Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.

Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach.

An Instructor's Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom.

Indigenous students are underrepresented in science, and the exclusion of Indigenous knowledge from Western education may be a contributor. Recently, Indigenous and non-Indigenous researchers have called for a better integration of Indigenous knowledge systems into Western science. One suggestion from the literature is to integrate Traditional Ecological Knowledge (TEK), or the diverse intimate knowledges and practices that relate to the environment that are commonly held by Indigenous peoples around the world, into our classrooms.

The retention benefits of cumulative versus non-cumulative midterms in introductory biology may depend on students' reasoning skills.

Assessment has long played an important role as a measurement tool of student mastery over course content. However, testing has also been shown to be an effective learning tool. Cumulative testing, in which all material from the entire learning period is covered, has been assumed to be effective, yet few studies have explicitly tested its effectiveness compared to non-cumulative testing.

Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety.

Hardy-Weinberg (HW) equilibrium and its accompanying equations are widely taught in introductory biology courses, but high math anxiety and low math proficiency have been suggested as two barriers to student success. Population-level Punnett squares have been presented as a potential tool for HW equilibrium, but actual data from classrooms have not yet validated their use. We used a quasi-experimental design to test the effectiveness of Punnett squares over 2 days of instruction in an introductory biology course.

Intermittent pneumatic compression for venous thromboembolism prevention: a systematic review on factors affecting adherence.

Objective: Venous thromboembolism (VTE) is a potentially fatal complication of hospitalisation. Intermittent pneumatic compression (IPC) is one approach to reducing the likelihood of a VTE. Adherence to IPC is known to be inadequate though the reasons for this remain unclear.