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Aranda ML, Diaz M, Mena LG, et al. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021;20(4):ar55doi: 10.1187/cbe.21-03-0060.
Aranda, M. L., Diaz, M., Mena, L. G., Ortiz, J. I., Rivera-Nolan, C., Sanchez, D. C., Sanchez, M. J., Upchurch, A. M., Williams, C. S., Boorstin, S. N., Cardoso, L. M., Dominguez, M., Elias, S., Lopez, E. E., Ramirez, R. E., Romero, P. J., Tigress, F. N., Wilson, J. A., Winstead, R., Cantley, J. T., Chen, J. C., Fuse, M., Goldman, M. A., Govindan, B., Ingmire, P., Knight, J. D., Pasion, S. G., Pennings, P. S., Sehgal, R. N. M., de Vera, P. T., Kelley, L., Schinske, J. N., Riggs, B., Burrus, L. W., & Tanner, K. D. (2021). Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE life sciences education, 20(4), ar55. https://doi.org/10.1187/cbe.21-03-0060
Aranda, Maurina L, et al. "Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course." CBE life sciences education vol. 20,4 (2021): ar55. doi: https://doi.org/10.1187/cbe.21-03-0060
Aranda ML, Diaz M, Mena LG, Ortiz JI, Rivera-Nolan C, Sanchez DC, Sanchez MJ, Upchurch AM, Williams CS, Boorstin SN, Cardoso LM, Dominguez M, Elias S, Lopez EE, Ramirez RE, Romero PJ, Tigress FN, Wilson JA, Winstead R, Cantley JT, Chen JC, Fuse M, Goldman MA, Govindan B, Ingmire P, Knight JD, Pasion SG, Pennings PS, Sehgal RNM, de Vera PT, Kelley L, Schinske JN, Riggs B, Burrus LW, Tanner KD. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060. PMID: 34546103.
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CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060.

Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.

CBE life sciences education

Maurina L Aranda, Michelle Diaz, Lorenzo Gastelum Mena, Jocelyn I Ortiz, Christian Rivera-Nolan, Daniela C Sanchez, Melissa J Sanchez, Allison M Upchurch, Carleigh S Williams, Stephanie N Boorstin, Laura M Cardoso, Matthew Dominguez, Sarah Elias, Elmer E Lopez, Ruby E Ramirez, Paola Juliet Romero, Falina Nicole Tigress, Jenee Alexandra Wilson, Ryan Winstead, Jason T Cantley, Joseph C Chen, Megumi Fuse, Michael A Goldman, Brinda Govindan, Peter Ingmire, Jonathan D Knight, Sally G Pasion, Pleuni S Pennings, Ravinder N M Sehgal, Patricia Tiongco de Vera, Loretta Kelley, Jeffrey N Schinske, Blake Riggs, Laura W Burrus, Kimberly D Tanner

Affiliations

  1. Department of Biological Sciences, Southern Illinois University Edwardsville, Edwardsville, IL 62026.
  2. Department of Biology, San Francisco State University, San Francisco, CA 94132.
  3. Kelley, Peterson, and Associates, San Francisco, CA 94127.
  4. Department of Biology, Foothill College, Los Altos Hills, CA 9422.

PMID: 34546103 DOI: 10.1187/cbe.21-03-0060

Abstract

Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce curricular materials of similar impact, as well as provide a mechanism for student involvement as partners in science education reform. To test this idea and investigate the impact of student-authored Scientist Spotlights, we developed a service-learning course in which teams of biology students partnered with an instructor to develop and implement Scientist Spotlights in a biology course. Results revealed that exposure to three or four student-authored Scientist Spotlights significantly shifted peers' perceptions of scientists in all partner courses. Interestingly, student-authored Scientist Spotlights shifted peers' relatability to scientists similarly among both white students and students of color. Further, student authors themselves showed increases in their relatability to scientists. Finally, a department-wide survey demonstrated significant differences in students' perceptions of scientist representation between courses with and without student-authored Spotlights. Results suggest that engaging students as authors of inclusive curricular materials and partners in reform is a promising approach to promoting inclusion and addressing representation in science.

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