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1. 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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2. Incubators: Building community networks and developing open educational resources to integrate bioinformatics into life science education

   https://doi.org/10.1002/bmb.21387  

   Ryder, Elizabeth F. ; Morgan, William R. ; Sierk, Michael ; Donovan, Samuel S. ; Robertson, Sabrina D. ; Orndorf, Hayley C. ; Rosenwald, Anne G. ; Triplett, Eric W. ; Dinsdale, Elizabeth ; Pauley, Mark A. ; et al ( June 2020 , Biochemistry and Molecular Biology Education)

   While it is essential for life science students to be trained in modern techniques and approaches, rapidly developing, interdisciplinary fields such as bioinformatics present distinct challenges to undergraduate educators. In particular, many educators lack training in new fields, and high‐quality teaching and learning materials may be sparse. To address this challenge with respect to bioinformatics, the Network for the Integration of Bioinformatics into Life Science Education (NIBLSE), in partnership with Quantitative Undergraduate Biology Education and Synthesis (QUBES), developed incubators, a novel collaborative process for the development of open educational resources (OER). Incubators are short‐term, online communities that refine unpublished teaching lessons into more polished and widely usable learning resources. The resulting products are published and made freely available in the NIBLSE Resource Collection, providing recognition of scholarly work by incubator participants. In addition to producing accessible, high‐quality resources, incubators also provide opportunities for faculty development. Because participants are intentionally chosen to represent a range of expertise in bioinformatics and pedagogy, incubators also build professional connections among educators with diverse backgrounds and perspectives and promote the discussion of practical issues involved in deploying a resource in the classroom. Here we describe the incubator process and provide examples of beneficial outcomes. Our experience indicates that incubators are a low cost, short‐term, flexible method for the development of OERs and professional community that could be adapted to a variety of disciplinary and pedagogical contexts.

    

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3. Social responsibility views in science and engineering: An exploratory study among engineering undergraduate researchers

   Fernandez, K. ; Rivera-Jimenez, SM. ( July 2023 , American Society for Engineering Education, 2023)

   In 2017, the report Undergraduate Research Experiences for STEM Students from the National Academy of Science and Engineering and Medicine (NASEM) invited research programs to develop experiences that extend from disciplinary knowledge and skills education. This call to action asks to include social responsibility learning goals in ethical development, cultural issues in research, and the promotion of inclusive learning environments. Moreover, the Accreditation Board for Engineering and Technology (ABET), the National Academy of Engineering (NAE), and the National Science Foundation (NSF) all agree that social responsibility is a significant component of an engineer’s professional formation and must be a guiding force in their education. Social Responsibility involves the ethical obligation engineers have to society and the environment, including responsible conduct research (RCR), ethical decision-making, human safety, sustainability, pro bono work, social justice, and diversity. For this work, we explored the views of Social Responsibility in engineering students that could provide insight into developing formal and informal educational activities for future summer programs. In this exploratory multi-methods study, we investigated the following research question: What views of social responsibility are important for engineering students conducting scientific in an NSF Research Experiences for Undergraduates (REU)? The REU Site selected for this study was a college of engineering located at a major, public, comprehensive, land-grant research university. The Views of Social Responsibility of Scientists and Engineers (VSRoSE) was used to guide our research design. This validated instrument considers the following major social responsibility elements: 1) Consideration of societal consequences, 2) Protection of human welfare and safety, 3) Promotion of environmental sustainability, 4) Efforts to minimize risks, 5) Communication with the public, and 6) Service and Community engagement. Data collection was conducted at the end of their 10-week-long experience in Summer 2022 using Qualtrics. REU students were invited to complete an IRB-approved questionnaire, including collecting demographic data, the VSRoSE-validated survey, and open-ended questions. Open-ended questions were used to explore what experiences have influenced positive student views of social responsibility and provide rich information beyond the six elements of the VSRoSE instrument. The quantitative data from the VSRoSE is analyzed using SPSS. The qualitative data is analyzed by the research team using an inductive coding approach. In this coding process, the researchers derive codes from the data allowing the narrative or theory to emerge from the raw data itself, which is great for exploratory research. The results from this exploratory study will help to strategically initiate a formal and informal research education curriculum at the selected university. In addition, the results may serve as a way for REU administrators and faculty to create metrics of impact on their research activities regarding social responsibility. Finally, this work intends to provoke the ethics and research community to have a deeper conversation about the needs and strategies to educate this unique population of students. 

