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Creators/Authors contains: "Just, Jan"

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  1. ; ; ; ; ; ; ; ; ; ; et al (, CBE—Life Sciences Education)
    Tanner, Kimberly (Ed.)
    This paper examines the extent to which community college biology education research (CC BER) has progressed since initial calls for broadening participation by comparing the number of CC BER publications, identifies barriers to and opportunities for community college faculty BER participation, and highlights the importance of institutional networks as a driver for incorporating CC faculty in BER. 
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  2. ; ; ; ; ; (, Journal of Microbiology & Biology Education)
    null (Ed.)
    ABSTRACT In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor/student workload. We report on a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how our CC faculty colleagues perceived the ETRI, the challenges they faced, and the resources that were—or would have been—most helpful. We conclude with recommendations, in the words of participating faculty, to address prevailing concerns voiced by these instructors: namely, the lack of student-faculty interactions in the online space, concerns about student access to resources, and the demand for authentic research and lab experiences. 
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  3. ; ; ; ; ; ; ; ; ; ; et al (, CBE—Life Sciences Education)
    Andrews, Tessa C. (Ed.)
    To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity. 
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