Collaboration and Gender Equity among Academic Scientists

Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women’s careers in academia; and recognition of collaborative work bolsters women’s professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect—having multiplicative rather than additive effects

Student Perceptions of the Purpose and Function of the Laboratory in Science: A Grounded Theory Study

The laboratory has long been an important part of the undergraduate science experience. This paper reports on a qualitative, grounded theory study on students’ perceptions of the purpose of the laboratory. Thirteen undergraduate chemistry students were interviewed about their experiences in the science laboratory to provide data on students’ understanding of the purpose of the laboratory in science education. Results reveal that students had views that were polar opposites regarding the correlation between laboratory and lecture content material and the effectiveness of the laboratory at enhancing their learning in science. This paper also reveals the need for explicit instruction regarding the purpose of the laboratory to enhance student understanding. Interpretations of these and other findings are provided, along with a schema for approaching the undergraduate perception of the laboratory synthesizing current and past findings

An Investigation of Online and Face-to-Face Communication in General Chemistry

This exploratory study investigated an online office hour and a face-to-face recitation for similarities and differences. The online office hour and face-to-face recitation were a part of general chemistry courses taught at different universities. The courses covered the same material at the same level. The results of the investigation revealed that in the online environment students must articulate their ideas clearly to convey them in a text-only medium. The written text seemed to help the instructor to identify misinterpretations made by the students. The instructor-dominated hierarchy between instructor and student is present in both environments. When comparing the percentage of total student and instructor events (the sum of questions and statements) in the online environment, students’ events were significantly greater than instructor’s events. This finding is an indication that the online environment shows promise for improving student participation

Developing, Implementing and Assessing Large-Scale Redesign Effort at a Research University: Tales from the IMPACT Initiative at Purdue University

Presentation given at the Assessment Institute, IUPUI. Summarizes goals, methods, and assessment of Instruction Matters Purdue Academic Course Transformation. (IMPACT). Discusses challenges of faculty development and classroom redesign. Presents results of assessment surveys of student perceptions and learning and retention

Teachers\u27 Perceptions of Rural STEM Teaching: Implications for Rural Teacher Retention

Rural school districts often struggle with attracting and retaining high-quality teachers, especially in science subject areas. However, little is known about STEM in-service teachers’ lived experiences of rural teaching as they relate to retention. In this phenomenographical study, six rural in-service science teachers were interviewed regarding their perceptions of the benefits and challenges of teaching in rural schools in general, and teaching science subjects in particular. Community interactions, professional development, and rural school structures emerged as three key factors related to rural teacher retention. Participants viewed each of these factors as having both positive and negative aspects. Findings from this study confirm existing literature regarding rural teaching, in general, but provide additional insight into the complexities of rural science teaching, in particular. Implications for rural teacher preparation, recruitment, and retention are discussed

Collaborations and Gender Equity among Academic Scientists

Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women’s careers in academia; and recognition of collaborative work bolsters women’s professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect—having multiplicative rather than additive effects

Development of a Student Self-Reported Instrument to Assess Course Reform

This study examines the development and implementation of a survey-based instrument assessing the effectiveness of a course redesign initiative focused on student centeredness at a large midwestern university in the United States. Given the scope of the reform initiative under investigation in this study, researchers developed an instrument called the Classroom Experience Questionnaire (CEQ), which was administered to students enrolled in redesigned courses. Early findings demonstrate strong construct validity and internal reliability of the CEQ instrument as well as concurrent validity between the CEQ and observation data gathered in concert with self-report data. The authors conclude that in the absence of trained classroom observers, the developed student self-report protocol can serve as a useful tool for measuring the constructivist orientation of pedagogy and student-centered nature of the learning environment in a higher education setting

Autocrine laminin-5 ligates {alpha}6{beta}4 integrin and activates RAC and NF{kappa}B to mediate anchorange-independent survival of mammary tumors

Invasive carcinomas survive and evade apoptosis despite the absence of an exogenous basement membrane. How epithelial tumors acquire anchorage independence for survival remains poorly defined. Epithelial tumors often secrete abundant amounts of the extracellular matrix protein laminin 5 (LM-5) and frequently express α6β4 integrin. Here, we show that autocrine LM-5 mediates anchorage independent survival in breast tumors through ligation of a wild-type, but not a cytoplasmic tail–truncated α6β4 integrin. α6β4 integrin does not mediate tumor survival through activation of ERK or AKT. Instead, the cytoplasmic tail of β4 integrin is necessary for basal and epidermal growth factor–induced RAC activity, and RAC mediates tumor survival. Indeed, a constitutively active RAC sustains the viability of mammary tumors lacking functional β1 and β4 integrin through activation of NFκB, and overexpression of NFκB p65 mediates anchorage-independent survival of nonmalignant mammary epithelial cells. Therefore, epithelial tumors could survive in the absence of exogenous basement membrane through autocrine LM-5–α6β4 integrin–RAC–NFκB signaling

Autocrine laminin-5 ligates α6β4 integrin and activates RAC and NFκB to mediate anchorage-independent survival of mammary tumors

Invasive carcinomas survive and evade apoptosis despite the absence of an exogenous basement membrane. How epithelial tumors acquire anchorage independence for survival remains poorly defined. Epithelial tumors often secrete abundant amounts of the extracellular matrix protein laminin 5 (LM-5) and frequently express α6β4 integrin. Here, we show that autocrine LM-5 mediates anchorage-independent survival in breast tumors through ligation of a wild-type, but not a cytoplasmic tail–truncated α6β4 integrin. α6β4 integrin does not mediate tumor survival through activation of ERK or AKT. Instead, the cytoplasmic tail of β4 integrin is necessary for basal and epidermal growth factor–induced RAC activity, and RAC mediates tumor survival. Indeed, a constitutively active RAC sustains the viability of mammary tumors lacking functional β1 and β4 integrin through activation of NFκB, and overexpression of NFκB p65 mediates anchorage-independent survival of nonmalignant mammary epithelial cells. Therefore, epithelial tumors could survive in the absence of exogenous basement membrane through autocrine LM-5–α6β4 integrin–RAC–NFκB signaling