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1. Phosphorus availability and leaching losses in annual and perennial cropping systems in an upper US Midwest landscape

   https://doi.org/10.5061/dryad.8sf7m0cpx  

   Hussain, Mir Zaman ; Hamilton, Stephen ; Robertson, G. Philip ; Basso, Bruno ( January 2021 , Dryad)

   Excessive phosphorus (P) applications to croplands can contribute to eutrophication of surface waters through surface runoff and subsurface (leaching) losses. We analyzed leaching losses of total dissolved P (TDP) from no-till corn, hybrid poplar (Populus nigra X P. maximowiczii), switchgrass (Panicum virgatum), miscanthus (Miscanthus giganteus), native grasses, and restored prairie, all planted in 2008 on former cropland in Michigan, USA. All crops except corn (13 kg P ha−1 year−1) were grown without P fertilization. Biomass was harvested at the end of each growing season except for poplar. Soil water at 1.2 m depth was sampled weekly to biweekly for TDP determination during March–November 2009–2016 using tension lysimeters. Soil test P (0–25 cm depth) was measured every autumn. Soil water TDP concentrations were usually below levels where eutrophication of surface waters is frequently observed (> 0.02 mg L−1) but often higher than in deep groundwater or nearby streams and lakes. Rates of P leaching, estimated from measured concentrations and modeled drainage, did not differ statistically among cropping systems across years; 7-year cropping system means ranged from 0.035 to 0.072 kg P ha−1 year−1 with large interannual variation. Leached P was positively related to STP, which decreased over the 7 years in all systems. These results indicate that both P-fertilized and unfertilized cropping systems may leach legacy P from past cropland management. Experimental details The Biofuel Cropping System Experiment (BCSE) is located at the W.K. Kellogg Biological Station (KBS) (42.3956° N, 85.3749° W; elevation 288 m asl) in southwestern Michigan, USA. This site is a part of the Great Lakes Bioenergy Research Center (www.glbrc.org) and is a Long-term Ecological Research site (www.lter.kbs.msu.edu). Soils are mesic Typic Hapludalfs developed on glacial outwash54 with high sand content (76% in the upper 150 cm) intermixed with silt-rich loess in the upper 50 cm55. The water table lies approximately 12–14 m below the surface. The climate is humid temperate with a mean annual air temperature of 9.1 °C and annual precipitation of 1005 mm, 511 mm of which falls between May and September (1981–2010)56,57. The BCSE was established as a randomized complete block design in 2008 on preexisting farmland. Prior to BCSE establishment, the field was used for grain crop and alfalfa (Medicago sativa L.) production for several decades. Between 2003 and 2007, the field received a total of ~ 300 kg P ha−1 as manure, and the southern half, which contains one of four replicate plots, received an additional 206 kg P ha−1 as inorganic fertilizer. The experimental design consists of five randomized blocks each containing one replicate plot (28 by 40 m) of 10 cropping systems (treatments) (Supplementary Fig. S1; also see Sanford et al.58). Block 5 is not included in the present study. Details on experimental design and site history are provided in Robertson and Hamilton57 and Gelfand et al.59. Leaching of P is analyzed in six of the cropping systems: (i) continuous no-till corn, (ii) switchgrass, (iii) miscanthus, (iv) a mixture of five species of native grasses, (v) a restored native prairie containing 18 plant species (Supplementary Table S1), and (vi) hybrid poplar. Agronomic management Phenological cameras and field observations indicated that the perennial herbaceous crops emerged each year between mid-April and mid-May. Corn was planted each year in early May. Herbaceous crops were harvested at the end of each growing season with the timing depending on weather: between October and November for corn and between November and December for herbaceous perennial crops. Corn stover was harvested shortly after corn grain, leaving approximately 10 cm height of stubble above the ground. The poplar was harvested only once, as the culmination of a 6-year rotation, in the winter of 2013–2014. Leaf emergence and senescence based on daily phenological images indicated the beginning and end of the poplar growing season, respectively, in each year. Application of inorganic fertilizers to the different crops followed a management approach typical for the region (Table 1). Corn was fertilized with 13 kg P ha−1 year−1 as starter fertilizer (N-P-K of 19-17-0) at the time of planting and an additional 33 kg P ha−1 year−1 was added as superphosphate in spring 2015. Corn also received N fertilizer around the time of planting and in mid-June at typical rates for the region (Table 1). No P fertilizer