- Email: [email protected]
Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice
Journal Pre-proof Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice Robert M. Kao PII:
S0012-1606(19)30446-4
DOI:
https://doi.org/10.1016/j.ydbio.2019.10.017
Reference:
YDBIO 8136
To appear in:
Developmental Biology
Received Date: 28 July 2019 Accepted Date: 17 October 2019
Please cite this article as: Kao, R.M., Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice, Developmental Biology (2019), doi: https://doi.org/10.1016/ j.ydbio.2019.10.017. This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. © 2019 Published by Elsevier Inc.
Title: Beyond the Lab Bench: Pathways in Inclusion, Equity, and Diversity in Biology Education and Social Justice Author Name and Affiliation: Robert M. Kao, Heritage University Corresponding Author: Robert M. Kao, [email protected] ; Tel.: 509-865-8681 Present/Permanent address: 3240 Fort Road, Heritage University, College of Arts and Sciences, Room 2333, Toppenish, WA 98948. Highlights: • Successful career pathways in combining inclusive and equitable science education with social justice beyond the bench. • Developing culturally-responsive mentoring and transformative teaching approaches to help future generations of Native American, Latinx, and non-traditional undergraduates to thrive in graduate pathways in biology and biomedicine. • Careers beyond the lab bench are also vital change agents for inclusion, equity, and diversity in STEM education. Abstract: Over the past six years, I describe my personal journey into promoting inclusion, equity, and diversity in biology education and social justice. In my personal journey, I will describe how I found my passion in mentoring and teaching Native American, Latinx, and non-traditional undergraduates in cell and developmental biology. I will also describe how Dr. Karen Gross' concept of lasticity aligned with culturally-responsive teaching and mentoring can help foster transformative learning for all undergraduates. Keywords: social justice; culturally-responsive teaching; lasticity; inclusion; equity; diversity Funding: This work was supported by the Society for Developmental Biology Education Grant (2018-2019).
Introduction: My longstanding commitment in undergraduate biology education and social justice at Heritage University in Toppenish, WA, on the homeland of the Yakama Nation came from multiple experiences through my journey. My Journey from Harvard University (HU) to Heritage University (HU) I started my National Science Foundation Graduate Research Fellowship Program (NSF GRFP) funded graduate studies in cell and developmental biology with my graduate mentor Dr. Andy McMahon at Harvard University and completed in May 2012; my involvement with Science in the News and participation in an outreach science experience to Haitian community at Mattapan, MA, combined with my teaching fellow in Andy’s developmental biology course sowed the seed for my teaching career. Drs. Iain Drummond, Alex Vasilyev, and Jeff Lichtman along with all members of my graduate school committee were helpful. I then embarked on my journey at Seattle Children’s with Drs. Mark Majesky and Lisa Maves investigating the role of pioneer transcription factors called Pre-B-cell leukemia homeobox pioneer transcription factors (Pbx) in zebrafish heart development. There, I began to integrate my interests in teaching and science education research through two influential experiences: UW STEP postdoc teaching program headed by Dr. Rebecca M. Price; and UW Medicine Teaching Scholars Program headed by Drs. Lynne Robins and Jan Carline. During my second year as a postdoctoral fellow, I decided to ask around for possible private funding for my participation at the teaching scholar program. I was fortunate to be sponsored through Friends of FSH Research based at Kirkland, WA, and the education grant provided an innovative framework for me to develop innovative epigenetics undergraduate teaching curricula that catalyzed the beginning of my science education teaching career at Heritage University. In 2016-2018, my motivation in incorporating social justice with science education teaching was further developed through my two year participation in UW’s Native Education Certificate program headed by Drs. Megan Bang, Elizabeth West, and Dawn Hardison-Stevens, where I learned about Native Science and the importance of social emotional and place-based learning. As a testament to his ongoing dedication in promoting inclusion, equity, and diversity in biology undergraduate education, I was recently awarded the following at Heritage University in 2019: the Spring Convocation Teaching Award; Heritage University TRiO Faculty/Staff Award; and Department of Nursing’s It Takes a Village Award. I am also Principal Investigator for Heritage University’s NSF Research Experiences for Undergraduates (NSF REU) entitled REU Site: A Transformative Approach for Engaging First-Generation Underrepresented Minorities in a Research Experience. An example image of our Heritage University undergraduate researchers and I were at SACNAS 2017 meeting at Salt Lake City, Utah (Figure 1).
