Shelly Engelman

To provide instructors with personally relevant, discipline‐based training in assessment, the Community for the Assessment of Biochemistry and Molecular Biology Learning (CABL) conducted a series of six participant‐centered workshops between July 2020 and January 2024. Key features of the workshops included emphasizing backward design, peer editing, and the use of participant‐generated questions and rubrics as teaching tools. Five of the workshops focused on summative assessment and one on alternative assessment, with half offered virtually and the latter half delivered in person. In total, 110 unique scientist‐educators participated. To investigate how effective these CABL workshops were in fostering changes in assessment attitudes and practices, attendees completed an Exit Survey at the end of each workshop and responded to a single Follow‐Up Survey administered in the spring of 2024. Six of the 48 respondents to the Follow‐Up Survey participated in Focus Groups. Exit Survey responses indicated a high degree of satisfaction with the structure and content of the workshops and their immediate positive impact on knowledge about assessment. The Follow‐Up Survey revealed lasting impacts: Sixty percent of respondents reported revising their overall approach to assessment, while nearly a third described specific actions they had taken to implement inclusive teaching practices. Focus Group participants noted that transformative change could occur through both adopting best practices and disseminating knowledge to their professional networks. Together, these findings suggest that the participant‐centered CABL workshops catalyzed changes in assessment perspectives and self‐reported practices among a substantive portion of attendees.

This exploratory study aims to identify the needs of computing students within a consortium of community colleges and 4-year, primarily undergraduate institutions (PUIs) to inform faculty training programs and student support services. The Ohio Pathways to Undergraduate Computing Success (OPUCS) project survey addressed key factors influencing academic experiences and outcomes, particularly for historically underrepresented groups. This survey was piloted in Spring 2024 at four partner institutions, two PUIs and two community colleges. Participants were recruited through institutional outreach, resulting in a final sample of 156 students: 26% women, 29% underrepresented racialized minorities (URMs), and 71% first- or second-year students. Significant differences along gender lines were found in belongingness and self-efficacy, with women reporting lower levels in both. The findings highlight disparities in belongingness, self-efficacy, and persistence among women and URMs in computing, emphasizing the need for tailored support strategies. The OPUCS project aims to create and collaborate with ACM-W chapters to provide mentorship and resources across the consortium. Future research will evaluate the impact of ACM-W involvement on students' attitudes, persistence, and satisfaction.

While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students’ performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom.

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Declines in native bee communities due to forces of global change have become an increasing public concern. Despite this heightened interest, there are few publicly available courses on native bees, and little understanding of how participants might benefit from such courses. In October of 2018 and 2019, we taught the ‘Native Bees of Texas’ course to the public at The University of Texas at Austin Lady Bird Johnson Wildflower Center botanical gardens in an active learning environment with slide-based presentations, printed photo-illustrated resources, and direct insect observations. In this study, we evaluated course efficacy and learning outcomes with a pre/post-course test, a survey, and open-ended feedback, focused on quality improvement findings. Overall, participants’ test scores increased significantly, from 60% to 87% correct answers in 2018 and from 64% to 87% in 2019, with greater post-course differences in ecological knowledge than in identification skills. Post-course, the mean of participants’ bee knowledge self-ratings was 4.56 on a five-point scale. The mean of participants’ ratings of the degree to which they attained the course learning objectives was 4.43 on a five-point scale. Assessment results provided evidence that the course enriched participants’ knowledge of native bee ecology and conservation and gave participants a basic foundation in bee identification. This highlights the utility of systematic course evaluations in public engagement efforts related to biodiversity conservation.