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Coming out in STEM: factors affecting retention of sexual minority STEM students

Using a national longitudinal survey data set from the Higher Education Research Institute, this study tested whether students who identified as a sexual minority (for example, lesbian, gay, bisexual, or queer) were more or less likely to persist after 4 years in science, technology, engineering, and mathematics (STEM) fields, as opposed to switching to a non-STEM program, compared to their heterosexual peers. A multilevel regression model controlling for various experiences and characteristics previously determined to predict retention in STEM demonstrated that, net of these variables, sexual minority students were 7% less likely to be retained in STEM compared to switching into a non-STEM program. Despite this finding, sexual minority STEM students were more likely to report participating in undergraduate research programs, and the gender disparity in STEM retention appears to be reversed for sexual minority STEM students.

Hughes, B.E., 2018. Coming out in STEM: factors affecting retention of sexual minority STEM students. Scientific Advances 4: eaao6373. https://doi.org/10.1126/sciadv.aao6373 

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Parenting in the field of myrmecology: career challenges in the 21st century

de Oliveira Ramalho, M., Decio, P., de Albuquerque, E.Z. and Esteves, F., 2020. Parenting in the field of myrmecology: career challenges in the 21st century. Boletim do Museu Paraense Emílio Goeldi-Ciências Naturais15(1), pp.27-37. http://editora.museu-goeldi.br/bn/artigos/cnv15n1_2020/parenting(ramalho).pdf 

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Systemic inequalities for LGBTQ professionals in STEM

 LGBTQ STEM professionals were more likely to experience career limitations, harassment, and professional devaluation than their non-LGBTQ peers. They also reported more frequent health difficulties and were more likely to intend to leave STEM. These trends were similar across STEM disciplines and employment sectors. 

Cech, E.A. and Waidzunas, T.J., 2021. Systemic inequalities for LGBTQ professionals in STEM. Science Advances7(3), p.eabe0933. https://advances.sciencemag.org/content/7/3/eabe0933.abstract 

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Gender-Heterogeneous Working Groups Produce Higher Quality Science

First empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender.

Campbell, L.G., S. Mehtani, M.E. Dozier, and J. Rinehart. 2013. Gender-heterogeneous working groups produce higher quality science. PLoS ONE 8: e79147. https://doi.org/10.1371/journal.pone.0079147 

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Inclusive science: ditch insensitive terminology

Ironically behind a paywall. 

Baeckens, Simon, Simone P. Blomberg, and Richard Shine. "Inclusive science: ditch insensitive terminology." Nature 580, no. 7802 (2020): 185-186. https://www.nature.com/articles/d41586-020-01034-z 

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Coming out: the experience of LGBT+ people in STEM

Genome Biology spoke with three openly LGBT+ researchers on their experiences in biology.

Barr, B., B. Montague-Hellen, and J. Yoder. 2017. Coming out: the experience of LGBT+ people in STEM. Genome Biology 18: 62. https://doi.org/10.1186/s13059-017-1198-y 

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Strategies and support for Black, Indigenous, and people of colour in ecology and evolutionary biology.

Tseng, M., R.W. El-Sabaawi, M.B. Kantar, J.H. Pantel, D.S. Srivastava, and J.L. Ware. 2020. Strategies and support for Black, Indigenous, and people of colour in ecology and evolutionary biology. Nature Ecology & Evolution 4: 1288–1290. https://doi.org/10.1038/s41559-020-1252-0 

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Why are there so few ethnic minorities in ecology and evolutionary biology? Challenges to inclusion and the role of sense of belonging.