As I reflect upon my journey into science education, I would also like to share my specific experiences as they apply to career development. The challenges I faced and how I resolved them The transition from postdoc to my assistant professor in biology teaching position Heritage University was exciting and challenging. To help navigate through developing multiple biology courses from scratch, actively practicing mindfulness helped instill my work-life balance that enabled me to grow and excel in my teaching and mentoring path. The curriculum design skill sets I have learned from my lifelong mentors Drs. Lynne Robins and Rebecca M. Price enabled me to grow and excel in my teaching and mentoring paths for all undergraduates at Heritage University. Another challenge is applying for grants that will benefit our first-generation undergraduates at Heritage University. I am grateful to the ASCB MAC FRED program for helping me in successful renewal of NSF REU program, as well as opening new partnerships with research institutions that support undergraduate research through private funding mechanisms. My decision to leave the laboratory I am very happy and content with my chosen path in undergraduate teaching and science outreach career because over the past three years, I am taking part to inspire the next generation of Native American, Latinx, and non-traditional undergraduate career paths in biology. The Society for Developmental Biology (SDB) Science Education Grant in May 2018-May 2019 combined with our recent renewal of our Heritage University’s NSF Research Experiences for Undergraduates are some of the many pathways to help our undergraduates gain cutting-edge research experiences in the Pacific Northwest. Possible types of teaching jobs and how to get them A career in biology education may include the following: faculty position at a primarily undergraduate institution; director in science outreach; and instructional/e-Learning designer position at the undergraduate or graduate level of biology education. These biology education opportunities can be found through networking at your professional societies (eg. American Society for Cell Biology or SDB) in biology education, as well as biology jobs advertisements through HigherEdJobs.com. Sometimes these jobs may not be advertised yet online, and it is very important to network in-person at science education conferences or your affiliated science professional society.
Resources to help you learn about teaching
Listed below are important resources in Native Education, Dr. Rebecca M. Price’s teaching opportunities for postdocs, and Dr. Karen Gross’ innovative concept called lasticity to support at-risk first-generation learners across K-12 and undergraduates: 1. Since Time Immemorial Native Sovereignty in state of Washington resources [1], and Native Indigenous Education tools [2]. 2. Dr. Rebecca M. Price’s Science Teaching Experiences for Postdocs at the University of Washington [3]. 3. One of the books that has influenced my role as an educator is Dr. Karen Gross’ innovative concept called lasticity [4, 5]. As highlighted in Dr. Karen Gross’ book, there are key distinguishing features of lasticity, deficiency model, and growth mindset (Table 1). In the deficiency model, the identification of academic and psychosocial gaps in learners is used. Once these gaps are identified, one approach is to apply growth mindset to minimize or overcome these gaps [6, 7]. In contrast, Dr. Karen Gross mentions lasticity focuses on the strengths of breakaway learners, such as their courage and creative problem-solving skills. For instance, I integrate Dr. Karen Gross’ theme of lasticity with Dr. Ricardo Valdez’s validation strategies [8] into active learning undergraduate settings and course-based undergraduate research experiences (CUREs) by listening to students’ observations of patterns from their team experiment, or analyzing key figures from original research. Our students have a remarkable ability to observe and take note of key salient changes over time and space. Through guided dialogic interactions (democratic shared discussions between instructor and students) within community discussions, we then explore and delve deeper into the molecular and cellular action through making predictions and drawing conclusions. Although Dr. Gross mentions that breakaway learners may have aspects of grit (features in growth mindset), lasticity does not depend on neither deficiency model and growth mindset. An example of a framework model I use as educator, teacher, and advisor is a tripartite mutual feedback mechanism (Figure 2).
I have included the following references and additional readings that have shaped my education and outreach journey: • A helpful guide to mindfulness approaches to maintain work-life balance [9]. • Helpful articles on innovative Native Science and culturally-responsive teaching to promote inclusion and equity in science learning [10-13]. • Helpful article on scientists as agents of change in science education [14].
• Helpful tips on helping low-income undergraduates for success and helpful teaching tools to promote reflection, metacognition, and self-awareness of one’s learning for undergraduates [15, 16]. • Breakthrough Strategies in teaching first-generation undergraduates and Communication Mismatch by Dr. Kathleen Ross [17, 18] • Inclusive teaching, cultural competence, and helpful teaching tools in undergraduate biology education [19-21]. Words of advice Follow your passion and do not be afraid to take risks; network with scientists, science educators, and science outreach.
