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.

A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers.

There is a national need to recruit more science teachers. Enhancing pathways to teaching for science, technology, engineering, and mathematics (STEM) majors could help to address this need. The Learn By Doing Lab is a course in which STEM undergraduates teach hands-on life science and physical science to local third- through eighth-grade schoolchildren visiting the campus.

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.

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.

(1)H MRS detection of glycine residue of reduced glutathione in vivo.

Glutathione (GSH) is a powerful antioxidant found inside different kinds of cells, including those of the central nervous system. Detection of GSH in the human brain using (1)H MR spectroscopy is hindered by low concentration and spectral overlap with other metabolites. Previous MRS methods focused mainly on the detection of the cysteine residue (GSH-Cys) via editing schemes.