Contains a few examples from web search

I need to organize into subfolders

Contains a set of links to guidelines and topics about talking about race

Although aimed at K12...very useful guide

Guide to having discussions about race

This site has relevent materials for teachers and students on many topics.

An example is this link on talking about race...an on demand webinar

https://www.nytimes.com/2021/02/11/learning/on-demand-webinar-talking-about-race-and-racism-in-the-classroom-using-the-new-york-times.html

The curriculum module “Spiders under the Influence” was created by by Chris Hawn and Aaron Curry and is published as part of the Data Nuggets project.

Introduction: People use pharmaceutical drugs, personal care products, and other chemicals on a daily basis. For example, we take medicine when we are sick to feel better, and use perfumes and cologne to make ourselves smell good. After we use these chemicals, where do they go? Often, they get washed down our drains and end up in local waterways. Even our trash can contain these harmful chemicals. For example, when coffee grounds are thrown into the trash, caffeine gets washed into our waterways.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

The curriculum module “Phenology Trends and Climate Change in Minnesota” was developed by Pamela Freeman and is published as part of Project Eddie.

Summary: Seasonal events, for example flowering, fruiting, and the return of migrating birds, happen at particular times of the year. Some of these events happen in relation to climate, while others are dependent on other factors. Phenology is the study of these repeating events in the lifecycle of organisms. As the climate changes, the timing of some events may change in some species. This exercise will help students evaluate how climate change has already affected species in Minnesota.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

The curriculum module “Graphing and Mapping Patterns of Air Quality in Los Angeles, California Through an Environmental Justice Lens” was developed by Dr. Adriane Clark Jones as part of the Social Justice and Community Change Faculty Mentoring Network.

Description: This is a three-part student activity that could be done in lecture or lab. Part 1 assigns a series of current popular press articles to read and a series of discussion questions. Students read and complete this section before the in-class activity. Part 2 takes place in class, students will be introduced to ESRI ArcGIS online and guided through a mapping activity using Living Atlas Layers. The students answer questions about their map. Part 3 is assigned as homework students select two Real-Time EPA AirNow Air Quality Monitoring Sites and download a year of data for the two locations from https://www.epa.gov/outdoor-air-quality-data/download-daily-data. The students will use Microsoft Excel to plot the data from each location and then use the graphs to answer questions.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

The curriculum module “Quantifying the Drivers and Impacts of Natural Disturbance Events - the 2013 Colorado

Floods” was created by Dr. Leah Wasser and Dr. Megan A. Jones as part of the National Ecological Observatory Network.

Description: This lesson focuses on ways that scientists identify and use data to understand ecological disturbance events using data from five public datasets. The main lesson focused on interpretation of figures, while optional coding extensions teach R skills.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

The curriculum module “Implementing Demography from Cemetery Module” was created by Dr. Alexis Racelis and is built on the TIEE publication:  Cemetery Module.

Abtract: This lab provides a rich and flexible version of widely-used demography exercises that have been previously based on data collected from cemeteries.  This lab teaches life tables and survivorship curves.  Over two lab periods, small student groups develop and answer questions comparing the survival patterns of different groups of humans (e.g., groups that differ in  time period, gender, ethnicity, etc.).  Data on human demography can be gathered from tombstones in local cemeteries that provide ages at death.  Students may also compare survivorship curves on the same groups generated by different data sets.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

The curriculum module “Sustainability Metrics” was created by Dr. Natalie Hunt and is published as part of Project Eddie. 

Summary: Sustainability is a complex term applied to many different contexts in a variety of ways. As a result, it can be challenging to determine how sustainable something really is. In this module, students will use an analytical framework with publicly available data to formulate questions, analyze data, and report metrics of sustainability.

Discuss this curriculum module here. You will need to be logged in to view the discussion.

This is a collection of materials that we are asking you to review in advance of the CREEDS meeting. We have set up a discussion forum (you will need to be logged in to read and post) where we can share ideas and questions about these readings in advance of the meeting. 

This episode of the Crowd and the Cloud, hosted by former NASA Chief Scientist Waleed Abdalati, highlights four community-led data collection projects. These projects focus on issues of air and water pollution and on how citizens have taken data collection into their own hands to promote awareness and enact change. Though all of these stories are excellent and you are welcome to watch the full episode, we have selected just one project for the pre-workshop preparation (Philly Unleaded), which ends at 21:42.

