A Chance at Birth: An Academic Development Activity To Promote Deep Reflection on Social Inequities

I describe the structure and implementation of an activity I use in academic development, aimed at introducing higher education faculty to social inequities in a profound way. The activity is structured such that previously naïve practitioners as well as those somewhat engaged in equity pedagogies are provided new ways of thinking about the role classroom practices play in social inclusion. Here I reflect on the activity’s genesis, provide suggestions for its use, and present considerations for academic developers interested in using it for their own practice

Context Determines Strategies for \u27Activating\u27 the Inclusive Classroom

A number of reports have called for the transformation of college science pedagogy. For instructors interested in transforming their own classrooms, the number of approaches, tools, and literature on pedagogical transformation can be overwhelming. The literature is rich with examples of the positive significant effects of active learning, but is lacking on frameworks that can help guide implementation. In this manuscript, I use Fink’s conceptual framework for “creating significant learning experiences” and a conceptual framework for inclusive teaching and learning to focus on how situation-specific drivers inform the choice of active learning strategies. I argue essentially that while, on average, active learning may promote greater academic outcomes, the context of the implementation matters. Using personal examples and evidence from the literature, I provide a Perspective here on why context considerations should be the main drivers of effective pedagogies

On Faculty Development of STEM Inclusive Teaching practices

Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level

Artificially induced aggregation of fauna and their effects on nutrient regimes and primary producers in an oligotrophic subtropical estuary

In order to investigate the role of faunal aggregations in concentrating nutrients in the oligotrophic landscape of Florida Bay, I manipulated faunal densities in Florida Bay sea grass beds by constructing artificial reefs. The effects of reefs and faunal aggregations on nutrient availability and benthic community structure were assessed. Over a year-long sampling period, artificial reefs had an average population of 50 fishes and crustaceans of various species. Faunal aggregation resulted in significant sediment organic matter decreases and sediment phosphorus increases. Plots with high fauna populations also had shorter seagrass blades presumably due to the effects of grazing. Chlorophyll-a concentrations in the sediment and periphyton samplers were mainly affected by reef presence or exclosure type and not due to the presence of aggregating fauna. Our results suggest that faunal aggregation may have more top-down effects on primary producers than bottom-up effects over smaller temporal scales

Barriers to Inclusive Deliberation and Democratic Governance of Genetic Technologies at the Science-Policy Interface

Advances in 21st century genetic technologies offer new directions for addressing public health and environmental challenges, yet raise important social and ethical questions. Though the need for inclusive deliberation is widely recognized, institutionalized risk definitions, regulation standards, and imaginations of publics pose obstacles to democratic participation and engagement. This paper traces how the problematic precedents set by the 1975 Asilomar Conference emerge in contemporary discussions on CRISPR, and draws from a recent controversy surrounding field trial releases of genetically modified mosquitoes to explicate the ways in which these precedents undermine efforts to engage publics in decisions at the science-policy interface

Implementing the Perkins V Career and Technical Education Act for the Advancement of STEM Careers Among Tribal Communities

Career and technical education courses, funded by a 2018 re-authorization known as the Strengthening Career and Technical Education for the 21st Century Act, provide an ideal opportunity for the advancement of science, technology, engineering, and mathematics (STEM) careers in the United States. The article takes a close look at the conditions and implications of the re-authorized Perkins V for the advancement and promotion of career and technical education courses among tribal communities

On the Problem and Promise of Metaphor Use in Science and Science Communication

The language of science is largely metaphorical. Scientists rely on metaphor and analogy to make sense of scientific phenomena and communicate their findings to each other and to the public. Yet, despite their utility, metaphors can also constrain scientific reasoning, contribute to public misunderstandings, and, at times, inadvertently reinforce stereotypes and messages that undermine the goals of inclusive science. This paper 1) examines the generative potential of metaphors to the advancement of scientific knowledge and science communication, 2) highlights the ways in which outdated metaphors may limit scientific inquiry and contribute to public misunderstandings, and 3) critically analyzes the implications of cryptic social and political messages embedded in common metaphors in the life sciences

Inclusive Teaching

Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide (https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students’ sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts

The Ecology and Economics of Seagrass Community Structure

Coastline communities have experienced a marked increase in human populations over the last few decades. This increase in population places disproportionate pressure on coastal ecosystems to provide economic services to support local economies. At the same time, overuse of these services can aid in the destruction of the ecosystems responsible for them. Seagrass ecosystems are mainly found near coastlines, and are typically a chief provider of some of these economic goods and services. Many previous studies have documented the ecological functions of this seagrasses. Unfortunately, our increasing knowledge of seagrass structure and function has not been fully incorporated into economic models estimating their value. In this dissertation, I focus on the seagrass ecosystem in southern Biscayne Bay, and simultaneously study the ecological dynamics of the seagrass beds, and estimate its economic value. This value is based on recent ecological models in the literature as well as data I collected from the system. I focused on Biscayne Bay due to, 1) the relevance that this question had to the relationship between Biscayne Bay and the Miami metropolis, and 2) the lack of existing reliable models that explore this relationship in this area. More specifically, I became very interested in this question while working for Biscayne National Park, where such a model would have improved seagrass restoration work taking place there. I found that southern Biscayne Bay is dominated by Thalassia testudinum, with other seagrasses following a spatial pattern primarily determined by salinity and water column nutrient distribution. Syringodium filiforme was mostly found east of the islands, Halodule wrightii was mostly found near the shoreline, and Halophila engelmenii was spotted at only two of the 190 sites visited. T. testudinum distribution was largely unaffected by nutrient enrichment at all sites, but it appeared to induce severe herbivory further from the coastline. For the calendar year 2004, we deduced using a Total Ecosystems Valuation (TEV) model that seagrass ecosystems potentially contributed over $198 million US dollars to the local economy. We argue that a simultaneous understanding and use of both ecological and economic models is important for future conservation efforts of seagrass ecosystems