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1. Work in Progress: Building a Safe Queer Community in STEM—It Takes a Village to Support a Village

   https://doi.org/10.18260/1-2--35616  

   Cross, Kelly ; Farrell, Stephanie ; Chavela Guerra, Rocio ( June 2020 , 2020 ASEE Virtual Annual Conference)

   null (Ed.)

   Recognizing the need to attract and retain the most talented individuals to STEM professions, the National Academies advocate that diversity in STEM must be a national priority. To build a diverse workforce, educators within engineering must continue working to create an inclusive environment to prevent historically underrepresented students from leaving the field. Additionally, previous research provides compelling evidence that diversity among students and faculty is crucially important to the intellectual and social development of all students, and failure to create an inclusive environment for minority students negatively affects both minority and majority students. The dearth of research on the experiences of LGBTQ individuals in engineering is a direct barrier to improving the climate for LGBTQ in our classrooms, departments and profession. Recent studies show that engineering can be a “chilly climate” for LGBTQ individuals where “passing and covering” demands are imposed by a hetero/cis-normative culture within the profession. The unwelcoming climate for LGBTQ individuals in engineering may be a key reason that they are more likely than non-LGBTQ peers to leave engineering. This project builds on the success of a previous exploratory project entitled Promoting LGBTQ Equality in Engineering through Virtual Communities of Practice (VCP), hosted by ASEE (EEC 1539140). This project will support engineering departments’ efforts to create LGBTQ-inclusive environments using knowledge generated from the original grant. Our research focuses on understanding how Community of Practice (COP) characteristics develop among STEM faculty who work to increase LGBTQ inclusion; how STEM faculty as part of the VCP develop a change agent identity, and what strategies are effective in reshaping norms and creating LGBTQ-inclusive STEM departments. Therefore, our guiding research question is: How does a Virtual Community of Practice of STEM faculty develop from a group committed to improving the culture for the LGBTQ community? To answer our research question, we designed a qualitative Interpretive Phenomenological Analysis (IPA) study based on in-depth individual interviews. Our study participants are STEM faculty across all ranks and departments. Our sample includes 16 STEM faculty participants. After consulting with IPA experts to establish face validation, we piloted the interview protocol with three experienced qualitative researchers. The focus of this paper presents the results of the pilot study and preliminary themes from a sample of the 16 individual interviews. Most participants discussed the supportive and affirming nature of the community. Interestingly, the supportive culture of the virtual community led to members to translate support to LGBTQ students or colleagues at their home institution. Additionally, the participants spoke in detail about how the group supported their identity development as an educator and as a professional (e.g. engineering identity) in addition to seeking opportunities to combine their advocacy work with their research. Therefore, the supportive culture and safe space to negotiate identity development allows the current VCP to develop. Future work of the group will translate the research findings into practice through the iterative refinement of the community’s advocacy and education efforts including the Safe Zone workshops. 

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2. The research experiences for undergraduates (REU) program - important role of mentoring

   https://doi.org/10.56367/OAG-040-11015  

   Swain, Greg M ( January 2023 , Open Access Government)

   Greg M. Swain, hailing from the Department of Chemistry at Michigan State University, examines cross-disciplinary training in sustainable chemistry and chemical processes, including the critical role of mentoring and finding research experiences for undergraduates. Sustainability is the practice of reducing the environmental impacts of human existence and conserving natural resources for future generations. Green chemistry is a part of the sustainability approach that encourages manufacturing processes and the design of products that minimize the use and generation of hazardous substances. Stated another way, sustainable chemistry and chemical processes should use resources, including energy and raw materials, “at a rate at which they can be replaced naturally, and the generation” of waste cannot be faster than the rate of their remediation, as Horváth IT points out. (1)

    

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3. How Do Undergraduate Biology Instructors Engage With the Open Educational Resource Life Cycle?

   https://doi.org/10.3389/feduc.2022.835764  

   Senn, Lillian G. ; Heim, Ashley B. ; Vinson, Erin ; Smith, Michelle K. ( March 2022 , Frontiers in Education)

   Open Educational Resources (OER) are widely used instructional materials that are freely available and promote equitable access. OER research at the undergraduate level largely focuses on measuring student experiences with using the low cost resources, and instructor awareness of resources and perceived barriers to use. Little is known about how instructors work with materials based on their unique teaching context. To explore how instructors engage with OER, we surveyed users of CourseSource , an open-access, peer-reviewed journal that publishes lessons primarily for undergraduate biology courses. We asked questions aligned with the OER life cycle, which is a framework that includes the phases: Search , Evaluation , Adaptation , Use , and Share . The results show that OER users come from a variety of institution types and positions, generally have positions that focus more on teaching than research, and use scientific teaching practices. To determine how instructors engage throughout the OER life cycle, we examined the frequency of survey responses. Notable trends include that instructors search and evaluate OER based on alignment to course needs, quality of the materials, and ease of implementation. In addition, instructors frequently modify the published materials for their classroom context and use them in a variety of course environments. The results of this work can help developers design current and future OER repositories to better coincide with undergraduate instructor needs and aid content producers in creating materials that encourage implementation by their colleagues. 

