Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool.

Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice.

Peer mentorship and academic supports build sense of community and improve outcomes for transfer students.

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university.

Trends in dental visits among US adults from 1997 through 2019: Implications for policy reform.

Background: Examination of serial cross-sectional national surveys from a representative sample of the population can identify patterns and help support policy development.

Methods: The authors used data from the National Health Interview Survey on US adults reporting a dental visit in the past 12 months to examine trends from 1997 through 2019. Groups analyzed were based on sociodemographic factors including residence in a metropolitan statistical area, race and ethnicity, family income level, and geographic region.

Transfer-bound community college students' biology identity and perception of teaching.

Community colleges are frequently an affordable, accessible entrance to a Science, Technology, Engineering, and Mathematics (STEM) education and career, but the transition from a 2-year program to a 4-year institution can be tumultuous. In this mixed-methods study, we explore the experiences of transfer and prospective transfer students. Through surveys and interviews, we identify the challenges faced by and the supports desired by biology transfer students.

Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories.

Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student's scientific argumentation sessions were video recorded and analyzed using the Assessment of Scientific Argumentation in the Classroom observation protocol.

Community-engaged learning to broaden the impact of applied ecology: A case study.

Ecological changes are creating disruptions that often disproportionately impact communities of color and economically disadvantaged areas. Scientists who study the consequences experienced by these communities are uniquely suited to bring the public into their work as a way of setting conditions that enable impacted residents to empower themselves to advance environmental and community change. In addition to involving community stakeholders in the process of science, community science can be used to motivate learning and increase engagement of students.

Understanding undergraduate students' eHealth usage and views of the patient-provider relationship.

eHealth has grown exponentially alongside technology and has become widely accessed by some populations, but little is documented about how undergraduate students use eHealth or perceive their eHealth literacy. As access to online information and non-traditional options for interacting with providers has increased, patient views of the provider-patient relationship may also be changing. This study evaluates how frequently undergraduates use eHealth, how they perceive their ability to use eHealth appropriately, and how they view their patient-provider relationships.

Investigating Prior Mentoring Experiences of Medical Students and Its Perceived Benefits.

Successful mentoring relationships allow mentees to gain the confidence and knowledge they need to reach their goals, but students from populations generally underrepresented in science and health fields have been shown to receive less mentorship than their well-represented peers. In highly competitive processes, like medical school admissions, mentoring may be particularly valuable. We investigated the prior mentoring experiences of medical students and whether their perceptions of mentoring differed based on their mentoring goals or demographics (race/ethnicity, gender identity, household income, or parental highest level of education) through surveys and interviews of medical students from three different institutions.

Citizen Science in Postsecondary Education: Current Practices and Knowledge Gaps.

Citizen science involves the public in science to investigate research questions. Although citizen science facilitates learning in informal educational settings, little is known about its use or effects in postsecondary (college or university) settings. Using a literature review and a survey, we describe how and why citizen science is being used in postsecondary courses, as well as the impacts on student learning.

Mismatched anti-predator behavioral responses in predator-naïve larval anurans.

Organisms are adept at altering behaviors to balance the tradeoff between foraging and predation risk in spatially and temporally shifting predator environments. In order to optimize this tradeoff, prey need to be able to display an appropriate response based on degree of predation risk. To be most beneficial in the earliest life stages in which many prey are vulnerable to predation, innate anti-predator responses should scale to match the risk imposed by predators until learned anti-predator responses can occur.

The influence of intraguild predation on prey suppression and prey release: a meta-analysis.

Intraguild predation (IGP) occurs when one predator species consumes another predator species with whom it also competes for shared prey. One question of interest to ecologists is whether multiple predator species suppress prey populations more than a single predator species, and whether this result varies with the presence of IGP. We conducted a meta-analysis to examine this question, and others, regarding the effects of IGP on prey suppression.

Estimating the prevalence and strength of non-independent predator effects.

Understanding whether multiple predator species have independent effects on shared prey is critical for understanding community dynamics. We describe the prevalence and strength of non-independence between predators by quantifying the prey's risk of predation and the degree to which it deviates from the risk predicted from a null model of independent predator effects. Specifically, we document how frequently non-independent effects occur among ten different multiple predator combinations with mayfly larvae as prey.

Multiple predator effects result in risk reduction for prey across multiple prey densities.

Investigating how prey density influences a prey's combined predation risk from multiple predator species is critical for understanding the widespread importance of multiple predator effects. We conducted experiments that crossed six treatments consisting of zero, one, or two predator species (hellgrammites, greenside darters, and creek chubs) with three treatments in which we varied the density of mayfly prey. None of the multiple predator effects in our system were independent, and instead, the presence of multiple predator species resulted in risk reduction for the prey across both multiple predator combinations and all three levels of prey density.

Is prey predation risk influenced more by increasing predator density or predator species richness in stream enclosures?

The direct lethal impacts and the indirect effects predators have on prey characteristics, such as behavior, have fitness consequences for the prey. Whether the level of predation risk that prey face in the presence of multiple predator species can be predicted from a null model that sums the risk from each predator species in isolation is unclear. In field enclosures, we tested whether the predation risk experienced by Stenonema mayfly larvae from a dragonfly larva ( Boyeria vinosa) and a hellgrammite ( Corydalus cornutus) together matched the predictions of the multiplicative risk model.