O’Brien, L.T., H.L. Bart, and D.M. Garcia. 2020. Why are there so few ethnic minorities in ecology and evolutionary biology? Challenges to inclusion and the role of sense of belonging. Social Psychology of Education 23: 449–477. https://doi.org/10.1007/s11218-019-09538-x 

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You are welcome here: considerations of diversity, equity, and inclusion for embracing new ecologists

McGill, B.M., Foster, M.J., Pruitt, A.N., Thomas, S.G., Arsenault, E.R., Hanschu, J., Wahwahsuck, K., Cortez, E., Zarek, K., Loecke, T.D. and Burgin, A.J., 2020. You are welcome here: considerations of diversity, equity, and inclusion for embracing new ecologists.https://www.preprints.org/manuscript/202011.0342/v1 

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Hostile climates are barriers to diversifying the geosciences.

Marín-Spiotta, E., R.T. Barnes, A.A. Berhe, M.G. Hastings, A. Mattheis, B. Schneider, and B.M. Williams. 2020. Hostile climates are barriers to diversifying the geosciences. Advances in Geosciences 53: 117–127. https://doi.org/10.5194/adgeo-53-117-2020 

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Diversity and inclusion activisms in animal behaviour and the ABS: a historical view from the U.S.A

Lee, D.N. 2020. Diversity and inclusion activisms in animal behaviour and the ABS: a historical view from the U.S.A. Animal Behaviour 164: 273–280. https://doi.org/10.1016/j.anbehav.2020.03.019 

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Underrepresented faculty play a disproportionate role in advancing diversity and inclusion.

Jimenez, M.F., T.M. Laverty, S.P. Bombaci, K. Wilkins, D.E. Bennett, and L. Pejchar. 2019. Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature Ecology & Evolution 3: 1030–1033. https://doi.org/10.1038/s41559-019-0911-5 

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Elevate, don’t assimilate, to revolutionize the experience of scientists who are Black, Indigenous and people of color.

Halsey, S.J., L.R. Strickland, M. Scott-Richardson, T. Perrin-Stowe, & L. Massenburg. 2020. Elevate, don’t assimilate, to revolutionize the experience of scientists who are Black, Indigenous and people of color. Nature Ecology & Evolution 4: 1291–1293. https://doi.org/10.1038/s41559-020-01297-9 

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

Graves, J.L., Jr. 2019. African Americans in evolutionary science: where we have been, and what’s next. Evolution: Education and Outreach 12: 18. https://doi.org/10.1186/s12052-019-0110-5 

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Why diversity matters among those who study diversity.

Evangelista, D.A., A. Goodman, M.K. Kohli, S.S.T.B. Maflamills, M. Samuel-Foo, M.S. Herrera, J.L. Ware, and M. Wilson. 2020. Why diversity matters among those who study diversity. American Entomologist 66: 42–49. https://doi.org/10.1093/ae/tmaa037 

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Striking underrepresentation of biodiversity-rich regions among editors of conservation journals.

Campos-Arceiz, A., R.B. Primack, A.J. Miller-Rushing, and M. Maron. 2018. Striking underrepresentation of biodiversity-rich regions among editors of conservation journals. Biological Conservation 220: 330–333. https://doi.org/10.1016/j.biocon.2017.07.028

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Race and gender bias in the research community on African lions.

Paper used bibliometric data to show that Black, African, and women researchers are underrepresented among authors of field studies on lions (Panthera leo) in Africa. 

Bauer, H., F. Gebresenbet, M. Kiki, L. Simpson, and C. Sillero-Zubiri. 2019. Race and gender bias in the research community on African lions. Frontiers in Ecology and Evolution 11: 1–4. https://doi.org/10.3389/fevo.2019.00024 

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Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce

This paper uses a large-scale, 10-year, longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. 

Hernandez, P.R., A. Woodcock, M. Estrada, and P.W. Schultz. 2018. Undergraduate research experiences broaden diversity in the scientific workforce. BioScience 68: 204–211. https://doi.org/10.1093/biosci/bix163 

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The elephant in the room: Race and STEM diversity

This paper summarizes important issues that influence recruitment and retention and offers strategies that can improve recruitment and retention of faculty of color.

Miriti, M. N. (2020). The elephant in the room: race and STEM diversity. BioScience70(3), 237-242.