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4. Global GIS Mapping of Ocean Multi-Use Potential with Offshore Wind and Tourism

   Walker, S. ; Walsh, J.P. ( January 2022 , Ocean Sciences Meeting)

   Human activity along our coasts and throughout our oceans has been increasing over the past few decades. In 2017, the output of the global Blue Economy was estimated at €1.3 trillion, and that value is expected to more than double by 2030. Offshore wind and tourism are major sectors in the blue economy, and they have the potential to function jointly through multi-use, thereby creating added benefits for both sectors as well as society overall. To contribute to the assessment of multi-use’s viability, this project has evaluated existing areas where offshore wind and tourism are successfully infused together and globally identified additional areas where they are likely to work together. Taking advantage of multi-use is becoming increasingly beneficial. By having industries function jointly in the same space, instead of parceling out ocean space by industry, the blue economy can remain sustainable and competitive. Early identification of these areas viable for offshore wind and tourism multi-use is important not only to businesses and coastal communities, but to the sustainable future of our oceans. The areas that are likely to benefit the most from this form of multi-use can be identified using GIS to analyze ocean space. First, datasets including ship density, wind speed, light at night, and tourism arrivals were used to understand both environmental and social factors indicative of supporting this form of multi-use. Then, these factors were spatially quantified and aggregated together in ArcGIS to identify locations best suited to combining offshore wind and tourism. Results indicate a higher potential for multi-use success in higher populated and more developed regions. Low population limits the potential for this type of multi-use in many areas, but a smaller-scale, regional analysis would provide more detailed insight into specific regions. 

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5. Workforce Capacity Development and the Digital Extended Specimen

   https://doi.org/10.3897/biss.5.73927  

   Monfils, Anna ; Ellwood, Elizabeth R. ( September 2021 , Biodiversity Information Science and Standards)

   As we look to the future of natural history collections and a global integration of biodiversity data, we are reliant on a diverse workforce with the skills necessary to build, grow, and support the data, tools, and resources of the Digital Extended Specimen (DES; Webster 2019, Lendemer et al. 2020, Hardisty 2020). Future “DES Data Curators” – those who will be charged with maintaining resources created through the DES – will require skills and resources beyond what is currently available to most natural history collections staff. In training the workforce to support the DES we have an opportunity to broaden our community and ensure that, through the expansion of biodiversity data, the workforce landscape itself is diverse, equitable, inclusive, and accessible. A fully-implemented DES will provide training that encapsulates capacity building, skills development, unifying protocols and best practices guidance, and cutting-edge technology that also creates inclusive, equitable, and accessible systems, workflows, and communities. As members of the biodiversity community and the current workforce, we can leverage our knowledge and skills to develop innovative training models that: include a range of educational settings and modalities; address the needs of new communities not currently engaged with digital data; from their onset, provide attribution for past and future work and do not perpetuate the legacy of colonial practices and historic inequalities found in many physical natural history collections. Recent reports from the Biodiversity Collections Network (BCoN 2019) and the National Academies of Science, Engineering and Medicine (National Academies of Sciences, Engineering, and Medicine 2020) specifically address workforce needs in support of the DES. To address workforce training and inclusivity within the context of global data integration, the Alliance for Biodiversity Knowledge included a topic on Workforce capacity development and inclusivity in Phase 2 of the consultation on Converging Digital Specimens and Extended Specimens - Towards a global specification for data integration. Across these efforts, several common themes have emerged relative to workforce training and the DES. A call for a community needs assessment: As a community, we have several unknowns related to the current collections workforce and training needs. We would benefit from a baseline assessment of collections professionals to define current job responsibilities, demographics, education and training, incentives, compensation, and benefits. This includes an evaluation of current employment prospects and opportunities. Defined skills and training for the 21st century collections professional: We need to be proactive and define the 21st century workforce skills necessary to support the development and implementation of the DES. When we define the skills and content needs we can create appropriate training opportunities that include scalable materials for capacity building, educational materials that develop relevant skills, unifying protocols across the DES network, and best practices guidance for professionals. Training for data end-users: We need to train data end-users in biodiversity and data science at all levels of formal and informal education from primary and secondary education through the existing workforce. This includes developing training and educational materials, creating data portals, and building analyses that are inclusive, accessible, and engage the appropriate community of science educators, data scientists, and biodiversity researchers. Foster a diverse, equitable, inclusive, and accessible and professional workforce: As the DES develops and new tools and resources emerge, we need to be intentional in our commitment to building tools that are accessible and in assuring that access is equitable. This includes establishing best practices to ensure the community providing and accessing data is inclusive and representative of the diverse global community of potential data providers and users. Upfront, we must acknowledge and address issues of historic inequalities and colonial practices and provide appropriate attribution for past and future work while ensuring legal and regulatory compliance. Efforts must include creating transparent linkages among data and the humans that create the data that drives the DES. In this presentation, we will highlight recommendations for building workforce capacity within the DES that are diverse, inclusive, equitable and accessible, take into account the requirements of the biodiversity science community, and that are flexible to meet the needs of an evolving field. 

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