Mission: To assemble a new network (Molecular CaseNet); for developing molecular case studies at the interface of biology and chemistry, discussed in atomic detail; and engaging educators in using them for undergraduate level biology, chemistry, and biochemistry instruction.

Our goal is to develop and widely disseminate culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country. 

This site has limited access without a membership.

Cases can be used not only to teach scientific concepts and content, but also process skills and critical thinking. And since many of the best cases are based on contemporary, and often contentious, science problems that students encounter in the news, the use of cases in the classroom makes science relevant...

Investigative Case-Based Learning (ICBL) is a variant of Problem Based Learning that encourages students to develop questions that can be explored further by reasonable investigative approaches. Students then gather data and information for testing their hypotheses. They produce materials which can be used to persuade others of their findings. Students employ a variety of methods and resources, including traditional laboratory and field techniques, software simulations and models, data sets, internet-based tools and information retrieval methods.

An NSF funded network of community college biology and math faculty developing  OER quantitative biology modules. Check the website for modules, and join the group for updates about upcoming opportunities.

https://drive.google.com/drive/folders/1RLMTU-aJh7MVi7ujt86PHG_WKcN9NJBy?usp=sharing

on google drive

https://drive.google.com/drive/folders/1DNewL4MBUDGnvG7x_Z4g6AmrCEOmM0ZN

https://drive.google.com/drive/folders/13K0im_qxJyTn7QGKhBY2_6Lzi1gt8LR4

Link to folder

https://drive.google.com/drive/folders/1N8GTTVpk39TGkv44i2HS5Qfvh9fmqqzR

Link to folder

The October edition of our newsletter! :)

The September edition of our newsletter! If you have any news you would like to share with the community let us know at ugmicronet@gmail.com! :)

The Re-Envisioning Culture Network Syllabus aims to honor Black identity and culture while acknowledging the barriers that Black undergraduate students face through definitions, art, storytelling, and poetry. We invite those who read this syllabus to learn more about the terms, research, and experiences around Black racial identity, an intersectional gendered- raced identity and Black culture within the United States. This is not an exhaustive list but hopefully a start to your journey towards consciousness.

This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K–12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the Next Generation Science Standards, and for understanding the cultural, social, and political values inherent in the nature of science.

Biology is often taught as disconnected facts, even though the subject itself provides a holistic approach to the study of life, particularly through the overarching frame of evolution. The Framework for K–12 Science Education and Next Generation Science Standards promote a coherent approach to science that uses a developmental approach to learning. This is consistent with the use of data, reflective strategies, and a research inquiry approach that encourages students to confront their own thinking and reasoning, and thus encourages the engagement of argumentation in the classroom. This article presents narratives and classroom scenarios that might provide insights into learning strategies, with implications for a more cohesive approach to learning both biology concepts and the practices of science.

Image analysis of African rock art creates a unique opportunity to engage in authentic explorations of science and culture using rock art images as data. African rock art and its context provide insights into the intersection of science, scientific research, research ethics, intellectual property, law, government, economy, indigenous people, and crime. This article specifically considers the rock art and other cultural contributions of the San people of Southern Africa, which offer a rich interdisciplinary exploration of biology—including the climate and weather of biomes, plant biology, human physiology, and more. An understanding of the nature of science, crosscutting concepts, and disciplinary core ideas in the Next Generation Science Standards (NGSS) is implicated.

Abstract

Concerns about secondary use of data and limited opportunities for benefit-sharing have focused attention on the tension that Indigenous communities feel between (1) protecting Indigenous rights and interests in Indigenous data (including traditional knowledges) and (2) supporting open data, machine learning, broad data sharing, and big data initiatives. The International Indigenous Data Sovereignty Interest Group (within the Research Data Alliance) is a network of nation-state based Indigenous data sovereignty networks and individuals that developed the ‘CARE Principles for Indigenous Data Governance’ (Collective Benefit, Authority to Control, Responsibility, and Ethics) in consultation with Indigenous Peoples, scholars, non-profit organizations, and governments. The CARE Principles are people– and purpose-oriented, reflecting the crucial role of data in advancing innovation, governance, and self-determination among Indigenous Peoples. The Principles complement the existing data-centric approach represented in the ‘FAIR Guiding Principles for scientific data management and stewardship’ (Findable, Accessible, Interoperable, Reusable). The CARE Principles build upon earlier work by the Te Mana Raraunga Maori Data Sovereignty Network, US Indigenous Data Sovereignty Network, Maiam nayri Wingara Aboriginal and Torres Strait Islander Data Sovereignty Collective, and numerous Indigenous Peoples, nations, and communities. The goal is that stewards and other users of Indigenous data will ‘Be FAIR and CARE.’ In this first formal publication of the CARE Principles, we articulate their rationale, describe their relation to the FAIR Principles, and present examples of their application.

Keywords: Indigenous, data sovereignty, data governance, data principles, FAIR principles

How to Cite: Carroll, S.R., Garba, I., Figueroa-Rodríguez, O.L., Holbrook, J., Lovett, R., Materechera, S., Parsons, M., Raseroka, K., Rodriguez-Lonebear, D., Rowe, R., Sara, R., Walker, J.D., Anderson, J. and Hudson, M., 2020. The CARE Principles for Indigenous Data Governance. Data Science Journal, 19(1), p.43. DOI: http://doi.org/10.5334/dsj-2020-043

Proof

Nathan Emery1 , Ellen Bledsoe2 , and Andrew Hasley3

Evolution and Ecology 2020