Memphis NeuroSTART Program: Promoting Student Success and Increasing the Diversity of Applicants to Neuroscience Graduate Programs.

With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program funded by the Department of Defense (DoD) Air Force Office of Scientific Research (AFOSR), we established a program intended to increase the number of underrepresented racial and ethnic minority (URM) and first-generation undergraduate students successfully applying to neuroscience and other STEM-related graduate programs. The Neuroscience Techniques and Research Training (NeuroSTART) Program aimed to increase the number of undergraduate students from the Memphis area involved in behavioral neuroscience research. In this two-semester program, students completed an empirical research project in a neuroscience lab, received individual mentoring from neuroscience faculty, became part of a STEM network, presented at research conferences, and attended specialized professional development seminars. In two cohorts of 15 students, 4 are PhD students in neuroscience-related programs or in medical school (27%), 4 are employed in neuroscience-related research facilities (27%), 3 are employed as clinical assistants (20%), and 1 is employed in the IT field (7%). The remaining three recently graduated and are planning a gap year prior to applying for admission to graduate/medical school. The Memphis NeuroSTART program has provided valuable training to participants, making them competitive applicants for jobs in the health sciences and for admittance into graduate neuroscience programs. By providing this training to first-generation and URM students, the broader impact of this program was an increase in the diversity of the health sciences workforce, particularly those specializing in neuroscience-related research and treatment.

The criticality of language: Exploring STEM education evaluators conceptualizations of equity, diversity, and inclusion and the influence on their roles and practice.

Language is critical in evaluation. It influences understanding of goal attainment, judgments made about the quality of a program, interactions between stakeholder groups, interpretation of findings, and future actions. This paper reports research on language that unearths complexities related to the agenda of diversifying STEM and the utilization of evaluation in achieving its goal through an examination of STEM education evaluators' conceptualizations of diversity, equity, and inclusion and the implications for their practice. Data was collected via semi-structured interviews. Findings revealed (1) the multifaceted nature of terms such as equity, diversity, and inclusion, (2) the role of an evaluator is not singular, and (3) the importance of surfacing the ways in which language is both value-laden and socially shaping for potentially disrupting one's knowledge of status quo injustices.

Proceedings of the 2023 Faculty for Undergraduate Neuroscience Workshop at Western Washington University, Bellingham, WA, July 27-30, 2023.

In July of 2023, the Faculty for Undergraduate Neuroscience (FUN) held a Summer Workshop at Western Washington University. This workshop was the first in-person workshop since 2017. This article provides a brief account of the Workshop themes of inclusive pedagogy, student and faculty mindsets, integrative STEM, and decolonization of neuroscience. The presentations and events that took place were attended by a vibrant community of close to 100, who engaged fully in the discussions and social opportunities. In addition, we review the workshop planning process to guide future FUN Summer Workshop committees and hosts.

Unpacking and Utilizing Neuroscience Core Concepts.

Core concepts, or overarching principles that identify patterns in processes and phenomena, provide a framework for organizing facts and understanding. Core concepts have existed for many years in some life science disciplines, including biology, microbiology, and physiology, yet have only recently been published for neuroscience through a multi-year community-derived project which identified the following neuroscience core concepts: Communication Modalities, Emergence, Evolution, Gene-Environment Interactions, Information Processing, Nervous System Functions, Plasticity, and Structure-Function Relationship. The current phase of the core concepts work involves two arms: utilizing and "unpacking." Work on utilization of core concepts focuses on strategies for utilizing the core concepts in courses, curricula, and assessment, and in diverse institutional contexts. The process of unpacking involves deconstructing a core concept into its key underlying components. Prior to the 2023 FUN Workshop, we consulted faculty members with relevant experience to aid in the preliminary unpacking of four core concepts (Evolution, Gene-Environment Interactions, Plasticity, and Structure-Function Relationship). The preliminary drafts of the unpacked core concepts were shared at the Faculty for Undergraduate Neuroscience (FUN) Workshop and Neuroscience Teaching Conference (NTC) for community feedback and guidance. This editorial describes community feedback and guidance that we received from the conferences to inform future steps.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Reducing education inequalities through cloud-enabled live-cell biotechnology.

