MeadoWatch: a long-term community-science database of wildflower phenology in Mount Rainier National Park.

We present a long-term and high-resolution phenological dataset from 17 wildflower species collected in Mt. Rainier National Park, as part of the MeadoWatch (MW) community science project. Since 2013, 457 unique volunteers and scientists have gathered data on the timing of four key reproductive phenophases (budding, flowering, fruiting, and seeding) in 28 plots over two elevational gradients alongside popular park trails.

Reframing Educational Outcomes: Moving beyond Achievement Gaps.

The term "achievement gap" has a negative and racialized history, and using the term reinforces a deficit mindset that is ingrained in U.S. educational systems.

Using the Intended-Enacted-Experienced Curriculum Model to Map the Core Competencies in Undergraduate Biology Programs and Courses.

One critical step in the challenging process of curricular reform is determining how closely a curriculum aligns with national recommendations. Here, we examine the alignment of teaching, assessment, and student experience in undergraduate biology courses with the core competency recommendations. We applied the intended-enacted-experienced curriculum model to obtain a more complete, multiperspective view of the curriculum.

Early snowmelt and warmer, drier summers shrink postflowering transition times in subalpine wildflowers.

Plant reproductive phenology-the timing of reproduction-is shifting rapidly with global climate change. Many studies focus on flowering responses to climate, but few investigate how postflowering processes, such as how quickly plants develop from flowering to seed dispersal, respond to environmental factors. We examined the climatic drivers of postflowering phenology in 28 species of western North American subalpine meadow plants over large spatial and temporal climate gradients.

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math.

We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students).

Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research.

Discipline-based education researchers have a natural laboratory-classrooms, programs, colleges, and universities. Studies that administer treatments to multiple sections, in multiple years, or at multiple institutions are particularly compelling for two reasons: first, the sample sizes increase, and second, the implementation of the treatments can be intentionally designed and carefully monitored, potentially negating the need for additional control variables. However, when studies are implemented in this way, the observations on students are not completely independent; rather, students are clustered in sections, terms, years, or other factors.

Climate drives phenological reassembly of a mountain wildflower meadow community.

Spatial community reassembly driven by changes in species abundances or habitat occupancy is a well-documented response to anthropogenic global change, but communities can also reassemble temporally if the environment drives differential shifts in the timing of life events across community members. Much like spatial community reassembly, temporal reassembly could be particularly important when critical species interactions are temporally concentrated (e.g.

Student perception of group dynamics predicts individual performance: Comfort and equity matter.

Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one individual. To explore how group dynamics impact student learning, we asked students in a large-enrollment university biology class to self-report their experience during in-class group work.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom.

Lilies at the limit: Variation in plant-pollinator interactions across an elevational range.

Premise Of The Study: Many studies assume climatic factors are paramount in determining species' distributions, however, biotic interactions may also play a role. For example, pollinators may limit species' ranges if floral abundance or floral attractiveness is reduced at range margins, thus causing lower pollinator visitation and reduced reproductive output.

Methods: To test if pollinators influence the altitudinal distribution of Erythronium montanum (Liliaceae) at Mount Rainier National Park, we asked whether (1) seed production in this species relies on pollinators, (2) seed production and pollen limitation is greatest at range limits, and (3) pollinator visitation rates (either overall or by individual taxonomic groups) reflect patterns of seed production and pollen limitation.