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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
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Changing Biosphere
Sustainability Topics: Ecosystems, Biodiversity
Grade Level: High School (9-12), College Lower (13-14):College Introductory
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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)
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Coastal Processes, Hazards and Society
Sustainability Topics: Natural Hazards
Grade Level: College Lower (13-14):College Introductory
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Critical Zone Science
Sustainability Topics: Ecosystems, Cycles & Systems
Grade Level: College Lower (13-14), College Upper (15-16)
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Earth's Thermostat
Sustainability Topics: Climate Change
Grade Level: College Lower (13-14):College Introductory
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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
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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
View these Materials »
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)
View these Materials »
Water Sustainability in Cities
Sustainability Topics: Design & Planning, Water & Watersheds, Natural Resources, Technology
Grade Level: College Upper (15-16)
View these Materials »

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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

A "Box of Lessons" for Exploring Biomolecular Structure and Function

Biomolecular structure and function is emphasized as a core concept in a variety of community determined educational standards for biology and chemistry. Most curricula introduce students to the building blocks and principles of biomolecular structures, in introductory chapters of biology, biochemistry, cell biology, and chemistry courses, but very few engage students in actively visualizing and exploring biomolecular structures throughout the course. Conversations with faculty teaching introductory courses, and/or developing and piloting molecular case studies, helped uncover the need for new resources, and professional development to support introduction of biomolecular exploration. To address this need, a group of faculty participating in a Faculty Mentoring Network in Spring 2022, gathered together resources and lessons that they had independently developed and collaboratively developed additional ones. An overview of the lessons will be presented here. Interested users are invited to pilot the lessons in Fall 2022.

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R Deborah Overath onto Genetics Related

DNA Barcoding & Biodiversity databases

This resource pairs DNA barcoding databases with Biodiversity databases. Students collect their insect specimens in the field and use BLAST and BOLD to identify their species. They then use biodiversity databases to obtain information on the species' distribution, recently submitted observations, and life history stage.

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R Deborah Overath onto DNA Barcoding

Evolution of Tusklessness in African Elephants

The exploitation of African elephants in the form of ivory poaching is exacerbated by warfare. The affects of this anthropogenic evolutionary force on the African savanna elephant (Loxodonta africana) in the Gorongoas National Park in Mozambique was investigated (Campbell-Staton, et. al. 2021) after the Mozambican civil war (1997-1992).  This multipart lesson is based on this research.  Here, we explore allele frequencies, phenotypic data, and the use of a chi-squared test to determine if the population is in Hardy-Weinberg Equilibrium.  Because one gene influencing tusklessness is X-linked, we also explore inheritance of the trait, using hemophilia as an example.  The data used in this part of the lesson are simulated data based on reports from Zambia.

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R Deborah Overath onto Genetics Related

Sexual Dimorphism CURE: Exploring Melanized Wing Patterns of Pieridae Butterflies

Teach a Course-based Undergraduate Research Experience (CURE) using digitized natural history collections data to test hypotheses on sexually dimorphic wing melanization patterns of Pieris rapae butterflies. This inclusive CURE can be implemented in in-person, online, and hybrid formats, synchronously or asynchronously, and requires only student access to a computer and the internet.

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R Deborah Overath onto CURE Info and Resources

2022 BioQUEST OneHealth Plug-and-Play CURE Model Working Group - YouTube

For the Fall 2022 BIOME Working Group, we have developed a plug-and-play CURE model that will allow educators to pick and choose CURE resources, centered on microbial diversity and ecology, to allow students to learn the process of science, specific methods, and science communication. Students will be able to publish original data to the OneHealth Initiative and other databases. The resources will be further developed in a Spring 2023 FMN, to expand the model of a plug-and-play CURE.

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R Deborah Overath onto CURE Info and Resources

Bacteria to Brains in Backyard Coyotes

This interdisciplinary pedagogical case study focuses on differences between rural and urban coyotes at the levels of organismal and community ecology, including how their gut microbiomes could affect their behaviour. The health and fitness of rural and urban coyote populations vary dramatically with the latter being poor as a result of their consumption of carbohydrate-rich anthropogenic food, compared to a more natural protein-rich diet. This difference is associated with altered gut microbiome composition. The case explores how altered microbiomes can influence behavior changes through the gut-brain axis. Cross talk between the brain and gut microbiome involves multiple physiological systems including the immune, endocrine, and nervous systems. This case showcases the interdisciplinary nature of science by having students explore the connection between these macro and micro-level systems. It is based on a manuscript by Sugden et al. (2020) supporting the existence of distinct gut microbiomes in rural and urban coyotes. Interdisciplinary connection - Immunology+Microbiology+Ecology+Animal Behavior

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Sumali Pandey onto ImmunoReach Teaching Resources

Projects in Medical Education: “Social Justice In Medicine” A Rationale for an Elective Program as Part of the Medical Education Curriculum at John A. Burns School of Medicine

Research has shown that cultural competence training improves the attitudes, knowledge, and skills of clinicians related to caring for diverse populations. Social Justice in medicine is the idea that healthcare workers promote fair treatment in healthcare so that disparities are eliminated. Providing students with the opportunity to explore social issues in health is the first step toward decreasing discrimination. This concept is required for institutional accreditation and widely publicized as improving health care delivery in our society.