Discuss this resource here. You will need to be logged in to view the discussion.

This toolkit examines how data sharing and integration by governments can be more equitable and transparent and engage communities. The PDF linked above provides an overview of best practices at each stage of the data science process, from planning through dissemination. About a 15 minute read.

Discuss this resource here. You will need to be logged in to view the discussion.

In this 2013 paper, Cecilia M. Hernandez, Amanda Morales, and Gail Shroyer outline a model for culturally responsive teaching in STEM. Though you are welcome to read through this paper in its entirety, the model is well-summarized in Table 2. You can refer to this table periodically as you consider various approaches implementing culturally responsive pedagogy. See page 20 of the pdf. About a 5 minute read.

Discuss this resource here. You will need to be logged in to view the discussion.

Jennifer Gonzalez, the host of “The Cult of Pedagogy Podcast”, interviews Zaretta Hammond in this episode. Zaretta Hammon is the author of the book “Culturally Responsive Teaching in the Brain”. Jenniver and Zaretta discuss what is and is not culturally responsive teaching, helping to clarify common misconceptions held by faculty that prevent them from effectively implementing this teaching approach. The podcast is available on all major podcast apps or the transcript can be read at the link above. About a 45-minute read or listen.

Discuss this resource here. You will need to be logged in to view the discussion.

This guide, written by Jenny Muñiz, is based on the framework for culturally responsive teaching that was developed by New America in 2019. The framework consists of eight core competencies for culturally responsive teaching. Jenny Muñiz provides brief descriptions of and reflection questions for each of these competencies. About a 25 minute read.

Discuss this resource here. You will need to be logged in to view the discussion.

Resources from Brian Donovan's keynote, "Genetics Education Matters for Dismantling White Supremacy."

This site provides a curated list of Black individuals and their stories who have contributed to different STEM innovations. This list can be used to support scientist spotlights. 

Here is a list of curated readings by Dr. Chanda Prescod-Weinstein that provide different perspectives on how we understand the co-constructing of science and society from a diverse communities. 

This article details the contributions of Charles Henry Turner to the examinations of animal behavior. This information can be used when teaching about contributions to science by Black scholars.  

DEI statement for Syllabi - drafted in spring FMN

"Ecuador has confirmed that a giant tortoise found in 2019 in the Galápagos Islands is a species considered extinct a century ago.

The Galápagos national park is preparing an expedition to search for more of the giant tortoises in an attempt to save the species."

 source: Giant tortoise found in Galápagos a species considered extinct a century ago | Galápagos Islands | The Guardian

Below are 21 simple teaching strategies that biology instructors can use to promote student engagement and cultivate classroom equity. To provide a framework for how these teaching strate- gies might be most useful to instructors, I have organized them into five sections, representing overarching goals instructors may have for their classrooms, including:

• Giving students opportunities to think and talk about biology

• Encouraging, demanding, and actively managing the participation of all students

• Buildinganinclusiveandfairclassroomcommunityforall students

• Monitoring behavior to cultivate divergent biological thinking  

• Teaching all of the students in your biology classroom

In this paper, we offer a brief review of six pedagogical and theoretical approaches used in education and science education that we grouped as inclusive pedagogies. Though not an exhaustive list, these pedagogies are more commonly used in educational research and have commonalities yet are distinctive in some ways. They collectively contribute to making science teaching and learning more inclusive to a broader population of learners, such as students from diverse cultural, linguistic, and social backgrounds and students with physical and learning differences who have traditionally been marginalized in learning science. Furthermore, these inclusive pedagogies aim to decrease educational inequities and raise the level of academic rigor and access for all students. Finally, we discuss ways these inclusive pedagogies can be extended to address reform efforts in science education.

The study of genetics centers on how encoded information in DNA underlies similarities and differences between individuals and how traits are inherited. Genetics topics covered in a wide variety of undergraduate biology classrooms can relate to various identities held by students such as gender identity, disability, and race/ethnicity, among others. An in- structor’s sensitive approaches and deliberate language choices regarding these topics has the potential to make the critical difference between welcoming or alienating students and can set a tone that communicates to all students the importance of diversity. Separating the sperm/egg binary from gendered terms in coverage of inheritance patterns, along with inclusion of transgender people in pedigree charts, may make the classroom more wel- coming for students of diverse gender identities. Choosing nonstigmatizing language and acknowledging disability identities in discussions of genetic conditions may help students with visible and invisible disabilities feel validated. Counteracting genetics-based pseudo- scientific racism and the stereotype threat to which it contributes may be facilitated by more thorough integration of quantitative and population genetics topics. Instructors may thus potentially enhance retention of students of diverse backgrounds in biology through careful consideration and crafting of how human differences are described and connected with principles of genetics.

