Community College Student Understanding and Perceptions of Evolution.

Learning about evolution is a foundational part of biology education, but most current studies that explore college student evolution education are conducted at universities. However, community college students tend to be more diverse in characteristics shown to be related to evolution education outcomes. To explore how studies involving university students may generalize to community college students, we surveyed students from seven community college (n = 202) and nine university (n = 2288) classes. We measured students' evolution interest, acceptance, and understanding, and for religious students, we measured their perceived conflict between their religions and evolution. Controlling for state and major, we found that community college students had similar levels of evolution interest as university students but perceived greater conflict between their religions and evolution. Further, community college students had lower evolution understanding and acceptance compared with university students. Religiosity was a strong factor predicting community college and university students' evolution acceptance. However, unique to community college students, evolution understanding was not related to their macroevolution or human evolution acceptance. This indicates that, although some results between community college and university students are similar, there are differences that have implications for evolution instruction that warrant the need for more evolution education research at community colleges.

Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.

Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the relationship between anxiety and active learning in the context of community college science courses. In this study, we interviewed 29 students enrolled across nine community colleges in the southwestern United States to probe factors that increase and decrease their anxiety in active-learning science courses. Using inductive coding, we identified a set of common factors that affect community college student anxiety in active learning. We found that community college student anxiety decreased when students perceived that active-learning activities enhanced their learning by providing them with multiple ways of learning or the opportunity to learn from others. We also identified fear of negative evaluation as the primary construct underlying student anxiety in active learning and described factors that mediated students' fear of negative evaluation in the community college science classroom. This work highlights how instructors can create more inclusive active-learning science classrooms by reducing student anxiety during active-learning instruction.

To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses.

For over 50 years instructor humor has been recognized as a way to positively impact student cognitive and affective learning. However, no study has explored humor exclusively in the context of college science courses, which have the reputation of being difficult and boring. The majority of studies that explore humor have assumed that students perceive instructor humor to be funny, yet students likely perceive some instructor humor as unfunny or offensive. Further, evidence suggests that women perceive certain subjects to be more offensive than men, yet we do not know what impact this may have on the experience of women in the classroom. To address these gaps in the literature, we surveyed students across 25 different college science courses about their perceptions of instructor humor in college science classes, which yielded 1637 student responses. Open-coding methods were used to analyze student responses to a question about why students appreciate humor. Multinomial regression was used to identify whether there are gender differences in the extent to which funny, unfunny, and offensive humor influenced student attention to course content, instructor relatability, and student sense of belonging. Logistic regression was used to examine gender differences in what subjects students find funny and offensive when joked about by college science instructors. Nearly 99% of students reported that they appreciate instructor humor and reported that it positively changes the classroom atmosphere, improves student experiences during class, and enhances the student-instructor relationship. We found that funny humor tends to increase student attention to course content, instructor relatability, and student sense of belonging. Conversely, offensive humor tends to decrease instructor relatability and student sense of belonging. Lastly, we identified subjects that males were more likely to find funny and females were more likely to find offensive if a college science instructor were to joke about them.

Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs.

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

WEE1 Kinase Inhibitor AZD1775 Has Preclinical Efficacy in LKB1-Deficient Non-Small Cell Lung Cancer.

G1-S checkpoint loss contributes to carcinogenesis and increases reliance upon the G2-M checkpoint for adaptation to stress and DNA repair, making G2-M checkpoint inhibition a target for novel therapeutic development. AZD1775, an inhibitor against the critical G2-M checkpoint protein WEE1, is currently in clinical trials across a number of tumor types. AZD1775 and DNA-damaging agents have displayed favorable activity in several preclinical tumor models, often in the molecular context of TP53 loss. Whether AZD1775 efficacy is modulated by other molecular contexts remains poorly understood. The tumor suppressor serine/threonine kinase 11 (LKB1/STK11) is one of the most frequently mutated genes in non-small cell lung cancer (NSCLC) and is commonly comutated with oncogenic KRAS mutations. We investigated the preclinical effects of AZD1775 in the context of KRAS/LKB1 in NSCLC. Using NSCLC cell lines, we found that AZD1775 alone and in combination with DNA-damaging agents (e.g., cisplatin and radiation) decreased tumor cell viability in LKB1-deficient NSCLC cells. In vitro, LKB1 deficiency enhanced DNA damage and apoptosis in response to AZD1775 exposure compared with wild-type LKB1 cells. In a genetically engineered mouse model of mutant Kras with concomitant loss of Lkb1, combined AZD1775 and cisplatin extended overall survival compared with cisplatin alone. Our data suggest that lack of phosphorylation of LKB1 by ATM was involved in AZD1775-mediated cytotoxicity. Collectively, these findings provide a clinical application for AZD1775 with DNA-damaging agents in KRAS/LKB1 NSCLC. Cancer Res; 77(17); 4663-72. ©2017 AACR.