Methods

A literature review was performed searching for social justice training in medical curricula in North America.

Results

Twenty-six articles were discovered addressing the topic or related to the concept of social justice or cultural humility. The concepts are in accordance with objectives supported by the Future of Medical Education in Canada Report (2010), the Carnegie Foundation Report (2010), and the LCME guidelines.

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Pat Marsteller onto Justice and DEI: Medicine

A collection of materials for high school and college physics that relate to social justice issues

The Underrepresentation Curriculum (URC) is a free, flexible curriculum for STEM instructors to teach about injustice and change the culture of STEM. Using tools such as data analysis, hypothesis creation, and investigation, students look critically at science through the lenses of equity and inclusion. By comparing the general population to similar data describing scientists, students can explore issues of social justice in STEM. 

We encourage you to start with Unit 0 – Setting the Stage, a lesson that helps to prepare students for the curriculum and aims to productively frame future discussions .

Unit 1 – Laying the Foundation

Unit 1 – Subjectivity
Unit 1 – Why Does Representation Matter?
Unit 1 – Learning About Scientists’ Lives
Unit 1 – Data Analysis

Unit 2 – Gaining Relevant Knowledge

Unit 2 – Meritocracy
Unit 2 – Stereotype Threat
Unit 2 – Systemic Racism
Unit 2 – Systemic Sexism
Unit 2 – Racial Privilege and Affirmative Action
Unit 2 – Implicit Bias
Unit 2 – Multiple Identities
Unit 2 – Colorism (temporarily offline)
Unit 2 – Myth of the Model Minority (coming soon)
Unit 2 – Political Correctness and Microaggressions (coming soon)
Unit 2 – Overrepresented Groups (coming soon)

Unit 3 – Turning Knowledge into Action

Unit 3 – Brainstorming Actions
Unit 3 – Teacher-Led Action Projects
Unit 3 – Student-Led Actions Projects

Download a zip archive of all these lesson plans here.

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Pat Marsteller onto curricculum resources: physics

A collection of materials for high school and college physics that relate to social justice issues

The Underrepresentation Curriculum (URC) is a free, flexible curriculum for STEM instructors to teach about injustice and change the culture of STEM. Using tools such as data analysis, hypothesis creation, and investigation, students look critically at science through the lenses of equity and inclusion. By comparing the general population to similar data describing scientists, students can explore issues of social justice in STEM. 

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Pat Marsteller onto curricculum resources: physics

Chapter abstract from Book on Social Justice in Physics

A critical look at the history of physics—both in the field as a whole and in the pedagogical choices—elucidates why it is necessary to pay attention to social justice in physics education. Physicists have a longstanding aim toward objectivity and often deny the effects of culture on the field and its participants. In this chapter, we provide an overview of research and curriculum development on equity and social justice in physics and include examples for addressing the injustice present in the field today. We illustrate how instructors can introduce and integrate discussions of equity and social justice into physics curricula. We also share an example of how concepts in physics (e.g., optics) can be used to support students in identifying inequities and injustice (e.g., overrepresentation of blue eyes). To be clear, this work does not argue for a dichotomized teaching of social justice and physics. Instead, we call for the utilization of a social justice lens in teaching physics and the exploration of physics concepts to identify and address issues of inequity that exist within and outside of the field of physics.

 

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Pat Marsteller onto curricculum resources: physics

Tribes and covid19

Historical inequities placed American Indians and Alaska Natives in the headlights of the oncoming Covid-19 epidemic.  Vulnerability was greatly increased by the lack of infrastructure for key services like water, housing, electricity, broadband access and educational facilities and by underlying health conditions.  Initial impacts of the virus predicted a devastating future, especially from the potential loss of elders.  Multiple agencies and organizations involved in Native American health began to mobilize but credible, coordinated data was lacking for important actions like contact tracing.  Despite these obstacles and continuing unequal losses, Tribes rose up with effective innovations through the strength of culture, trust and self-governance by asserting their sovereign rights. Through these means they developed unique and effective responses.

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