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Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce

A Washington Post Article by Michael E. Ruane

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Ten simple rules for building an antiracist lab

This paper presents 10 rules to help labs develop antiracists policies and action in an effort to promote racial and ethnic diversity, equity, and inclusion in science.

Chaudhary, V.B., and A.A. Berhe. 2020. Ten simple rules for building an antiracist lab. PLoS Computational Biology 16: e1008210. https://doi.org/10.1371/journal.pcbi.1008210 

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Linnaeus and Race

"One of the origins of scientific racism can be traced to Linnaeus’ work on the classification of man, which had devastating and far-reaching consequences for humanity." Posted by the The Linnean Society website by Dr Isabelle Charmantier, Head of Collections. This article also links to a video and an easy-read version on the subject. 

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Geoscience links from SERC

InTeGrate materials engage students in understanding the earth system as it intertwines with key societal issues. They challenge students to address interdisciplinary problems, engage in geoscientific habits of mind, work with authentic geoscience data and develop system thinking. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.

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Analyzing High Resolution Topography with TLS and SfM
from GETSI
Sustainability Topics: Technology, Natural Hazards
Grade Level: College Upper (15-16)
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An Ecosystem Services Approach to Water Resources
Sustainability Topics: Water & Watersheds, Design & Planning, Cycles & Systems:Hydrologic cycle
Grade Level: College Upper (15-16), College Lower (13-14)
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A Growing Concern: Sustaining Soil Resources through Local Decision Making
Sustainability Topics: Food Systems & Agriculture, Natural Resources
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Carbon, Climate, and Energy Resources
Sustainability Topics: Energy, Cycles & Systems:Carbon Cycle, Human Impact & Footprint, Climate Change
Grade Level: College Lower (13-14), College Introductory
View these Materials »
Changing Biosphere
Sustainability Topics: Ecosystems, Biodiversity
Grade Level: High School (9-12), College Lower (13-14):College Introductory
View these Materials »
Cli-Fi: Climate Science in Literary Texts
Sustainability Topics: Climate Change
Grade Level: College Upper (15-16), College Lower (13-14)
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Climate of Change
Sustainability Topics: Climate Change
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
View these Materials »
Coastal Processes, Hazards and Society
Sustainability Topics: Natural Hazards
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Critical Zone Science
Sustainability Topics: Ecosystems, Cycles & Systems
Grade Level: College Lower (13-14), College Upper (15-16)
View these Materials »
Earth's Thermostat
Sustainability Topics: Climate Change
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Environmental Justice and Freshwater Resources
Sustainability Topics: Water & Watersheds, Human Health & Well-being, Cultures, Ethics, & Values, Social & Environmental Justice
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Environmental Justice and Freshwater Resources - Spanish Adaptation
Sustainability Topics: Cultures, Ethics, & Values, Water & Watersheds
Grade Level: College Upper (15-16), College Lower (13-14)
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Eyes on the Hydrosphere: Tracking Water Resources
from GETSI
Sustainability Topics: Water & Watersheds
Grade Level: College Lower (13-14):College Introductory
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Food as the Foundation for Healthy Communities
Sustainability Topics: Social & Environmental Justice, Food Systems & Agriculture, Human Health & Well-being
Grade Level: College Lower (13-14), College Introductory
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Future of Food
Sustainability Topics: Food Systems & Agriculture
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
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GPS, Strain, and Earthquakes
from GETSI
Sustainability Topics: Natural Hazards
Grade Level: College Upper (15-16)
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High Precision Positioning with Static and Kinematic GPS
from GETSI
Sustainability Topics: Technology
Grade Level: College Upper (15-16)
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Human's Dependence on Earth's Mineral Resources
Sustainability Topics: Natural Resources:Mineral Resources
Grade Level: College Lower (13-14):College Introductory
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Ice Mass and Sea Level Changes
from GETSI
Sustainability Topics: Climate Change
Grade Level: College Lower (13-14), College Introductory