Abstract: 

Racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) despite decades of mentoring interventions to improve recruitment and retention. We offer a STEM Mentoring Ecosystems (STEM-ME) framework to better situate, understand, and advance the mentoring systems that are needed to bring about change. We outline a STEM-ME framework, which we argue require shifts in perspective, expanding beyond individual mentees and mentors, as well as specialized mentoring programs, to analyze the mentoring ecosystems within which STEM mentoring operates. Next, we use this framework to examine and critique current mentoring infrastructure and mentor preparation; this includes an inventory of assets and gaps as pertaining to faculty, students, and administrators as mentors. Then, we examine how silos could be more synergistic, which new structures are needed, who and where the ecological stewards are, and implications for systems change. How the STEM-ME framework informs future empirical research and practice is discussed.

Reflection: This resource poses specific questions regarding what we should consider as we look to re-envisioning mentoring for Black STEM students at the national, institutional, and local mentoring networks 

This is a curated list of reading materials by Dr. Felicia Mensah that can help foster interpersonal growth and development as a teacher looking to engage in advocacy and activism for racially minoritzed students. 

The Syllabus Review Guide is comprised of six parts that provide the conceptual knowledge and practical know-how to conduct equity-minded self-reflection on an essential document in academic life: the syllabus. Throughout the Guide are examples that illustrate the ideas motivating syllabus review, as well opportunities to practice inquiry and to reflect on how to change your syllabi—and your teaching more generally—so are more equity-minded.

Drs. Nate Emery, Drew Hasley, and Ellen Bledsoe presented and led a conversation on their recent publication: Cultivating inclusive instructional and research environments in ecology and evolutionary science. Specifically, they focused on the following:

• The motivation for and development of the publication
• Overarching themes of: Empathy, Flexibility, and Growth Mindset
• Inclusive teaching practices (e.g. group learning, names/pronouns, syllabi and norms, and increased representation)
• Inclusive lab culture (e.g. recruitment practices, interpersonal interactions, and cultural norms)
• Inclusive fieldwork (e.g. advance prep, code of conduct, cost barriers, and accessibility)

Recorded on February 4, 2021. 

The Academic Data Science Alliance, an EDSIN network contributor, joined us to present on the work of ADSA's Ethics Working Group. They have been re-imagining the Data Science Lifecycle to incorporate ethical considerations into each stage of the data science workflow. Presentation was recorded on April 1, 2021. 

Contains a few examples from web search

I need to organize into subfolders

Professor Asmeret Berhe at the University of California, Merced, 

Professor Berhe works at the intersection of soil, climate change, and political ecology.  

Dr. Berhe is an advocate for women in science and renowned in addressing racism in the field of earth science, geoscience, and soil science, etc. Here are a few examples of her advocacy and global impact work: Race and Racism in Soil Science, Women in Soil Science, and Ten Simple Rules to build an antiracist lab. Dr. Berhe received multiple prestigious awards and honors including Joanne Simpson Medal from the American Geophysical Union., 2020; Great Immigrants Award, Carnegie Corporation of New York, 2020; Randolph W. “Bill” and Cecile T. Bromery Award, Geological Society of America, 2019; and New Voices in Science, Engineering, and Medicine, National Academy of Sciences, 2018. Her TED Talk (A climate change solution that is right under our feet) has been viewed over 1.9 million times. 

Contrasts course goals with learning  objectives

Also has good examples

This is a file from a site previously mentioned but clearly illusstrates examples

