@joelyndelima
Education Research (Biology and Higher Ed), Pedagogical Professional Development, Informal Education, Diversity Equity & Inclusion https://www.joelyndelima.com/ | Kellogg Biological Station, MSU | The Swiss Federal Institute of Technology (EPFL)
Excited to share our new paper published with
@springernature.bsky.social
in Evo Edu Outreach!
🌍 "Evolutionary literacy as a catalyst for sustainable futures" explores how teaching biological #evolution can strengthen #sustainability education.
🔗 Read it here: bit.ly/3ZL6ND0
As we work towards realising the Sustainable Development Goals and making education more equitable #SDG4, it is heartening and encouraging to know that teaching assistants can be a constructive force towards increasing sustainability in education.
(a) Pie chart showing that more than half of the student assistants stated that they had taken specific actions aimed at increasing inclusion and reducing discrimination (N of responses = 240). (b) Pie chart showing that 57% of the student assistants had taken either the Promoting Respect training or some similar training (N of responses = 238).
More than half of the student assistants stated that they had taken specific actions aimed at increasing inclusion and reducing discrimination and had completed non-mandatory training to elp develop such skills.
Set of 4 paired stacked bar-plots showing most student assistants strongly agree that in their role as teaching assistants it is important for them to enact practices relevant to inclusion, but that they feel slightly less prepared to do so. N of responses between 256 and 259 per item.
Most student assistants strongly agree that in their role as teaching assistants it is important for them to enact practices relevant to inclusion, but that they feel slightly less prepared to do so.
Can teaching assistants help us build inclusive classrooms? Well yes! They not only consider it part of their role, but also feel confident about their abilities to do so. Short 🧵 about our new paper on work done with Siara Isaac & Helena Kovax at EPFL.
doi.org/10.1080/0304...
We are working to make #SEFI2024 inclusive and sustainable. We know that financial barriers can be especially high for students, early career researchers, and caregivers. And so we are offering scholarships and free childcare! Apply soon! More info: buff.ly/4a3xsNQ
One more activity to help your #EngineeringStudents develop #TransversalSkills. The chapter not only contains a detailed activity guide along with slides and handouts, but also contains a section providing the conceptual and practical underpinnings of the activity.
doi.org/10.5281/zeno...
On #DarwinDay #EvoInc celebrates diversity in #EvolutionaryBiology! Share your story with us and inspire the next generation of researchers and promote a sense of belonging to this research field.
Share your story at: forms.ua.pt/index.php?r=...
More info at: evokeproject.org/2024/02/12/e...
Designed for engineering students, this brief activity employs our trident framework to ensure students access relevant information, engage in experiential application situation and reflect on how to transfer the experience to their next feedback discussion
We at #3TPlay are delighted to share the activity guide "How to support students giving each other constructive feedback, especially when it is difficult to hear" that targets the development of emotional skills for engaging in difficult conversations.
doi.org/10.5281/zeno...
Check out this really colourful paper in which we explore teaching assistants’ perspectives on building inclusive classrooms, and find that they are already think of and prioritise inclusive practices, and can be powerful forces in #IncreasingInclusivity.
doi.org/10.21427/Z01...
Hiding easter eggs in academic literature is so much fun. Especially when they help you win a war that has been going on since 2015.
Do you concede Christopher Warneke?
PS: if you are interested what the paper is about - doi.org/10.1187/cbe.21
This paper would not have been possible without the amazing Tammy Long and @mridulkthomas.bsky.social
Thank you both!
Similar patterns were seen even when the responses were separated by taxa, and post-instruction, the number of responses that included only KCs
Overall, instruction increased the prevalence of key concepts, reduced naïve ideas.
Their explanations of cheetah evolution also contained fewer naïve ideas.
We asked students to write explanations in response to two isomorphic prompts (exactly the same - except for the taxon). Their explanations about natural selection in cheetahs had more evolutionary key concepts (as compared the exact same students' explanations about humans).
I think this is fitting as my first post on this platform. This is huge news for me - it took a long time to get here - but it is finally here! My first first-author paper!
www.lifescied.org/doi/10.1187/...