Biotechnology holds the potential to drive innovations across various fields from agriculture to medicine. However, despite numerous interventions, biotechnology education remains highly unequal worldwide. Historically, the high costs and potential exposure to hazardous materials have hindered biotechnology education. Integration of cloud technologies into classrooms has emerged as an alternative solution that is already enabling biotechnology experiments to reach thousands of students globally. We describe several innovations that collectively facilitate real-time experimentation in biotechnology education in remote locations. These advances enable remote access to scientific data and live experiments, promote collaborative research, and ensure educational inclusivity. We propose cloud-enabled live-cell biotechnology as a mechanism for reducing inequalities in biotechnology education and promoting sustainable development.

Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco.

This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program's inclusivity. The SSRP also positively influenced students' postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program's sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP's effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.

Effect of short-term intensive design-based STEM learning on executive function: an fNIRS study of the left-behind children.

Design-based STEM learning is believed to be an effective cross-disciplinary strategy for promoting children's cognitive development. Yet, its impact on executive functions, particularly for disadvantaged children, still need to be explored. This study investigated the effects of short-term intensive design-based STEM learning on executive function among left-behind children. Sixty-one Grade 4 students from a school dedicated to the left-behind children in China were sampled and randomly assigned to an experimental group (10.70 ± 0.47 years old, n = 30) or a control group (10.77 ± 0.43 years old, n = 31). The experimental group underwent a two-week design-based STEM training program, while the control group participated in a 2-week STEM-related reading program. Both groups were assessed with the brain activation from 4 brain regions of interest using functional near-infrared spectroscopy (fNIRS) and behavioral measures during a Stroop task before and after the training. Analysis disclosed: (i) a significant within-group time effect in the experimental group, with posttest brain activation in Brodmann Area 10 and 46 being notably lower during neutral and word conditions; (ii) a significant between-group difference at posttest, with the experimental group showing considerably lower brain activation in Brodmann Area 10 and Brodmann Area 46 than the control group; and (iii) a significant task effect in brain activity among the three conditions of the Stroop task. These findings indicated that this STEM learning effectively enhanced executive function in left-behind children. The discrepancy between the non-significant differences in behavioral performance and the significant ones in brain activation implies a compensatory mechanism in brain activation. This study enriches current theories about the impact of Science, Technology, Engineering, and Mathematics (STEM) learning on children's executive function development, providing biological evidence and valuable insights for educational curriculum design and assessment.

Inadequate mentoring in undergraduate research experiences: Exploring protective factors.

This study examines instances of negative mentoring among undergraduate researchers within STEM education, and specifically, the common yet subtle issue of inadequate mentoring characterized by a faculty mentor's failure to provide their mentee with adequate research, educational, career-related, or emotional support. Using data from the Mentor-Relate survey of 514 participants in the National Science Foundation Research Experiences for Undergraduates program, we identify prevalent patterns of inadequate mentoring and examine protective factors against it. Results indicate that inadequate research support is the least prevalent form, while inadequate educational and career guidance is more common, and inadequate emotional support is the most prevalent. Enhanced faculty mentoring skills emerge as a protective factor, with culturally responsive mentoring and gender concordance also playing significant protective roles. Less hierarchical mentoring structures, such as multiple faculty mentors, offer better emotional support. These findings underscore the importance of comprehensive mentor training and culturally sensitive practices to mitigate inadequate mentoring in undergraduate research experiences. By promoting inclusive and supportive mentoring environments, institutions can maximize the transformative potential of undergraduate research experiences for all participants.

An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study.

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.NEW & NOTEWORTHY This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses.

Promoting Diversity in the Biomedical Sciences with the Teen Science Ambassador Program.

Mental health and substance use fields suffer from underrepresentation of racially and ethnically minoritized, first-generation college student, and female members. The homogeny of the current workforce can impede scientific productivity, creativity, and problem-solving in addressing health-related issues. Our team developed the Teen Science Ambassador Program (TSAP) to provide underrepresented minoritized (URM) high school students with science-focused education, research opportunities, and mentoring within their community. The goals of the current study were to describe the logic model and structure of TSAP, provide access to a resource bank to facilitate replication across communities, and present preliminary mixed-methods outcome data to guide development of the program. Qualitative and quantitative results from our first two cohorts (N = 18; 89% girls; 72% Black or African American; 22% Hispanic or Latino; 40% of parents did not have a college degree) indicated TSAP contributed to sustained interest, increased confidence, and enhanced sense of belonging in science-related fields, especially those pertaining to mental health and substance use. These findings highlight the program's promise to facilitate entry and sustainment of URM and female youth within the biomedical sciences. Given the urgent need to promote diversity in the mental health and biomedical workforce, we provide readers with a resource bank to facilitate replication across communities.