Great short article on tips for writing LO and examples

Abstract: The increased diversity in the student body resulting from massification poses particular challenges to higher education. This article engages the uncritical use of the ‘disadvantage’ discourse and its effect on pedagogy. It explores some of the challenges of coping with student diversity, with particular reference to the South African context. Students enter higher education institutions with a variety of educational backgrounds, not all of which are considered to be sufficient preparation for the demands of higher education. The dominant thinking in higher education attempts to understand student difficulty by framing students and their families of origin as lacking some of the academic and cultural resources necessary to succeed in what is presumed to be a fair and open society. This constitutes a deficit thinking model: it focuses on inadequacies of students and aims to ‘fix’ this problem. In the process the impact of structural issues is often ignored or minimised. Employing a deficit mindset to frame student difficulties perpetuates stereotypes, alienates students from higher education and disregards the role of higher education in perpetuating the barriers to student success. In the process, universities replicate the educational stratification of societies. This article suggests that we need to find more suitable responses to diversity in the student body. These require a change in our way of thinking: we need thoughtfully to consider the readiness of higher education institutions to respond to students and to cultivate the will to learn in students. We need to find ways to research the full texture of the student experience and to value the pre-higher education contexts from which students come. In addition, the notion of ‘at risk’ students

Abstract:

The “achievement gap” as a symptom of persistent social inequity has plagued American education and society for decades. The vast chasm in academic achievement has long existed along racial and poverty lines. Children of color and from low-income families have, on average, performed worse on virtually all indicators of academic success: standardized test scores, high school graduation rates, and college matriculation rates. This gap perpetuates the existing inequalities in society. Efforts to close the achievement gap have had little effect. The gap remains and has actually widened. This article argues the gap is symptomatic of the deficit-driven education paradigm. Fixing the traditional paradigm is unlikely to close the gap because the paradigm reinforce and reproduces educational and social inequity by design. To work toward more educational and social equity, we need to adopt a different paradigm of education. The new paradigm should work on cultivating strengths of individual students instead of fixing their deficits.

Descriptions of how to support students through critical transitions in which culture changes (e.g., high school to college, community college to four-year institution). Collection of case studies and perspectives:

https://files.eric.ed.gov/fulltext/ED592380.pdf

A Google Doc I've been assembling with links to research and media for some potential scientist spotlight candidates

This is my assignment using iNaturalist in an intro bio lab class to characterize biodiversity on Campus. Please feel free to adapt and use as you like :) 

I think it's probably posted elsewhere, but here's the bioskills table

This site has relevent materials for teachers and students on many topics.

An example is this link on talking about race...an on demand webinar

https://www.nytimes.com/2021/02/11/learning/on-demand-webinar-talking-about-race-and-racism-in-the-classroom-using-the-new-york-times.html

Guide to having discussions about race

Although aimed at K12...very useful guide

Contains a set of links to guidelines and topics about talking about race

Please add Twitter handles and hashtags to follow to this group Google doc

Please add your links you would like to share - we would like to have a single document of links we have shared for use now and in the future.

See attached PPT

This guide provides the validated learning outcomes tied to Vision and Change

This a a U.S. Forestry Service tool that can be used to estimate impervious versus vegetated cover in Census Tracts or user defined areas. This tool can also be used to estimate Ecosystem Services provided by the vegetated areas in the defined area or interest. It could be a good tool for comparing these services (air pollution removal for example) between or among areas.

This website has various resources (webinars, how to instructions) for learning to access, utilizing and visualize the data available from the U.S. Census Bureau.

Some great examples of authentic products aimed at environmental engineering

Lots of examples EIS statements, websites public service announcements and more

"Confluence is a seminar video series with the explicit aim of introducing undergraduates to the lives and work of researchers in the field of biology.

We aim not only to introduce students to the latest scientific questions being addressed in the field, but more importantly to talk about when in their lives these men and women decide to pursue questions of how this world works."

"This rubric defines a set of open educational practices that help educators to advance a culture of open education, and to advocate for the potential benefits of open educational resources (OER) in the context of continuous improvement." 2017 by Megan Simons. 

CAST's book on UDL - a deeper look at its history and applications. Online access to the book is free with an account. 

Rubric to help you see where you lie along the continuum of UDL best practices. Novak & Rodriguez 2018.

A graphical organization of Universal Design for Learning guidelines, which you can burrow into to explore each component. 

This article describes an instrument used to measure UDL implementation (instructor fidelity). UDL (and I'd say other frameworks we've looked at) are incredibly difficult to operationalize. Or decide what "counts." It doesn't really touch student success, but operates on the understanding that UDL is based on research that improves student success. 
 

Several links to guides and lists of resources for accessible teaching from the DO-IT Center out of the University of Washington.

The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.

WAVE is an accessibility evaluation tool from WebAIM. Just enter a url into the tool and WAVE will provide you with a report of adherence with Web Content Accessibility Guidelines (WCAG) and suggest changes for improvement. 