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Imaging Active Tectonics with InSAR and Lidar
from GETSI
Sustainability Topics: Technology, Risk & Resilience, Natural Hazards
Grade Level: College Upper (15-16)
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Interactions between Water, Earth’s Surface, and Human Activity
Sustainability Topics: Water & Watersheds, Natural Hazards
Grade Level: College Lower (13-14):College Introductory
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Lead in the Environment
Sustainability Topics: Social & Environmental Justice, Human Health & Well-being, Civil Society & Governance, Human Impact & Footprint, Pollution & Waste
Grade Level: College Upper (15-16), College Lower (13-14)
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Living on the Edge: Building resilient societies on active plate margins
Sustainability Topics: Natural Hazards
Grade Level: College Lower (13-14):College Introductory
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Major Storms and Community Resilience
Sustainability Topics: Risk & Resilience, Human Health & Well-being, Civil Society & Governance, Natural Hazards
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
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Mapping the Environment with Sensory Perception
Sustainability Topics: Social & Environmental Justice, Human Impact & Footprint, Pollution & Waste
Grade Level: College Upper (15-16), College Lower (13-14)
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Map Your Hazards! – Assessing Hazards, Vulnerability and Risk
Sustainability Topics: Natural Hazards
Grade Level: College Lower (13-14), College Introductory
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Measuring Water Resources
from GETSI
Sustainability Topics: Natural Hazards, Natural Resources, Water & Watersheds
Grade Level: College Upper (15-16), College Lower (13-14)
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Modeling Earth Systems
Sustainability Topics: Climate Change, Cycles & Systems:Carbon Cycle, Cycles & Systems, Hydrologic cycle
Grade Level: College Upper (15-16)
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Natural Hazards and Risks: Hurricanes
Sustainability Topics: Natural Hazards, Risk & Resilience
Grade Level: College Lower (13-14), College Introductory
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Ocean Sustainability
Sustainability Topics: Natural Resources:Ocean/Coastal Resources
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Regulating Carbon Emissions
Sustainability Topics: Pollution & Waste, Energy, Climate Change, Human Impact & Footprint
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
View these Materials »
Renewable Energy and Environmental Sustainability
Sustainability Topics: Technology, Energy
Grade Level: College Upper (15-16), College Lower (13-14)
View these Materials »
Soils, Systems, and Society
Grade Level: College Upper (15-16), College Lower (13-14)
View these Materials »
Surface Process Hazards
from GETSI
Sustainability Topics: Natural Hazards, Risk & Resilience
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Systems Thinking
Sustainability Topics: Cycles & Systems
Grade Level: College Lower (13-14):College Introductory
View these Materials »
The Wicked Problem of Global Food Security
Sustainability Topics: Food Systems & Agriculture
Grade Level: College Lower (13-14):College Introductory
View these Materials »
Water, Agriculture, and Sustainability
Sustainability Topics: Human Impact & Footprint, Natural Resources, Food Systems & Agriculture, Water & Watersheds
Grade Level: College Lower (13-14)
View these Materials »
Water: Science and Society
Sustainability Topics: Water & Watersheds
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
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Water Sustainability in Cities
Sustainability Topics: Design & Planning, Water & Watersheds, Natural Resources, Technology
Grade Level: College Upper (15-16)
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Pat Marsteller onto curriculum Resourcees: Geosciences

Advances in Genome Sequencing with Nathan Olson

In this Lunch with a Scientist episode, we discuss Genome Sequencing and Bioinformatics with National Institute of Standards and Technology (NIST) biologist Nate Olson, Ph.D.

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R Deborah Overath onto Genetics Related

Using Podcasts as a Supplemental Learning Tool for Genetics

Genetics is a fascinating topic of biology. Establishing relevance is a key component of student learning. To increase learning, this resource includes summaries and teaching guides for integrating four different podcasts into a genetics course. Lecturing through podcasts has been shown to be received well by students and improve their understanding of concepts. Using podcasts to provide context and significance to a course would further enhance their learning and interest in the course.

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R Deborah Overath onto Genetics Related