Bio: Dr. Brooke Coley is an assistant professor in engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Prior to joining the Polytechnic School, Dr. Coley completed postdoctoral training at ASU in engineering education. Dr.
Bio: I identify myself as an Iranian female biology college teacher and researcher. I am a passionate and critically reflective teacher, a strong advocate of student-centered and inclusive teaching with the hope to improve the quality of engagement, learning, and sense of belonging of undergraduate students in classrooms. In addition to instruction and course development, in the past few years, my research and activities have shifted from the area of Aquatic Ecology to Biology Education.
Bio: Dr. Ara Austin received her B.S. in Biochemistry and Minors in Psychology and Communication Studies in 2011 and Ph.D. in Chemistry Education in 2018, all from Arizona State University. As the Director of Online Engagement & Strategic Initiatives, Dr. Austin focuses on efforts that increase experiential learning opportunities for online students across The College of Liberal Arts & Sciences. Prior to this role, Dr.
Bio: Dr. Ariel Anbar is a President’s Professor in the School of Earth and Space Exploration and the School of Molecular Sciences. He is a geochemist exploring Earth's past and future as an inhabited world, and the prospects for life beyond. He directs ASU’s Center for Education Through Exploration, which is reinventing digital learning around curiosity, exploration, and discovery.
This talk explores the inadequacy of framing equity in STEM education merely as inclusion into the established culture of canonical STEM reflexive solely of the epistemologies, ontologies, and axiologies of White middle-class heteropatriarchy.
Baylee Edwards is a third-year Ph.D. candidate in the Biology and Society program at Arizona State University. She explores student and instructor perceptions of the relationship between religion and evolution and how those perceptions impact student experiences and learning in undergraduate biology courses. Edwards is currently a research assistant in the Brownell Biology Education Research Lab.
Bio: Carly grew up in Houston, TX and earned her BA in Biology at Whitman College. After teaching introductory biology labs at the University of Washington in Seattle, Carly realized her interest in undergraduate biology education. She is currently a PhD student at ASU and is broadly interested in research to make undergraduate learning environments more equitable and inclusive. She is particularly interested in how students' identities impact their experiences in undergraduate biology spaces.
Barnes, M. E., Misheva, T., Supriya, K., Rutledge, M., & Brownell, S. E. (2022). A Revised Measure of Acceptance of the Theory of Evolution: Introducing the MATE 2.0. CBE—Life Sciences Education, 21(1), ar10.
Youngblood, J. P., Webb, E. A., Gin, L. E., van Leusen, P., Henry, J. R., VandenBrooks, J. M., & Brownell, S. E. (2022). Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections. Advances in Physiology Education, 46(1), 125-139.
Four junior researchers with disabilities describe their career experiences to date, and how colleagues can act as allies.