Loom: A Modular Open-Source Approach to Rapidly Produce Sensor, Actuator, Datalogger Systems.

In the face of rising population, erratic climate, resource depletion, and increased exposure to natural hazards, environmental monitoring is increasingly important. Satellite data form most of our observations of Earth. On-the-ground observations based on in situ sensor systems are crucial for these remote measurements to be dependable. Providing open-source options to rapidly prototype environmental datalogging systems allows quick advancement of research and monitoring programs. This paper introduces Loom, a development environment for low-power Arduino-programmable microcontrollers. Loom accommodates a range of integrated components including sensors, various datalogging formats, internet connectivity (including Wi-Fi and 4G Long Term Evolution (LTE)), radio telemetry, timing mechanisms, debugging information, and power conservation functions. Additionally, Loom includes unique applications for science, technology, engineering, and mathematics (STEM) education. By establishing modular, reconfigurable, and extensible functionality across components, Loom reduces development time for prototyping new systems. Bug fixes and optimizations achieved in one project benefit all projects that use Loom, enhancing efficiency. Although not a one-size-fits-all solution, this approach has empowered a small group of developers to support larger multidisciplinary teams designing diverse environmental sensing applications for water, soil, atmosphere, agriculture, environmental hazards, scientific monitoring, and education. This paper not only outlines the system design but also discusses alternative approaches explored and key decision points in Loom's development.

Large-scale experiment in STEM education for high school students using artificial intelligence kit based on computer vision and Python.

This study proposes an artificial intelligence (AI) kit for high school students in science, technology, engineering, and mathematics (STEM). The AI kit includes an edge AI machine and electronic components. A compact, purpose-built kit resembling a laptop was designed for ease of replication and portability. Utilizing pre-trained convolutional neural network models and computer vision algorithms, five Thai schools participated in on-site instructions. A quasi-experimental study assessed the students' learning outcomes using a paired sample t-test. Results revealed improved knowledge and reduced score variation. Additionally, gender analysis confirmed that both male and female students met the learning criteria. The students expressed satisfaction with the distinctive hardware and learning method employed during the class activities. Notably, the test results demonstrated that the AI kit enhanced students' enthusiasm and facilitated comprehension.

Understanding operon architecture using LEGO bricks.

Many undergraduates struggle to interpret abstract concepts in molecular biology. Modeling can facilitate learning by making these abstract concepts tangible. Here, we present an exercise based on the lac operon designed for undergraduate students using LEGO bricks. The lac operon is a classic example of transcriptional regulation taught in a variety of undergraduate biology courses and is fundamental to understanding the regulation of gene expression. This easy-to-implement active learning exercise demonstrates how the various components of the lac operon are oriented under a variety of nutritional conditions to control gene expression. In addition, higher-order concepts, such as the effect of mutation on lac operon expression, can be readily modeled. Overall, students not only found this exercise to be enjoyable but also helpful as a tool to engage with this course material.

Adopt-A-Classroom Program: A Potential Platform to Address the Root of Health Disparities in the US.

The underrepresentation of Black doctors is a significant issue in the US that led to the perpetuation of health disparities in the African American community. Racial and ethnic minorities in the US have been shown to have higher rates of chronic diseases, such as hypertension, diabetes, and cardiovascular disease, as well as higher rates of obesity and premature death compared to White people. While Blacks make up more than 13% of the US population, they comprise only 4% of US doctors and less than 7% of medical students. It is believed that this problem requires more deliberate efforts by policymakers and the educational establishment, not only at the undergraduate and medical school level, but earlier in the educational "pipeline"-the K-12 school system. While the medical field is rooted in Science, Technology, Engineering, and Mathematics (STEM), we have launched a new initiative that will provide year-round STEM development activities for K-12 education in Connecticut in Hartford and Waterbury districts, especially among populations with health disparities.

Fixed-point algorithms for solving the critical value and upper tail quantile of Kuiper's statistics.

Kuiper's statistic is a good measure for the difference of ideal distribution and empirical distribution in the goodness-of-fit test. However, it is a challenging problem to solve the critical value and upper tail quantile, or simply Kuiper pair, of Kuiper's statistics due to the difficulties of solving the nonlinear equation and reasonable approximation of infinite series. In this work, the contributions lie in three perspectives: firstly, the second order approximation for the infinite series of the cumulative distribution of the critical value is used to achieve higher precision; secondly, the principles and fixed-point algorithms for solving the Kuiper pair are presented with details; finally, finally, a mistake about the critical value cnα for (α,n)=(0.01,30) in Kuiper's distribution table has been labeled and corrected where n is the sample capacity and α is the upper tail quantile. The algorithms are verified and validated by comparing with the table provided by Kuiper. The methods and algorithms proposed are enlightening and worth of introducing to the college students, computer programmers, engineers, experimental psychologists and so on.

