This unit, Defining Life, engages students in thinking like scientists, applying creativity to science, and learning biology core concepts as they explore the defining characteristics of life. This unit provides an example of a curriculum designed for a disciplinary first-year seminar that engages aspiring biology majors in thinking like scientists, rather than acquiring detailed content knowledge, as they develop disciplinary ways of thinking and skills that support their transition to college. Defining Life includes a collection of active learning activities that span three areas of emphasis: (i) process of science and experimental design, (ii) biology core concepts connected to characteristics of life, and (iii) STEAM (STEM + Arts). After exploring criteria for being alive, students examine a case study about the discovery of DNA as the hereditary unit of life, learning about the process of science. Next, students participate in several activities focused on the biology core concepts, with an emphasis on the core concepts of Structure and Function, Evolution, and Information Flow, Exchange, and Storage. Then, students are introduced to STEAM and how art and science can be integrated. In the culminating activity, students apply elements from each area of emphasis to create an organism and use the process of science and core concepts to evaluate if the organism is living. Student performance and feedback indicates that students were successful in achieving the learning objectives across each area of emphasis and that students appreciated the engaging activities that allowed them to develop their creativity.

Primary Image: In this image, students are engaging in one of the hands-on activities described in this lesson plan. In groups, students work through their assignments, using whiteboards and other technologies to assist in their learning. 

The overrepresentation of cis straight white male scientists in examples used in Biology curriculum makes it difficult for students with other axes of diversity (race/ethnicity, gender, sexuality, first-generation college-going, socioeconomic status, disability, etc.) to develop their own science identity and sense of belonging. This, in turn, has been shown to have negative impacts on student retention and graduation rates. Previous data from other groups have shown that the use of written Scientist Spotlights shifts students from stereotypical descriptions of scientists to non-stereotypical descriptions. To address the lack of positive representation of scientists from diverse backgrounds, we have created a lesson to bring Scientist Spotlights to life. In this lesson, students get to interact with scientists from diverse backgrounds in either an in-person or synchronous online format. Pre- and post-assessment questions ask students to reflect on what they know about the types of people who do science. By learning about the panelists' personal and scientific backgrounds, students become increasingly aware that people from any background can do science. This knowledge is expected to help build their own science identity and sense of belonging in the scientific community.

Primary Image: Typical biology classroom at San Francisco State University demonstrating the diversity of the student population. The diversity of our students highlights the need for positive role models from diverse backgrounds. This photo shows a typical classroom set up for in-person active learning in the Department of Biology at SF State. Written student consent was obtained to share this photo.