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4. Building a Sustainable University-Wide Interdisciplinary Graduate Program to Address Disasters

   Paretti, M.C. ; Deters, J. ; Webb, M. ; Menon, M. ( July 2022 , 2022 ASEE Annual Conference & Exposition)

   Disasters are becoming more frequent as the global climate changes, and recovery efforts require the cooperation and collaboration of experts and community members across disciplines. The DRRM program, funded through the National Science Foundation (NSF) Research Traineeship (NRT), is an interdisciplinary graduate program that brings together faculty and graduate students from across the university to develop new, transdisciplinary ways of solving disaster-related issues. The core team includes faculty from business, engineering, education, science, and urban planning fields. The overall objective of the program is to create a community of practice amongst the graduate students and faculty to improve understanding and support proactive decision-making related to disasters and disaster management. The specific educational objectives of the program are (1) context mastery and community building, (2) transdisciplinary integration and professional development, and (3) transdisciplinary research. The program’s educational research and assessment activities include program development, trainee learning and development, programmatic educational research, and institutional transformation. The program is now in its fourth year of student enrollment. Core courses on interdisciplinary research methods in disaster resilience are in place, engaging students in domain-specific research related to natural hazards, resilience, and recovery, and in methods of interdisciplinary and transdisciplinary collaboration. In addition to courses, the program offers a range of professional development opportunities through seminars and workshops. Since the program’s inception, the core team has expanded both the numbers of faculty and students and the range of academic disciplines involved in the program, including individuals from additional science and engineering fields as well as those from natural resources and the social sciences. At the same time, the breadth of disciplines and the constraints of individual academic programs have posed substantial structural challenges in engaging students in the process of building interdisciplinary research identities and in building the infrastructure needed to sustain the program past the end of the grant. Our poster and paper will identify major program accomplishments, but also draw on interviews with students to examine the structural challenges and potential solution paths associated with a program of this breadth. Critical opportunities for sustainability and engagement have emerged through integration with a larger university-level center as well as through increased flexibility in program requirements and additional mechanisms for student and faculty collaboration. 

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5. AARCLight – New opportunities for South Atlantic R&E Network collaboration between Africa, Brazil, and the U.S.

   Morgan, Heidi ; Ibarra, Julio ; Bezerra, Jeronimo ; Lopez, Luis Fernandez ; Chergarova, Vasilka ; Cox III, Donald A.“Chip” ; Alvarez, Gabriella E. ; Stanton, Michael ; Hazin, Aluizio ; Lotz, Len ; et al ( January 2018 , Proceedings and report of the ... UbuntuNet Alliance annual conference)

   Higher education and research science is being conducted in an era of information abundance. Sharing educational resources (e.g. Libraries, Curriculums, Online courses) and science resources, such as data commons, instrumentation, technology, and best practices, across national borders, can promote expanded global education goals and scientific inquiry and has the potential to advance discovery. Providing robust diverse Research and Education Networks (RENs) linking the U.S., Brazil (S. America) and African researcher and education communities is an increasingly strategic priority. Africa has developed research and education communities with unique biological, environmental, geological, anthropological, and cultural resources. Research challenges in atmospheric and geosciences, materials sciences, tropical diseases, biology, astronomy, and other disciplines will benefit by enhancing the technological and social connections between the research and education communities of these three continents via an S. Atlantic route to complement the existing North Atlantic routes via Europe. This paper will discuss the availability of new submarine cable spectrum for RENs via SACS between Luanda, Angola and Fortaleza, Brazil and the Monet cable between Fortaleza and Florida in the U.S. for use by research and education communities. This new infrastructure creates an unprecedented opportunity for the stakeholders to coordinate planning efforts to strategically make use of the offered spectrum towards serving the broadest communities of interest in research and education. The new links will be a foundational layer for the employment of R&E networks outfitted with leading-edge technologies (e.g. Science DMZ, SDN, SDX, cybersecurity etc.). The paper seeks to leverage a discussion of opportunities for a new R&E Exchange point at Luanda, Angola, other connectivity options, and to further promote discussion and identify synergies with UbuntuNet members. Florida International University and AmLight consortium partners are planning, designing, and defining a strategy for high capacity connectivity research and education network connectivity between the US and Southwest Africa, called Americas Africa Research and eduCation Lightpaths (AARCLight). Furthermore, the other “end” of the SACS cable is being connected to an Open Fortaleza R&E Exchange point in Brazil. The new academic exchange point, South Atlantic Crossroads (SAX), is managed by Rede Nacional de Ensino e Pesquisa (RNP), where AmLight connects and continues on the Monet spectrum to Boca Raton Miami Florida. Having the transport service opened in Fortaleza will allow RENs from South America to collaborate with partners in Africa with significantly less delay, (at least 150ms lower) than using the current paths available. Interactive high-resolution video and big data applications will benefit from the establishment of the SAX international exchange point in Fortaleza. 

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