Links to a Google slide presentation by CAST representatives on designing accessible Open Educational Resources. 

Crowd-sourced table of online teaching practices that align to the UDL guidelines specific to the affective network

Jo Boaler discusses mathematical mindsets. Also linked is her website, youcubed with further information and resources

A video that provides an overview of Universal Design for Learning and why it is important. 

Blog post with some practical tips focusing on accessibility but that are also connected to UDL

On our Data Nugget website we have a Resources page where we collect all of the great education resources that have come to our attention over the years. We'll be sure to update it with all the suggestions you share here! 

The resources are organized by the science or math concepts addressed, and we have a list of other great educational program websites.

Topics include measures of average (mean, median, and mode), variability (range and standard deviation), uncertainty (standard error and 95% confidence interval), Chi-square analysis, student t-test, Hardy-Weinberg equation, frequency calculations, and more. 

These modules introduce students (and anyone else who's interested) to the mathematical underpinnings of what they learn in introductory biology courses. But unlike a textbook, the modules are not full of equations and proofs. Instead, we try to bring math to life using intuitive approaches, everyday situations, and even humor. The modules contain hundreds of interactive activities, games, and questions. They range from the relatively simple (what to do with division) to the relatively abstruse (discrete diffusion models).

Native Americans misrepresented in health data pay a heavy COVID-19 price

Centuries of bias have impeded the advance of human knowledge.

Gapminder identifies systematic misconceptions about important global trends and proportions and uses reliable data to develop easy to understand teaching materials to rid people of their misconceptions.

Gapminder is an independent Swedish foundation with no political, religious, or economic affiliations.

Founded by David McCandless, author of two bestselling infographics books, Information is Beautiful is dedicated to helping you make clearer, more informed decisions about the world. All our visualizations are based on facts and data: constantly updated, revised and revisioned.

The Scientist Spotlights Initiative empowers middle/high school, college, and university science educators to implement inclusive curricula that help ALL students see themselves in science. We provide access to easy-to- implement assignments/activities that link course content to the stories of counter-stereotypical scientists. 

Explore interactive graphs of various issues, including COVID 19.

Videos and tools to engage students with socially relevant statistics.

PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see our source code). Multiple sponsors support the PhET project, enabling these resources to be free to all students and teachers.

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

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

Dr. Christie Bahlai described a project she and some of her colleagues received funding to lead. They will be creating a series of podcasts on "the human sides of data science" that will consist of a long-form interview and accompanying curriculum materials for classroom use. They plan "to showcase diverse people, perspectives and approaches to data and information." The call had members provide feedback on the podcast, using the prompts:

• Is there anything you feel Christie and her team are overlooking with this project?
• Any ideas on how curricula materials can be formatted using these data stories?
• What questions should be asked as part of the interviews? Are there core areas that need to be addressed?
• Do you have recommendations on individuals to interview or would you be interested in serving as an interviewee?

Proof

Nathan Emery1 , Ellen Bledsoe2 , and Andrew Hasley3

Evolution and Ecology 2020

BMB, Fall 2020

Symbulation is an agent-based model of endosymbionts that can evolve between parasitism and mutualism. It provides a web GUI so students can change environmental settings and watch evolution occur.

This Google Slide template is available for you to use to create your report-out. The access is set to "View Only" so you will need to make a copy for your group to edit. You can do this by going to "File" and then "Make a Copy."

This application is for attendees of the 2020 Build-a-Genome course who want a 6-month BUGSS membership to keep working on the project!

LOTS of illustrations, but lots of scrolling.

Compilation site of useful free stock images, videos, and music.

Blog post with some practical tips focusing on accessibility but that are also connected to UDL

A video that provides an overview of Universal Design for Learning and why it is important. 

At this link is a version of the guidelines with clickable headers and checkpoints. More information is provided for each guideline.

Crowd-sourced table of online teaching practices that align to the UDL guidelines specific to the affective network

Jo Boaler discusses mathematical mindsets. Also linked is her website, youcubed with further information and resources

This is a public discussion board in The Carpentries Forum.  The original question is "Ideas needed for assessment of group-based data analysis project".  I thought the responses would be of interest to many in this FMN.  

Bass et al. 2016.  This paper is an optional read for those very interested in assessment.  Of particular interest are Figure 2 (a process to think about/create assessment) and Table 3 (tips for writing multiple choice questions).