was applied to the perennial grassland or poplar systems (Table 1). All perennial grasses (except restored prairie) were provided 56 kg N ha−1 year−1 of N fertilizer in early summer between 2010 and 2016; an additional 77 kg N ha−1 was applied to miscanthus in 2009. Poplar was fertilized once with 157 kg N ha−1 in 2010 after the canopy had closed. Sampling of subsurface soil water and soil for P determination Subsurface soil water samples were collected beneath the root zone (1.2 m depth) using samplers installed at approximately 20 cm into the unconsolidated sand of 2Bt2 and 2E/Bt horizons (soils at the site are described in Crum and Collins54). Soil water was collected from two kinds of samplers: Prenart samplers constructed of Teflon and silica (http://www.prenart.dk/soil-water-samplers/) in replicate blocks 1 and 2 and Eijkelkamp ceramic samplers (http://www.eijkelkamp.com) in blocks 3 and 4 (Supplementary Fig. S1). The samplers were installed in 2008 at an angle using a hydraulic corer, with the sampling tubes buried underground within the plots and the sampler located about 9 m from the plot edge. There were no consistent differences in TDP concentrations between the two sampler types. Beginning in the 2009 growing season, subsurface soil water was sampled at weekly to biweekly intervals during non-frozen periods (April–November) by applying 50 kPa of vacuum to each sampler for 24 h, during which the extracted water was collected in glass bottles. Samples were filtered using different filter types (all 0.45 µm pore size) depending on the volume of leachate collected: 33-mm dia. cellulose acetate membrane filters when volumes were less than 50 mL; and 47-mm dia. Supor 450 polyethersulfone membrane filters for larger volumes. Total dissolved phosphorus (TDP) in water samples was analyzed by persulfate digestion of filtered samples to convert all phosphorus forms to soluble reactive phosphorus, followed by colorimetric analysis by long-pathlength spectrophotometry (UV-1800 Shimadzu, Japan) using the molybdate blue method60, for which the method detection limit was ~ 0.005 mg P L−1. Between 2009 and 2016, soil samples (0–25 cm depth) were collected each autumn from all plots for determination of soil test P (STP) by the Bray-1 method61, using as an extractant a dilute hydrochloric acid and ammonium fluoride solution, as is recommended for neutral to slightly acidic soils. The measured STP concentration in mg P kg−1 was converted to kg P ha−1 based on soil sampling depth and soil bulk density (mean, 1.5 g cm−3). Sampling of water samples from lakes, streams and wells for P determination In addition to chemistry of soil and subsurface soil water in the BCSE, waters from lakes, streams, and residential water supply wells were also sampled during 2009–2016 for TDP analysis using Supor 450 membrane filters and the same analytical method as for soil water. These water bodies are within 15 km of the study site, within a landscape mosaic of row crops, grasslands, deciduous forest, and wetlands, with some residential development (Supplementary Fig. S2, Supplementary Table S2). Details of land use and cover change in the vicinity of KBS are given in Hamilton et al.48, and patterns in nutrient concentrations in local surface waters are further discussed in Hamilton62. Leaching estimates, modeled drainage, and data analysis Leaching was estimated at daily time steps and summarized as total leaching on a crop-year basis, defined from the date of planting or leaf emergence in a given year to the day prior to planting or emergence in the following year. TDP concentrations (mg L−1) of subsurface soil water were linearly interpolated between sampling dates during non-freezing periods (April–November) and over non-sampling periods (December–March) based on the preceding November and subsequent April samples. Daily rates of TDP leaching (kg ha−1) were calculated by multiplying concentration (mg L−1) by drainage rates (m3 ha−1 day−1) modeled by the Systems Approach for Land Use Sustainability (SALUS) model, a crop growth model that is well calibrated for KBS soil and environmental conditions. SALUS simulates yield and environmental outcomes in response to weather, soil, management (planting dates, plant population, irrigation, N fertilizer application, and tillage), and genetics63. The SALUS water balance sub-model simulates surface runoff, saturated and unsaturated water flow, drainage, root water uptake, and evapotranspiration during growing and non-growing seasons63. The SALUS model has been used in studies of evapotranspiration48,51,64 and nutrient leaching20,65,66,67 from KBS soils, and its predictions of growing-season evapotranspiration are consistent with independent measurements based on growing-season soil water drawdown53 and evapotranspiration measured by eddy covariance68. Phosphorus