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ASM 2019 Broadening Participation in Mammalogy: Difference between revisions
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ASM 2019 Broadening Participation in Mammalogy (view source)
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===Resources=== | ===Resources=== | ||
*Guide to creating inclusive scientific meetings: https://500womenscientists.org/inclusive-scientific-meetings | |||
*Bystander Resources: https://www.ihollaback.org/resources/bystander-resources/ | |||
*TakeBackScience https://sisterstem.org/2019/06/05/takebackscience-a-call-for-scientific-societies-to-prioritize-the-safety-of-their-members | |||
*American Association of University Women https://www.aauw.org/ | |||
*Persistent Sexual Harassment is a Primary Reason Women Leave STEM (link: https://jezebel.com/persistent-sexual-harassment-is-a-primary-reason-women-1763267021) | |||
*There is No Moral Relativity in Sexual Harassment (link: https://www.chronicle.com/article/There-Is-No-Moral-Relativity/242067 | |||
*National Science Foundation statements and policies on sexual harassment: https://www.nsf.gov/od/odi/harassment.jsp | |||
===Recommended Reading=== | |||
*Improving societies’ harassment policies https://science.sciencemag.org/content/361/6406/984.2 | |||
*Male principal investigators (almost) don’t publish with women in ecology and zoology https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0218598 | |||
*Diversity begets diversity: A global perspective on gender equality in scientific society leadership https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0197280 | |||
*Underrepresented faculty play a disproportionate role in advancing diversity and inclusion https://www.nature.com/articles/s41559-019-0911-5 | |||
*Survey of academic field experiences (SAFE): trainees report harassment and assault http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0102172 | |||
*Address harassment now http://science.sciencemag.org/content/361/6408/1167 | |||
*The role of a professional society in broadening participating in science: a national model for increasing persistence https://doi.org/10.1093/biosci/biy066 | |||
*National Academies of Sciences, Engineering, and Medicine. 2018. Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine https://doi.org/10.17226/24994. | |||
*Signaling safety: characterizing fieldwork experiences and their implications for career trajectories http://onlinelibrary.wiley.com/doi/10.1111/aman.12929/epdf | |||
*Call for new AAAS harassment policy http://science.sciencemag.org/content/361/6406/984.1 | |||
===Evidence-based Teaching Practices=== | |||
*Zumbrunn et al. (2014) “Support, belonging, motivation, and engagement | |||
in the college classroom: a mixed method study”. Instructional Science: 42:661–684 | |||
https://link.springer.com/article/10.1007/s11251-014-9310-0 | |||
*Freeman et al. (2014) “Active learning increases student performance in science, engineering, and mathematics”. PNAS: 111(23): 8410–8415 | |||
https://www.pnas.org/content/111/23/8410?lipi=urn%3Ali%3Apage%3Ad_flagship3_pulse_read%3B5ujlJ92ZQgC6PXO%2BbkuCcQ%3D%3D&utm_source=TrendMD&utm_medium=cpc&utm_campaign=Proc_Natl_Acad_Sci_U_S_A_TrendMD_0 | |||
*Ballen et al. (2017) “Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning”. CBE—Life Sciences Education • 16:ar56, 1–6. | |||
https://www.lifescied.org/doi/full/10.1187/cbe.16-12-0344 | |||
*Smith, M. K., W. B. Wood, et al. (2009). Why peer discussion improves student performance on in-class concept questions. Science 2 Jan 2009: 323 (5910), 122-124. [DOI:10.1126/science.1165919] | |||
*Schinske, et al. (2016) “Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class”. CBE—Life Sciences Education • 15:ar47, 1–18, Fall 2016 | |||
https://www.lifescied.org/doi/full/10.1187/cbe.16-01-0002 | |||
*Rodenbusch et al. (2016) “Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees”. CBE—Life Sciences Education. 15: 1–10. | |||
https://www.lifescied.org/doi/full/10.1187/cbe.16-03-0117 | |||
*Tanner, K. D. (2013). “Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity”. CBE-Life Sciences Education 12:322–331. | |||
https://www.lifescied.org/doi/full/10.1187/cbe.13-06-0115 | |||
*Eddy, S. L., and K. A. Hogan (2014). “Getting under the hood: How and for whom does increasing course structure work?” CBE-Life Sciences Education 13:453–468. | |||
https://www.lifescied.org/doi/full/10.1187/cbe.14-03-0050 | |||
*Dewsbury, B. and Brame, C. J. (2019). “Inclusive Teaching”. CBE-Life Sciences Education 18:fe2, 1–5, Summer 2019. DOI:10.1187/cbe.19-01-0021 | |||
*Summer Institutes on Scientific Teaching: https://www.summerinstitutes.org/ | |||
*Center for the Integration of Research, Teaching and Learning: https://www.cirtl.net/ | |||