Cara Gormally

Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy.

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.

Most college science, technology, engineering, and mathematics faculty members could benefit from more feedback about implementing evidence-based teaching strategies. The goals of this essay are to summarize best practices for providing feedback, to describe the current state of instructional feedback, to recommend strategies for providing feedback, and to highlight areas for research.

Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

ABSTRACT Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a project-based applied learning (PAL) approach that utilizes engaging questions about biological issues relevant to students. Working through these projects, students are challenged to evaluate sources of information and communicate their understanding of scientific claims. We discuss challenges that students encounter and offer suggestions for enacting this approach in a generaleducation college classroom.

The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

We describe the development of a next-generation mentoring survey drawing from prior surveys, capital theory, and critical race theory, with the goal of improving mentoring for students from underrepresented groups in science, technology, engineering, and mathematics. This survey focused on deaf mentees. The results show that the mentor’s cultural competence affected mentoring experiences.

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.

Positive attitudes are important for students’ engagement with science. This study explores the development of students’ attitudes toward science and scientific attitudes in inquiry-based biology laboratory classes. The study focuses on deaf, hard-of-hearing, and signing hearing students in bilingual (American Sign Language and English) classes.

No Evidence of Local Adaptation in Uniola paniculata L. (Poaceae), a Coastal Dune Grass

Abstract Studies of local adaptation generally investigate plants growing in relatively stable habitats. We asked whether populations of the long-lived clonal grass Uniola paniculata (Sea Oats) are locally adapted to microhabitats in the southeastern US coastal dunes, a habitat characterized by dynamic environmental gradients spanning relatively small distances. Although vegetative zonation is well characterized across these gradients, little is known about intraspecific evolutionary responses of species spanning the gradients. Plants from the foredune and backdune areas of the gradient (<10 m and 40–60 m from the shoreline, respectively) were reciprocally transplanted into experimental plots in both habitats. Although foredune plots were washed away by storms before harvest, the foredune plants demonstrated no early advantage in stem diameter or height growth, and thus there was no support for local adaptation in foredune plants. In the backdune plots, the backdune plants demonstrated no early growth advantage, and additionally demonstrated no advantage in survival, nor in growth or total biomass of surviving plants at harvest. Thus, there was again no support for local adaptation. In frequently disturbed environments such as the coastal dunes, plants may be more likely to respond with phenotypic plasticity than through local adaptation.

“Everyone Was Nice…But I Was Still Left Out”: An Interview Study About Deaf Interns’ Research Experiences in STEM †

Science, technology, engineering, and mathematics (STEM) undergraduate research experiences improve success, persistence, and promote a feeling of belonging to a community. Like their hearing peers, deaf STEM majors often participate in undergraduate research experiences. However, deaf students typically interact with hearing faculty lacking experience with deaf students and awareness of Deaf culture, which unintentionally impacts their research experiences. This interview study sought to understand deaf students’ research experiences and their relationships with hearing mentors. Findings indicate that lack of awareness of Deaf culture and lack of communication access impact students’ experiences. We make recommendations on improving deaf students’ research experiences.

Inter-island but not intra-island divergence among populations of sea oats, Uniola paniculata L. (Poaceae)

Understanding the underlying causes of phenotypic trait variation among populations is important for informing conservation decisions. This knowledge can be used to determine whether locality matters when sourcing populations for habitat restoration. Uniola paniculata is a federally protected coastal dune grass native to the southeastern Atlantic and the Gulf coasts of the USA that is often used to stabilize restored dune habitats. This study uses neutral genetic markers (allozymes) and a greenhouse common garden study to determine the relative contributions of neutral evolutionary processes and natural selection to patterns of phenotypic variation among natural populations of U. paniculata. Seeds were sourced from foredune and backdune populations spanning shoreline-to-landward environmental gradients on each of four Georgia barrier islands. Based on previous work, we expected to find evidence of divergent selection among populations located on the shoreline-to-landward environmental gradient. However, differences among islands, rather than intra-island habitat differences, drive divergent selection on aboveground and total biomass. The lack of evidence for divergent selection across the shoreline-to-landward gradient suggests that previously documented intra-island trait variation is likely due to phenotypic plasticity. Our findings have implications for conservation and restoration efforts involving U. paniculata, as there is evidence for divergent selection among populations located on neighboring islands.

A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines

Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who are fostering improved and innovative approaches to biology education. When faculty members collaborate with the overarching goal of advancing undergraduate biology education, there is a need to optimize collaboration between participants in order to deeply integrate the knowledge across disciplinary boundaries. In this essay we propose a novel guiding framework for bringing colleagues together to advance knowledge and its integration across disciplines, the “Five ‘C’s’ of Collaboration: Commitment, Collegiality, Communication, Consensus, and Continuity.” This guiding framework for professional network practice is informed by both relevant literature and empirical evidence from community-building experience within the RCN-UBE Advancing Competencies in Experimentation–Biology (ACE-Bio) Network. The framework is presented with practical examples to illustrate how it might be used to enhance collaboration between new and existing participants in the ACE-Bio Network as well as within other interdisciplinary networks.

Welcoming Deaf Students into STEM: Recommendations for University Science Education

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.