leaching was assumed insignificant on days when SALUS predicted no drainage. Volume-weighted mean TDP concentrations in leachate for each crop-year and for the entire 7-year study period were calculated as the total dissolved P leaching flux (kg ha−1) divided by the total drainage (m3 ha−1). One-way ANOVA with time (crop-year) as the fixed factor was conducted to compare total annual drainage rates, P leaching rates, volume-weighted mean TDP concentrations, and maximum aboveground biomass among the cropping systems over all seven crop-years as well as with TDP concentrations from local lakes, streams, and groundwater wells. When a significant (α = 0.05) difference was detected among the groups, we used the Tukey honest significant difference (HSD) post-hoc test to make pairwise comparisons among the groups. In the case of maximum aboveground biomass, we used the Tukey–Kramer method to make pairwise comparisons among the groups because the absence of poplar data after the 2013 harvest resulted in unequal sample sizes. We also used the Tukey–Kramer method to compare the frequency distributions of TDP concentrations in all of the soil leachate samples with concentrations in lakes, streams, and groundwater wells, since each sample category had very different numbers of measurements. Individual spreadsheets in “data table_leaching_dissolved organic carbon and nitrogen.xls” 1.    annual precip_drainage 2.    biomass_corn, perennial grasses 3.    biomass_poplar 4.    annual N leaching _vol-wtd conc 5.    Summary_N leached 6.    annual DOC leachin_vol-wtd conc 7.    growing season length 8.    correlation_nh4 VS no3 9.    correlations_don VS no3_doc VS don Each spreadsheet is described below along with an explanation of variates. Note that ‘nan’ indicate data are missing or not available. First row indicates header; second row indicates units 1. Spreadsheet: annual precip_drainage Description: Precipitation measured from nearby Kellogg Biological Station (KBS) Long Term Ecological Research (LTER) Weather station, over 2009-2016 study period. Data shown in Figure 1; original data source for precipitation (https://lter.kbs.msu.edu/datatables/7). Drainage estimated from SALUS crop model. Note that drainage is percolation out of the root zone (0-125 cm). Annual precipitation and drainage values shown here are calculated for growing and non-growing crop periods. Variate    Description year    year of the observation crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” precip_G    precipitation during growing period (milliMeter) precip_NG    precipitation during non-growing period (milliMeter) drainage_G    drainage during growing period (milliMeter) drainage_NG    drainage during non-growing period (milliMeter)      2. Spreadsheet: biomass_corn, perennial grasses Description: Maximum aboveground biomass measurements from corn, switchgrass, miscanthus, native grass and restored prairie plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2015. Data shown in Figure 2.   Variate    Description year    year of the observation date    day of the observation (mm/dd/yyyy) crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” replicate    each crop has four replicated plots, R1, R2, R3 and R4 station    stations (S1, S2 and S3) of samplings within the plot. For more details, refer to link (https://data.sustainability.glbrc.org/protocols/156) species    plant species that are rooted within the quadrat during the time of maximum biomass harvest. See protocol for more information, refer to link (http://lter.kbs.msu.edu/datatables/36) For maize biomass, grain and whole biomass reported in the paper (weed biomass or surface litter are excluded). Surface litter biomass not included in any crops; weed biomass not included in switchgrass and miscanthus, but included in grass mixture and prairie. fraction    Fraction of biomass biomass_plot    biomass per plot on dry-weight basis (Grams_Per_SquareMeter) biomass_ha    biomass (megaGrams_Per_Hectare) by multiplying column biomass per plot with 0.01 3. Spreadsheet: biomass_poplar Description: Maximum aboveground biomass measurements from poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2015. Data shown in Figure 2. Note that poplar biomass was estimated from crop growth curves until the poplar was harvested in the winter of 2013-14. Variate    Description year    year of the observation method    methods of poplar biomass sampling date    day of the observation (mm/dd/yyyy) replicate    each crop has four replicated plots, R1, R2, R3 and R4 diameter_at_ground    poplar diameter (milliMeter) at the ground diameter_at_15cm    poplar diameter (milliMeter) at 15 cm height biomass_tree    biomass per plot (Grams_Per_Tree) biomass_ha    biomass (megaGrams_Per_Hectare) by multiplying biomass per tree with 0.01 4. Spreadsheet: annual N leaching_vol-wtd conc Description: Annual leaching rate (kiloGrams_N_Per_Hectare) and volume-weighted mean N concentrations (milliGrams_N_Per_Liter) of nitrate (no3) and dissolved organic nitrogen (don) in the leachate samples collected from corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2016. Data for nitrogen leached and volume-wtd mean N concentration shown in Figure 3a and Figure 3b, respectively. Note that ammonium (nh4) concentration were much lower and often undetectable (<0.07 milliGrams_N_Per_Liter). Also note that in 2009 and 2010 crop-years, data from some replicates are missing.    Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” crop-year    year of the observation replicate    each crop has four replicated plots, R1, R2, R3 and R4 no3 leached    annual leaching rates of nitrate (kiloGrams_N_Per_Hectare) don leached    annual leaching rates of don (kiloGrams_N_Per_Hectare) vol-wtd no3 conc.    Volume-weighted mean no3 concentration (milliGrams_N_Per_Liter) vol-wtd don conc.    Volume-weighted mean don concentration (milliGrams_N_Per_Liter) 5. Spreadsheet: summary_N leached Description: Summary of total amount and forms of N leached (kiloGrams_N_Per_Hectare) and the percent of applied N lost to leaching over the seven years for corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2016. Data for nitrogen amount leached shown in Figure 4a and percent of applied N lost shown in Figure 4b. Note the fraction of unleached N includes in harvest, accumulation in root biomass, soil organic matter or gaseous N emissions were not measured in the study. Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” no3 leached    annual leaching rates of nitrate (kiloGrams_N_Per_Hectare) don leached    annual leaching rates of don (kiloGrams_N_Per_Hectare) N unleached    N unleached (kiloGrams_N_Per_Hectare) in other sources are not studied % of N applied N lost to leaching    % of N applied N lost to leaching 6. Spreadsheet: annual DOC leachin_vol-wtd conc Description: Annual leaching rate (kiloGrams_Per_Hectare) and volume-weighted mean N concentrations (milliGrams_Per_Liter) of dissolved organic carbon (DOC) in the leachate samples collected from corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2016. Data for DOC leached and volume-wtd mean DOC concentration shown in Figure 5a and Figure 5b, respectively. Note that in 2009 and 2010 crop-years, water samples were not available for DOC measurements.     Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” crop-year    year of the observation replicate    each crop has four replicated plots, R1, R2, R3 and R4 doc leached    annual leaching rates of nitrate (kiloGrams_Per_Hectare) vol-wtd doc conc.    volume-weighted mean doc concentration (milliGrams_Per_Liter) 7. Spreadsheet: growing season length Description: Growing season length (days) of corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in the Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2009-2015. Date shown in Figure S2. Note that growing season is from the date of planting or emergence to the date of harvest (or leaf senescence in case of poplar).   Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” year    year of the observation growing season length    growing season length (days) 8. Spreadsheet: correlation_nh4 VS no3 Description: Correlation of ammonium (nh4+) and nitrate (no3-) concentrations (milliGrams_N_Per_Liter) in the leachate samples from corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2013-2015. Data shown in Figure S3. Note that nh4+ concentration in the leachates was very low compared to no3- and don concentration and often undetectable in three crop-years (2013-2015) when measurements are available. Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” date    date of the observation (mm/dd/yyyy) replicate    each crop has four replicated plots, R1, R2, R3 and R4 nh4 conc    nh4 concentration (milliGrams_N_Per_Liter) no3 conc    no3 concentration (milliGrams_N_Per_Liter)   9. Spreadsheet: correlations_don VS no3_doc VS don Description: Correlations of don and nitrate concentrations (milliGrams_N_Per_Liter); and doc (milliGrams_Per_Liter) and don concentrations (milliGrams_N_Per_Liter) in the leachate samples of corn, switchgrass, miscanthus, native grass, restored prairie and poplar plots in Great Lakes Bioenergy Research Center (GLBRC) Biomass Cropping System Experiment (BCSE) during 2013-2015. Data of correlation of don and nitrate concentrations shown in Figure S4 a and doc and don concentrations shown in Figure S4 b. Variate    Description crop    “corn” “switchgrass” “miscanthus” “nativegrass” “restored prairie” “poplar” year    year of the observation don    don concentration (milliGrams_N_Per_Liter) no3     no3 concentration (milliGrams_N_Per_Liter) doc    doc concentration (milliGrams_Per_Liter) 

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2. Using Trained Tutors to Improve Mechanical Engineering Technology Student Writing

   Clippinger, D. ; Pflueger, R. C. ; Nozaki, S. ; Bodenhamer, J. ( June 2023 , American Society for Engineering Education)

   In an earlier work, the authors compared the writing style of Mechanical Engineering Technology (MET) students in an “untutored” state to the writing style of “tutored” students, where the tutoring was provided by “generic” writing center tutors. The results of this study showed that aside from changes in the diction of the students’ work, there was little measurable improvement in the quality of student writing as measured by both the AAC&U VALUE Rubric and by the authors’ voice-development-style-diction method. The current work builds on the results of the previous work by providing training on a just-in-time basis for the writing center tutors. As with previous years, the students participating in the study were MET students in a last-semester capstone industrial design course. This course is organized around a series of open-ended industry-sponsored projects for which the students are expected to develop a solution to a mechanical engineering problem. The students work on the projects in teams of three or four students and complete the work over a two-semester sequence offered annually on a fall-spring basis. The assignment in the study was identical to that of previous years: an “analysis” report in which students are expected to apply content from previous courses to one aspect of the industry-sponsored design project. The present study will compare the results from three iterations of the study: the work of “untutored” students, i.e. those who did not received any writing center assistance whatsoever, those who tutored by “generic” writing center tutors, and lastly, the works of those tutored by tutors specifically trained in support of the specific intervention. In the two cases where tutor interaction occurred, it was required as a component of the course to ensure participation by the entire student cohort. In general, the interactions with the specially-trained tutors produced works with a more mature writing style on the part of the student as compared to those works produced by students who had interacted with the untrained tutors or no tutors at all. The work will also discuss survey data collected on the “generic” and specially-trained tutoring sessions and discuss the differences in the results. Preliminary results show that the specially-trained tutors reported pronounced levels of engagement in the tutoring session, as measured by student note-taking, student questions, student receptiveness to suggestions, and student desire to understand the reasoning behind the tutors’ suggestions. Specially-trained tutors also reported significantly higher levels of student interest suggestions about grammar, style, content, format, and citations. Overall, it is concluded that specific training for the tutors was most associated with increased levels of interaction between tutor and student. As the students in the final group (“trained tutors”) were told prior to the tutoring session that the tutors were “specially trained,” it remains to be determined if the increased interaction was due to better tutor preparation or a higher estimation of the value of the tutoring session on the part of the students receiving the tutoring. This is proposed as an extension to the current work. 

