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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

Morphological and Molecular Analysis of Plant Phylogeny and Diversity

In this lab, students perform phylogenetic analyses on morphological and molecular data, and compare.

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Amanda Braley onto BIOL 205L

Earth Analytics in Python Course

Earth analytics is an intermediate, multidisciplinary course that addresses major questions in Earth science and teaches students to use the analytical tools necessary to undertake exploration of heterogeneous ‘big scientific data’.

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maxwell addi onto Environmental data science

Lesson IV - Comparative Genomics

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Lesson IV, Comparative Genomics, discusses some of the tools available for looking at genes across different genomes.

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Regina Kwon onto Micro

Software

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Angela Yaneth Franco onto maestria

2021 September EDSIN Community Call

Alycia Crall provided an overview of the Culturally Responsive Education in Environmental Data Science (CREEDS) workshop that occurred on August 10 and 17. Following, there was a discussion on next steps to support this work among our members. 

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Alycia Crall onto Community Calls

Tree Equity Score

Here is a great website that includes demographic data as well as a score for tree cover. 

There is also a link for Tazo's Tree Corps. 

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Marci Cole Ekberg onto Resources

Emory Inclusive teaching Resource

Really cool set of ideas...for nclusive teaching

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Pat Marsteller onto Inclusive Teaching Resources

2021 August EDSIN Community Call

This presentation was from EDSIN's August 2021 community call. Dr. Stephanie Russo Carroll presented on her work surrounding Indigenous data sovereignty and the CARE Principles for Indigenous Data Governance. 

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Alycia Crall onto Community Calls

Assessing Socioeconomic Trends in Tree Cover and Human Health in Urban Environments

In this exercise, students use a combination of publicly available data and tree cover data that they generate using iTree Canopy to test whether tree cover is equitably distributed within the city of Dallas.

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Bernadette Marie Roche onto EJ

Integrating Social Justice into your STEM Classroom: Redlining & Health

Workshop about models for introducing social justice issues into classes developed in a Faculty Mentoring Network. Presented at the 2021 BIOME Institute.

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Bernadette Marie Roche onto EJ