Differentiation, adaptation, and perseverance: Maturing conceptualizations of education-focused science faculty in the United States.

Science education reform has been underway for almost a century with the general aim to engage students and train scientists needed to find solutions to global challenges, and also ensure a general public well disposed towards science. In an effort to aid science reform, more recently, colleges and universities have been augmenting their academic workforce by embedding education-focused science faculty into science departments. However, little research has investigated how this approach, and the identity of these faculty, may be changing over time.

Disciplinary Bias, Money Matters, and Persistence: Deans' Perspectives on Science Faculty with Education Specialties (SFES).

The phenomenon of embedding Science Faculty with Education Specialties (SFES) in science departments is well documented. However, the perspectives of academic leaders have not been systematically studied. To investigate these perspectives, we conducted an interview study of college of science deans in the California State University system, which offers a defined higher education context in which to sample across a range of institution types and cultures.

Evolving roles of scientists as change agents in science education over a decade: SFES roles beyond discipline-based education research.

To what extent have positions for science education specialists as change agents within science departments persisted and evolved over the past decade? We addressed this question by studying a population of Science Faculty with Education Specialties (SFES) first described in 2008. SFES are university science faculty who engage in undergraduate science education, K-12 science education, and/or research in science education. Compared to a decade ago, SFES are now more prevalent and more likely to be formally trained in science education.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education.

Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States.

College and university science departments are increasingly taking an active role in improving science education. Perhaps as a result, a new type of specialized science faculty position within science departments is emerging--referred to here as science faculty with education specialties (SFES)--where individual scientists focus their professional efforts on strengthening undergraduate science education, improving kindergarten-through-12th grade science education, and conducting discipline-based education research. Numerous assertions, assumptions, and questions about SFES exist, yet no national studies have been published.

Osmosis and diffusion conceptual assessment.

Biology student mastery regarding the mechanisms of diffusion and osmosis is difficult to achieve. To monitor comprehension of these processes among students at a large public university, we developed and validated an 18-item Osmosis and Diffusion Conceptual Assessment (ODCA). This assessment includes two-tiered items, some adopted or modified from the previously published Diffusion and Osmosis Diagnostic Test (DODT) and some newly developed items.

Investigation of science faculty with education specialties within the largest university system in the United States.

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States.

Previous herbivore attack of red alder may improve food quality for fall webworm larvae.

Three hypotheses of insect-plant interactions were tested by rearing fall webworm larvae in the laboratory on foliage from red alder trees with different histories of western tent caterpillar herbivory. Fall webworm larvae raised on foliage from trees which had been attacked previously for two summers by moderate densities of western tent caterpillars grew faster and attained heavier pupal weights than did those fed foliage from unattacked trees. This contradicts the hypothesis that moderate levels of previous herbivory induces the production of plant defensive chemicals in red alders.

Does tent caterpillar attack reduce the food quality of red alder foliage?

We assayed the quality of red alder trees for western tent caterpillar growth and survival to test the hypothesis that caterpillar feeding stimulates plant defenses in both attacked and adjacent trees. Three years of high tent caterpillar density were necessary before deterioration in foliage quality occurred, and even then only foliage from trees which were almost completely defoliated in the current year reduced the growth of caterpillars. Both tent size and mean egg mass size increased after the second year of high density which indicates that good conditions still existed for tent caterpillars after 2 to 3 years of heavy feeding.