“How Do We Do This at a Distance?!” A Descriptive Study of Remote Undergraduate Research Programs during COVID-19

This study describes the design and implementation of remote Summer undergraduate research programs during the COVID-19 pandemic, including program strengths and recommendations for improvement from the perspectives of undergraduate researchers.

Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology

The study examines the relationship between scientific accuracy of contributions, peer idea consideration, one’s ability to direct the conversation, and learning outcomes of students engaged in small-group work in an introductory undergraduate biology lab course.

A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.

Instructional Models for Course-Based Research Experience (CRE) Teaching

A report on research that explicates three models of pedagogical practice that underpin and characterize inquiry instruction in a course-based research experience.

Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

A participatory action research approach was used to identify the community cultural wealth Black science majors use to navigate the racial climate at a predominantly white institution (PWI). Black science students use their internal strengths to succeed in their majors, and they create spaces where they share support and resources to thrive at a PWI.

Scalable Science Education via Online Cooperative Questioning

How can the scalable powers of peer learning and online technologies be most effectively used to support conceptual understanding in science education? This paper reviews cognitive science research on how people learn via question answering and authoring and evaluates a promising novel learning design that applies these principles.

Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses

This study applies the intended-enacted-experienced curriculum model to map the Vision and Change core competencies across undergraduate biology courses. A five-department pilot of a curriculum mapping survey is followed by a deep dive of 10 courses to provide a rich snapshot of current core competency teaching and assessment practices.

“Moving the Science Forward”: Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support

This study applied social exchange theory to examine 74 faculty members’ perceptions of culturally diverse mentor training activities at 10 undergraduate institutions in the early stages of implementing grant-funded interventions focused on determining the most effective ways to engage and retain racially diverse students in biomedical research.

Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

The Science Teaching Experience Program-Working in Science Education (STEP-WISE) provides mentorship, practice, and feedback for research postdocs who are learning and applying inclusive, evidence-based pedagogies. The program is successful and sustainable for institutions. Its salient components are outlined here.

Enthusiastic but Inconsistent: Graduate Teaching Assistants’ Perceptions of Their Role in the CURE Classroom

Expectancy-value theory was used to explore how graduate teaching assistants (GTAs) value for teaching a course-based undergraduate research experience (CURE) impacts their motivation and perceptions of their role as CURE mentors. GTAs have varying perceptions of their role that do not closely correspond to their value for teaching CUREs.