Student-Authored Websites of Biologists Marginalized in History Are Associated with Students' Awareness of Equity, Diversity, and Inclusion
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| Title: | Student-Authored Websites of Biologists Marginalized in History Are Associated with Students' Awareness of Equity, Diversity, and Inclusion |
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| Language: | English |
| Authors: | Anne C. S. McIntosh, Jocelyn Kublik, Beatriz Moreira, Neil Haave |
| Source: | Bioscene: Journal of College Biology Teaching. 2025 51:3-12. |
| Availability: | Association of College and Biology Educators. Web site: http://acube.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Web Sites, Scientists, Biology, Capstone Experiences, Science History, Diversity Equity and Inclusion, College Seniors, Foreign Countries, Assignments, Student Attitudes |
| Geographic Terms: | Canada |
| ISSN: | 1539-2422 |
| Abstract: | As a discipline, biology has historically had low diversity in representation among its members. To combat this, we have implemented a team website assignment in our biology capstone course that prompted students to research a biologist who was marginalized during their career. The broader purpose of this nontraditional capstone course, which focuses on the history and theory of biology, is for students to integrate their biology education with other ideas and concepts they have learned on our liberal arts and sciences campus, along with their understanding of the world. The objective of the website assignment is to provide students with the opportunity to explore a scientist who made important contributions to biology, but who was not broadly recognized for these contributions at the time. Beyond spotlighting the biologist, a broader assignment goal is to develop students' awareness and understanding of equity, diversity, and inclusion (EDI). Twelve students from the Winter 2022 class were recruited and interviewed to assess whether the assignment achieved its broader goal. Our findings suggest that students responded positively to the assignment and that their understanding of EDI developed. Given the recent attacks on EDI, it is even more important that we intentionally integrate it into our classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492803 |
| Database: | ERIC |
| Abstract: | As a discipline, biology has historically had low diversity in representation among its members. To combat this, we have implemented a team website assignment in our biology capstone course that prompted students to research a biologist who was marginalized during their career. The broader purpose of this nontraditional capstone course, which focuses on the history and theory of biology, is for students to integrate their biology education with other ideas and concepts they have learned on our liberal arts and sciences campus, along with their understanding of the world. The objective of the website assignment is to provide students with the opportunity to explore a scientist who made important contributions to biology, but who was not broadly recognized for these contributions at the time. Beyond spotlighting the biologist, a broader assignment goal is to develop students' awareness and understanding of equity, diversity, and inclusion (EDI). Twelve students from the Winter 2022 class were recruited and interviewed to assess whether the assignment achieved its broader goal. Our findings suggest that students responded positively to the assignment and that their understanding of EDI developed. Given the recent attacks on EDI, it is even more important that we intentionally integrate it into our classrooms. |
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| ISSN: | 1539-2422 |
