Institutionalizing evidence-based STEM reform through faculty professional development and support structures.

Background: Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students-while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations. Results: CISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students' needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the project on student success show that, overall, students in CISL-supported courses have higher passing rates compared to students in traditional classrooms. Survey and interviews of Faculty Scholars identified that the most valuable elements of the program were the personnel support from undergraduate Learning Assistants during reform implementation and guidance from the program's Assistant Director during design, implementation and evaluation. Conclusions: The CISL program provides an example of significant effort sustained over several years to systematically improve the quality and culture of undergraduate education in a large research-intensive Hispanic Serving Institution. The program has had an overall positive impact on the professional development of Faculty Scholars and led to an increase in the number of STEM courses implementing evidence-based teaching practices, thus, taking a step towards solidifying a culture of evidence-based instructional strategies in STEM departments. Supplementary Information: The online version contains supplementary material available at 10.1186/s40594-022-00353-z.

Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure.

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

Addressing health disparities in the undergraduate curriculum: an approach to develop a knowledgeable biomedical workforce.

Disparities in health and healthcare are a major concern in the United States and worldwide. Approaches to alleviate these disparities must be multifaceted and should include initiatives that touch upon the diverse areas that influence the healthcare system. Developing a strong biomedical workforce with an awareness of the issues concerning health disparities is crucial for addressing this issue. Establishing undergraduate health disparities courses that are accessible to undergraduate students in the life sciences is necessary to increase students' understanding and awareness of these issues and motivate them to address these disparities during their careers. The majority of universities do not include courses related to health disparities in their curricula, and only a few universities manage them from their life sciences departments. The figures are especially low for minority-serving institutions, which serve students from communities disproportionally affected by health disparities. Universities should consider several possible approaches to infuse their undergraduate curricula with health disparities courses or activities. Eliminating health disparities will require efforts from diverse stakeholders. Undergraduate institutions can play an important role in developing an aware biomedical workforce and helping to close the gap in health outcomes.

Self-recognition in social amoebae is mediated by allelic pairs of tiger genes.

Free-living cells of the social amoebae Dictyostelium discoideum can aggregate and develop into multicellular fruiting bodies in which many die altruistically as they become stalk cells that support the surviving spores. Dictyostelium cells exhibit kin discrimination--a potential defense against cheaters, which sporulate without contributing to the stalk. Kin discrimination depends on strain relatedness, and the polymorphic genes tgrB1 and tgrC1 are potential components of that mechanism. Here, we demonstrate a direct role for these genes in kin discrimination. We show that a matching pair of tgrB1 and tgrC1 alleles is necessary and sufficient for attractive self-recognition, which is mediated by differential cell-cell adhesion. We propose that TgrB1 and TgrC1 proteins mediate this adhesion through direct binding. This system is a genetically tractable ancient model of eukaryotic self-recognition.

Polymorphic members of the lag gene family mediate kin discrimination in Dictyostelium.

Self and kin discrimination are observed in most kingdoms of life and are mediated by highly polymorphic plasma membrane proteins. Sequence polymorphism, which is essential for effective recognition, is maintained by balancing selection. Dictyostelium discoideum are social amoebas that propagate as unicellular organisms but aggregate upon starvation and form fruiting bodies with viable spores and dead stalk cells. Aggregative development exposes Dictyostelium to the perils of chimerism, including cheating, which raises questions about how the victims survive in nature and how social cooperation persists. Dictyostelids can minimize the cost of chimerism by preferential cooperation with kin, but the mechanisms of kin discrimination are largely unknown. Dictyostelium lag genes encode transmembrane proteins with multiple immunoglobulin (Ig) repeats that participate in cell adhesion and signaling. Here, we describe their role in kin discrimination. We show that lagB1 and lagC1 are highly polymorphic in natural populations and that their sequence dissimilarity correlates well with wild-strain segregation. Deleting lagB1 and lagC1 results in strain segregation in chimeras with wild-type cells, whereas elimination of the nearly invariant homolog lagD1 has no such consequences. These findings reveal an early evolutionary origin of kin discrimination and provide insight into the mechanism of social recognition and immunity.