ASM 2019 Broadening Participation in Mammalogy

About this Symposium:

In collaboration with the ASM Human Diversity Committee we have organized a session to focus on broadening participation in mammalogy.

This thematic session was organized as a chance to address some of the issues related to the lack of diversity in ASM and mammalogy. Topics for the presentations will center on the current state of human diversity in mammalogy, strategies and recommendations for supporting underserved populations, reports on existing broadening participation initiatives and successes by mammalogists and other biologists.

General Information

Full title: Broadening Participation in Mammalogy
When: 1 July 2019, Wednesday, 8:00am - 9:30am AM EDT
Where: Regency BCD Moderator Molly Phillips Contact: mphillips AT flmnh DOT ufl DOT edu for questions

Symposium Schedule

8:00am - Diversifying Mammalogy by Intentional Interventions for Undergraduates & Beyond - Corey Welch

8:15am - Mentoring and learning strategies to increase URM retention in STEM - Brett Woods

8:30am - Testing the “cherry-on-top” hypothesis: is evidence important in convincing TAs to use evidence-based teaching practices? - Lorelei Patrick*, Hillary Barron, and Sehoya Cotner

8:45am - Building personal bridges: connecting your science to your communities - Danielle Lee

9:00am A history of diversity, inclusion, and safety in the American Society of Mammalogists - Jessica Light

9:15am - Panel Discussion

9:30am Break

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/