TY - JOUR
T1 - Broadening participation in biology education research
T2 - Engaging community college students and faculty
AU - Schinske, Jeffrey N.
AU - Balke, Virginia L.
AU - Bangera, M. Gita
AU - Bonney, Kevin M.
AU - Brownell, Sara
AU - Carter, Robert S.
AU - Curran-Everett, Douglas
AU - Dolan, Erin L.
AU - Elliott, Samantha L.
AU - Fletcher, Linnea
AU - Gonzalez, Beatriz
AU - Gorga, Joseph J.
AU - Hewlett, James A.
AU - Kiser, Stacey L.
AU - McFarland, Jenny L.
AU - Misra, Anjali
AU - Nenortas, Apryl
AU - Ngeve, Smith M.
AU - Pape-Lindstrom, Pamela A.
AU - Seidel, Shannon B.
AU - Tuthill, Matthew C.
AU - Yin, Yue
AU - Corwin, Lisa A.
N1 - Publisher Copyright:
© 2017 The American Society for Cell Biology.
PY - 2017/6/1
Y1 - 2017/6/1
N2 - Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.
AB - Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.
UR - http://www.scopus.com/inward/record.url?scp=85018252789&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018252789&partnerID=8YFLogxK
U2 - 10.1187/cbe.16-10-0289
DO - 10.1187/cbe.16-10-0289
M3 - Article
C2 - 28450448
AN - SCOPUS:85018252789
SN - 1931-7913
VL - 16
JO - CBE life sciences education
JF - CBE life sciences education
IS - 2
ER -