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Social Justice Driven STEM Learning (STEMJ)

Social Justice Driven STEM Learning (STEMJ): A Curricular Framework for Teaching STEM in a Social Justice Driven, Urban, College Access Program

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Setting Group Expectations and Ground Rules

ALA Public Programs Office: Ground Rules: How to Set Successful Guidelines for Your Conversation Programs

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Inclusion by Design

A worksheet to survey your syllabus and course design.

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STEM OER Accessibility Framework

A Practical Guide for Curators and Authors of STEM Open Educational Resources

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Equity Rubric

Peralta Community College online equity rubric. 

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Get Started with Universal Design for Learning

These two QUBES resources provide an introduction to UDL and a UDL mapping activity for analyzing a material's current alignment with the UDL Guidelines.

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The Happy Blue Baby Hemoglobin

This case, about a specific mutant of hemoglobin, focuses on visualizing and understanding the molecular basis of why an infant turned blue soon after birth and how the cyanosis resolved.

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Kevin Law onto Molecular

Nicholas' Story

This 3 part case on sickle cell disease focuses on visualizing and understanding the molecular basis of its cause, symptoms, complications, management, treatment, and possible cures.

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Kevin Law onto Molecular

COVID-19: Molecular Basis of Infection

This case was written in Spring 2020 during the COVID-19 pandemic. It focuses on understanding the structure and interaction of the SARS-Cov-2 viral spike protein that facilitates infection in human cells.

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Kevin Law onto Molecular

Nicholas' Story

This 3 part case on sickle cell disease focuses on visualizing and understanding the molecular basis of its cause, symptoms, complications, management, treatment, and possible cures.

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Kevin Law onto Molecular

Pre-lesson: Introduction to BLAST

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. This pre-lesson introduces the BLAST tool.

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Susan Luken onto Bioinformatics

Bioinformatics: An Interactive Introduction to NCBI

Modules showing how the NCBI database classifies and organizes information on DNA sequences, evolutionary relationships, and scientific publications. And a module working to identify a nucleotide sequence from an insect endosymbiont by using BLAST

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Susan Luken onto Bioinformatics

How to Use BLASTP NCBI

A walk through on how to find protein sequences and use BLASTP and PSI-BLAST in NCBI.

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Susan Luken onto Bioinformatics

Giving Up Density (GUD) Module

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Johanna Varner onto Squirrel-Net Modules

Population Estimation Module

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Johanna Varner onto Squirrel-Net Modules

Adapting the Squirrel-Net Modules for Remote Instruction

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Johanna Varner onto Squirrel-Net Modules

Introduction to the Squirrel-Net Modules

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Johanna Varner onto Squirrel-Net Modules

Findings from Spring 2021 EDSIN Member Interviews

During May and June 2021, CSCCE staff conducted nine 45-minute interviews with members of the EDSIN community with the goal of ascertaining perceptions about the community and its purpose, and possible next steps for its growth. We carefully selected participants to gain a representative range of perspectives across career stages, organizational affiliations, and current engagement levels within the community. We asked a series of questions regarding their current roles and responsibilities, relationship with EDSIN, current needs, and the value they obtain from EDSIN membership.

Of the nine people we interviewed, four were junior faculty members, one was a postdoc, one was a PhD student, and three were administrators and leaders from a university, a federal agency, and an infrastructure organization. Two had attended the 2019 EDSIN conference. At least four are currently engaged members of the community, meaning that they are active in the EDSIN Slack workspace and/or regularly attend meetings such as the monthly community calls.

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Alycia Crall onto Community

2021 November EDSIN Community Call

Staff from the Center for Scientific Collaboration and Community Engagement, Lou Woodley and Camille Santistevan presented on their findings from their EDSIN member interviews and provide recommendations on next steps for the community. 

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Alycia Crall onto Community Calls

Ecology Resources

            

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Elaina Davis-Givens onto Ecology

Syllabus and Course Curriculum Self-Assessment and Audit Tool

Faculty play a key role creating a learning environment that is either supportive and affirming or marginalizing and hostile. Accordingly, it is imperative that faculty carefully examine ways their syllabi, assignments, language, and classroom culture may inadvertently raise barriers to students’ success. Faculty must proactively create positive classroom cultures where all students feel valued, respected, and safe.

This tool was developed for faculty to examine their syllabi, teaching practices, and classroom environment. The goal is to support faculty in implementing the ideals of diversity and inclusivity in their classroom.

Questions to Consider:

  • What types of diversity do you anticipate seeing in your student population? (Consider

    race / ethnicity, religion, gender, sexual orientation, ability, first generation status,

    learning styles, experience (preparation in high school, parenthood, etc.), language, etc.)

  • How does your syllabus and course curriculum support or marginalize these students?

  • How can you vary the course readings, teaching methods, class activities, assignments,

    and assessments to better support the diverse identities and needs in the classroom? This tool includes:

  • A checklist of syllabus basics

  • Rubrics to evaluate syllabus content and classroom culture

  • Guidelines for inclusive language

  • Ground rules for class discussions

  • Glossary of terms

  • List of resources for going deeper

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African Americans in evolutionary science: where we have been, and what’s next

n 2017 National Science Foundation data revealed that in the United States the professional biological workforce was composed of ~ 69.5% “whites”, 21.3% “Asians”, and only 3% “African American or Blacks” (National Science Founda- tion, 2017, https://ncsesdata.nsf.gov/doctoratework/2017/html/sdr2017_dst_03.html). There are problems with the categories themselves but without too deep an investigation of these, these percentages are representative of the demography of biology as a whole over the latter portion of the twentieth and beginning of the twenty-first century. However, evolutionary biologists would argue (and correctly so) that the representation of persons of African descent in our field is probably an order of magnitude lower (0.3%). This commentary focuses on the factors that are associ- ated with underrepresentation of African Americans in evolutionary science careers.

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Applying phylogenetic tree building in MEGA X to forensic applications for identifying unknown specimens

This exercise is designed to guide a learner through the construction of phylogenetic trees as a means of addressing research questions in forensic science such as the identification of previously unidentified species contributing to decomposition.

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Amanda Braley onto BIOL 205L