Power of microbes: utilization of improvised microbial fuel cell (IMFC) as an interdisciplinary learning activity in teaching bioelectricity.

Bioelectricity is an interdisciplinary concept that encompasses the fields of chemistry, physics, and biology. It is the scientific study of membrane transport mechanisms that govern the formation and dissipation of ion gradients. Teaching and learning across disciplines, such as bioelectricity, are known among science teachers to be challenging and complex. One of the critical problems is that only a few teaching materials and learning resources specifically support interdisciplinary teaching, especially in science. This paper described the development of an improvised microbial fuel cell (iMFC) as an alternative activity that addresses scientific concepts of cellular respiration, reduction-oxidation reaction, and electricity generation in an interdisciplinary approach. In this activity, students designed, constructed, and tested their iMFCs. The learning gains of the students were measured using parallel pretest/post-test and analyzed using descriptive statistics and dependent t-tests. The perceptions of teachers and students on using the iMFC activity in teaching-learning bioelectricity were obtained from a survey questionnaire and interviews. Results revealed that the iMFC activity significantly improved students' learning gains in bioelectricity, for the topics cellular respiration (t(239)=45.03; P < 0.01), reduction-oxidation reaction (t(239)=39.85; P < 0.01), and electricity (t(239)=31.1; P < 0.01), with computed normalized gains of 0.45, 0.50, and 0.39, respectively. Furthermore, seven subthemes emerged from the teachers' and students' perceptions, namely, knowledge acquisition, student engagement, academic emotions, affordability, student satisfaction, distractions, and cleanliness. Overall results indicated that the iMFC activity can be an effective teaching material for providing an authentic learning experience in a multidisciplinary topic like bioelectricity. Future investigations on the iMFC activity and its impact on other aspects of learning, such as students' motivation, self-efficacy, and engagement, are recommended.

Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students.

The authors designed an integrated type 2 diabetes (T2D) curricula to model real-world complexity for high school biology and health students, highlighting interactions between genetic, biologic, environmental, and social factors, and modeling prevention and intervention activities. We evaluated the curriculum with two samples of students (888 historical comparison [no exposure] and 2,122 intervention students [received the T2D curricula]). Students completed pre-post assessments that were analyzed for knowledge gains and changes in self-efficacy to engage in healthy behaviors. Correct posttest answers in the intervention group increased by 24% versus 1% (biology) and 3% (health) of comparison students (p < .001); mean (sd) self-efficacy scores increased for biology [3.2 (25.2)] and health [1.5 (7.2), both p < .0001)]. COVID-19 prompted mandatory online teaching starting in March 2020 resulting in more health (65%) than biology students (47%, p < .001) doing the curriculum in virtual/hybrid classrooms, yet posttest knowledge gains were similar for these students learning in class or online (p = .47). Students' "take-home" messages mentioned the importance of prevention (64%), physiological mechanisms for developing T2D (54%), and environmental factors (17%). The curricula successfully delivered cross-disciplinary content without placing undue burden on teachers to create and sustain integrated learning systems.

STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review.

Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service teacher education or as part of their professional learning as in-service teachers. This systematic review of literature examines programmes which offer either pre-service or in-service teachers immersive learning experiences through placements in STEM roles in business or industry. A total of nine papers were identified in this review, featuring three unique programmes-one in the UK for pre-service teachers, and two in the USA involving in-service teachers. The findings indicate a variation in motivation and structures across the three programmes. The influence on teachers' personal and professional development, and their intentions to change their classroom practices or behaviours to incorporate more 'real-world' contexts into their STEM learning activities, inspired by their experiences in industry, is discussed. This study presents recommendations for the design and implementation of immersive learning placements in industry to support STEM teacher professional learning, as well as suggestions for further studies to examine the influence on their classroom practice.

'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors.

BACKGROUND: According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. AIMS: This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER. SAMPLE AND METHODS: In this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course. RESULTS: Results of multiple regression and moderated mediation analyses confirmed both predictions. CONCLUSIONS: In order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected.