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Editors contains: "Cotner, Sehoya"

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  1. ; ; (, CBE—Life Sciences Education)
    Cotner, Sehoya (Ed.)
    In a large-enrollment Introductory Biology course, students received either growth mindset or control emails. Growth mindset messages increased grades among first-generation college students. Performance increased as a function of increased activity on the course website. 
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  2. ; (, CBE—Life Sciences Education)
    Cotner, Sehoya (Ed.)
    As college science educators, we must prepare all future college graduates to be engaged, science-literate citizens. Yet data suggest that most college biology classes as currently taught do little to make science truly useful for students’ lives and provide few opportunities for students to practice skills needed to be key decision makers in their communities. This is especially important for our non-science majors, as they represent the vast majority (82%) of college students. In this essay, we identify three critical aspects of useful college science education to prepare science literate non-science majors: prioritize local socioscientific issues; highlight communal opportunities in science that impact students’ communities; and provide students with opportunities to practice skills necessary to engage with science beyond the classroom. 
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