The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.

In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement.

Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.

Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction.

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant.

To expose all undergraduate science students to the benefits of participating in research, many universities are integrating course-based undergraduate research experiences (CUREs) into their introductory biology laboratory curriculum. At large institutions, the bulk of introductory labs are instructed by graduate teaching assistants (GTAs). Graduate students, who are often teachers and researchers in training, may vary in their capacity to effectively teach undergraduates via the CURE model.

Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students' Transition to a Four-Year University.

Community colleges expand access to higher education and play a key role in efforts to increase and diversify the future science, technology, engineering, and mathematics (STEM) workforce. While community colleges increase access to higher education and millions of students attend them for some portion of their education, the experiences of transfer students remain relatively understudied. Transferring during an academic journey can compound the barriers that students already face when pursuing a STEM degree.

Modifying the ASPECT Survey to Support the Validity of Student Perception Data from Different Active Learning Environments.

Measuring students' perceptions of active learning activities may provide valuable insight into their engagement and subsequent performance outcomes. A recently published measure, the Assessing Student Engagement in Class Tool (ASPECT), was developed to assess student perceptions of various active learning environments. As such, we sought to use this measure in our courses to assess the students' perceptions of different active learning environments.

A resource for understanding and evaluating outcomes of undergraduate field experiences.

Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they typically take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants.

Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom.

Despite growing evidence of positive student outcomes from course-based undergraduate research experiences (CUREs), little consideration has been given to employing graduate teaching assistants (GTAs) as CURE instructors. GTAs may be novice researchers and/or teachers and likely vary in their interest in teaching a CURE. Guided by expectancy-value theory, we explored how GTAs' self-efficacy and values regarding teaching a CURE impact motivation and perceptions of their roles as CURE instructors.

Microarthropod contributions to fitness variation in the common moss .

The evolution of sustained plant-animal interactions depends critically upon genetic variation in the fitness benefits from the interaction. Genetic analyses of such interactions are limited to a few model systems, in part because genetic variation may be absent or the interacting species may be experimentally intractable. Here, we examine the role of sperm-dispersing microarthropods in shaping reproduction and genetic variation in mosses.

Is This Science? Students' Experiences of Failure Make a Research-Based Course Feel Authentic.

Course-based undergraduate research experiences (CUREs) and inquiry-based curricula both expose students to the scientific process. CUREs additionally engage students in novel and scientifically relevant research, with the intention of providing an "authentic" research experience. However, we have little understanding of which course design elements impact students' beliefs that they are experiencing "authentic" research.

From Theory to Practice: Gathering Evidence for the Validity of Data Collected with the Interdisciplinary Science Rubric (IDSR).

In a world of burgeoning societal issues, future scientists must be equipped to work interdisciplinarily to address real-world problems. To train undergraduate students toward this end, practitioners must also have quality assessment tools to measure students' ability to think within an interdisciplinary system. There is, however, a dearth of instruments that accurately measure this competency.

Crossing Boundaries: Steps Toward Measuring Undergraduates' Interdisciplinary Science Understanding.

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students' interdisciplinary science understanding.

Species-specific effects of passive warming in an Antarctic moss system.

Polar systems are experiencing rapid climate change and the high sensitivity of these Arctic and Antarctic ecosystems make them especially vulnerable to accelerated ecological transformation. In Antarctica, warming results in a mosaic of ice-free terrestrial habitats dominated by a diverse assemblage of cryptogamic plants (i.e.

A Framework to Guide Undergraduate Education in Interdisciplinary Science.

An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplinary boundaries. similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are not yet synchronized on the meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinarity through a historical lens and address various institutional barriers to interdisciplinary work.

Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses.

Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive introductory biology and chemistry courses, and whether perceptions relate to course type, performance, or student status.

Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers's diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption.

Rapid population sex-ratio changes in the moss Ceratodon purpureus.

Premise Of The Study: Sex-ratio variation occurs widely in dioecious plants, but the mechanisms of population sex-ratio bias are poorly understood. In bryophytes, sex ratios are often female biased, and little information is available about how and when bias forms.

Methods: To test whether population sex-ratio variation can emerge during the gametophytic phase and is not purely a product of spore sex ratios, we created artificial populations of the moss Ceratodon purpureus, with male- and female-biased sex ratios, and placed half under a stress treatment.

The trade-off between graduate student research and teaching: A myth?

Many current faculty believe that teaching effort and research success are inversely correlated. This trade-off has rarely been empirically tested; yet, it still impedes efforts to increase the use of evidence-based teaching (EBT), and implement effective teaching training programs for graduate students, our future faculty. We tested this tradeoff for graduate students using a national sample of life science PhD students.

Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE.

Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding.

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences.

Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to "do science." In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment.

Passive warming reduces stress and shifts reproductive effort in the Antarctic moss, Polytrichastrum alpinum.

Background And Aims: The Western Antarctic Peninsula is one of the most rapidly warming regions on Earth, and many biotic communities inhabiting this dynamic region are responding to these well-documented climatic shifts. Yet some of the most prevalent organisms of terrestrial Antarctica, the mosses, and their responses to warming have been relatively overlooked and understudied. In this research, the impacts of 6 years of passive warming were investigated using open top chambers (OTCs), on moss communities of Fildes Peninsula, King George Island, Antarctica.

Distribution drivers and physiological responses in geothermal bryophyte communities.

Premise Of Study: Our ability to explain community structure rests on our ability to define the importance of ecological niches, including realized ecological niches, in shaping communities, but few studies of plant distributions have combined predictive models with physiological measures.

Methods: Using field surveys and statistical modeling, we predicted distribution drivers in geothermal bryophyte (moss) communities of Lassen Volcanic National Park (California, USA). In the laboratory, we used drying and rewetting experiments to test whether the strong species-specific effects of relative humidity on distributions predicted by the models were correlated with physiological characters.

Sex-specific volatile compounds influence microarthropod-mediated fertilization of moss.

Sexual reproduction in non-vascular plants requires unicellular free-motile sperm to travel from male to female reproductive structures across the terrestrial landscape. Recent data suggest that microarthropods can disperse sperm in mosses. However, little is known about the chemical communication, if any, that is involved in this interaction or the relative importance of microarthropod dispersal compared to abiotic dispersal agents in mosses.

Tolerance to environmental desiccation in moss sperm.

• Sexual reproduction in mosses requires that sperm be released freely into the environment before finding and fertilizing a receptive female. After release from the male plant, moss sperm may experience a range of abiotic stresses; however, few data are available examining stress tolerance of moss sperm and whether there is genetic variation for stress tolerance in this important life stage. • Here, we investigated the effects of environmental desiccation and recovery on the sperm cells of three moss species (Bryum argenteum, Campylopus introflexus, and Ceratodon purpureus).