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3. Using Trained Tutors to Improve Mechanical Engineering Technology Student Writing

   Clippinger, D. ( June 2023 , 2023 ASEE Annual Conference, Baltimore, MD, USA)

   In an earlier work, the authors compared the writing style of Mechanical Engineering Technology (MET) students in an “untutored” state to the writing style of “tutored” students, where the tutoring was provided by “generic” writing center tutors. The results of this study showed that aside from changes in the diction of the students’ work, there was little measurable improvement in the quality of student writing as measured by both the AAC&U VALUE Rubric and by the authors’ voice-development-style-diction method. The current work builds on the results of the previous work by providing training on a just-in-time basis for the writing center tutors. As with previous years, the students participating in the study were MET students in a last-semester capstone industrial design course. This course is organized around a series of open-ended industry-sponsored projects for which the students are expected to develop a solution to a mechanical engineering problem. The students work on the projects in teams of three or four students and complete the work over a two-semester sequence offered annually on a fall-spring basis. The assignment in the study was identical to that of previous years: an “analysis” report in which students are expected to apply content from previous courses to one aspect of the industry-sponsored design project. The present study will compare the results from three iterations of the study: the work of “untutored” students, i.e. those who did not received any writing center assistance whatsoever, those who tutored by “generic” writing center tutors, and lastly, the works of those tutored by tutors specifically trained in support of the specific intervention. In the two cases where tutor interaction occurred, it was required as a component of the course to ensure participation by the entire student cohort. In general, the interactions with the specially-trained tutors produced works with a more mature writing style on the part of the student as compared to those works produced by students who had interacted with the untrained tutors or no tutors at all. The work will also discuss survey data collected on the “generic” and specially-trained tutoring sessions and discuss the differences in the results. Preliminary results show that the specially-trained tutors reported pronounced levels of engagement in the tutoring session, as measured by student note-taking, student questions, student receptiveness to suggestions, and student desire to understand the reasoning behind the tutors’ suggestions. Specially-trained tutors also reported significantly higher levels of student interest suggestions about grammar, style, content, format, and citations. Overall, it is concluded that specific training for the tutors was most associated with increased levels of interaction between tutor and student. As the students in the final group (“trained tutors”) were told prior to the tutoring session that the tutors were “specially trained,” it remains to be determined if the increased interaction was due to better tutor preparation or a higher estimation of the value of the tutoring session on the part of the students receiving the tutoring. This is proposed as an extension to the current work. 

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4. Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

   https://doi.org/10.1186/s40594-022-00333-3  

   Yik, Brandon J. ; Raker, Jeffrey R. ; Apkarian, Naneh ; Stains, Marilyne ; Henderson, Charles ; Dancy, Melissa H. ; Johnson, Estrella ( February 2022 , International Journal of STEM Education)

   Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors;N = 1405 departments;N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses.

   Regression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing.

   Given the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses.

    

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5. Investigating Conflation of Sex and Gender Language in Student Writing About Genetics

   https://doi.org/https://doi.org/10.1007/s11191-020-00177-9  

   Stuhlsatz, M.A.M. ; Buck Bracey, Z.E. ; Donovan, B.M. ( December 2020 , Science and Education)

   null (Ed.)

   Conflation of sex and gender is implicated in the development of essentialist thinking, which has been linked to the justification of systems of prejudice in modern society. This exploratory study presents findings from a person randomized control trial conducted with 460 students in 8th–10th grade that investigated the extent to which students conflate sex and gender in their writing about genetics. Students were randomly assigned to one of three short readings that either (1) explained the genetics of sex in plants; (2) explained the genetics of sex in humans; or (3) refuted neuro-genetic essentialism, offering instead a social explanation for why women receive fewer PhDs in science, technology, mathematics, and engineering than men. While previous findings from the authors suggest links between the condition students were assigned to and psychological indicators related to essentialist thinking, no work was done to investigate how students’ use of language might implicate cognitive conflation as a possible factor in understanding these results. In this study, student responses to a constructed response writing task given after the reading were analyzed to investigate the use of sex and gender language. Students in all three conditions used both sex and gender language. However, students in the refutational text condition tended to use sex and gender language deliberately in order to explain PhD attainment, while students in the traditional genetics conditions used the terms interchangeably, suggesting subconscious conflation. Students in the genetics of human sex condition were more likely to manifest this conflation than students in the genetics of plant sex condition. Implications for instruction are discussed. 

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