TABLES AND FIGURE LEGENDS: TABLES Table 1. Defining Lasticity. FIGURE LEGENDS: Figure 1. Photo of Heritage University Undergraduate Researchers from 2017 SACNAS Research Conference at Salt Lake City. (From left to right: Juan Cabrera (computer science undergraduate researcher mentored by Dr. John Tsiligkaridis), Rosario Ramirez (NSF REU alum, 2017), Dr Mario Capecchi (co-winner of 2007 Nobel Prize in Physiology or Medicine), Dr Bob Kao (Principal Investigator, Heritage University’s NSF REU), and Alondra Zaragoza-Mendoza (NSF REU alum, 2017). Figure 2. Interconnected Cycle of Reciprocity to Support At-Risk First-Generation Learners. A framework illustrating the reciprocity of the professor that weaves together student advocacy, mentoring, advising, and culturally-responsive teaching for supporting at-risk first-generation undergraduates. The feed-forward arrows (magenta) indicate the reciprocity of each component in order to support student success. The multicolored arrows indicate the constant dialogue the professor/advisor providing advocacy of student success between student services and financial aid of the university. ACKNOWLEDGEMENTS: My article is dedicated in memory of the life, scientific curiosity, and spirit of Anonymous. I would like to thank all anonymous reviewers; In addition, I want to thank feedback from our colleagues: Drs. Karen Gross, Kathleen Ross, Rebecca M. Price, Michelle K. Smith, Erin Dolan, and Ricardo Valdez, and colleagues Drs. Megan Bang, Elizabeth West, Filiberto Barajas-López, and Dawn Hardison-Stevens from UW’s Native
Education Certification Program; Drs. Maxine Janis, Christina Nyirati, and William H. Petri; as well as generous support from the Society for Developmental Biology science education grant to support inclusion and equity in science education for Native Indigenous undergraduates from Yakama Nation and Navajo Nation, as well as Latinxs from communities in Central Washington. REFERENCES: 1. 2. 3. 4. 5. 6. 7.
8.
9. 10.
11. 12. 13.
14.
15. 16.
Tribal Sovereignty in Washington State. [cited 2019 July 11]; Available from: http://www.indian-ed.org/. Indigenous Education Tools. [cited 2019 July 11]; Available from: http://indigenouseducationtools.org/tools. Price, R.M. Science Teaching Experiences for Postdocs. [cited 2019 July 11]; Available from: http://depts.washington.edu/stepuw/. Gross, K. Breakaway Learners. [cited 2018 December 27. 2018]; Available from: http://breakawaylearners.com/what-is-lasticity/. Gross, K., Breakaway Learners: Strategies for Post-Secondary Success with AtRisk Students. 2017, New York and London: Teachers College Press. 224. Dweck, C. 2014 December 17, 2014; Available from: https://www.youtube.com/watch?v=_X0mgOOSpLU. Dweck, C. Decades of Scientific Research that Started a Growth Mindset Revolution. 2018 [cited 2018 December 27, 2018]; Available from: https://www.mindsetworks.com/science/. Valdez, R., Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University. 2016, University of Washington. p. 194. Levey, J.L., Michelle, Living in Balance: A Mindful Guide for Thriving in a Complex World. 2014: Divine Arts. Bang, M., Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives. Educational Psychologist, 2015. 50(3): p. 220-233. Bang, M.M., Douglas; Cajete, Gregory, Improving Science Education for Native Students: Teaching Place Through Community. 2009. 12(1). Cajete, G.A., Ingniting the Sparkle: An Indigenous Science Education Model. 1999, Skyand, NC: Kivai Press. 233. Gay, G., Culturally Responsive Teaching: Theory, Research, and Practice. Multicultural Education Series, ed. J.A. Banks. 2010, New York and London: Teachers College Press. Bush, S.D.S., Michael T., Tanner, Kimberly D., Williams, Kathy S., Evolving roles of scientists as change agents in science education over a decade: SFES roles beyond discipline-based education research. Science Advances, 2019. High Impact Practices and Low-Income Student Success: What Works? 2018. Austin, TX. Kao, R.M., Helping Students SOAR: Quizfolio Tips to Engauge First Generation Underrepresented Minority Undergraduates in Scientific Inquiry. The American Biology Teacher, 2018 80(3): p. 228-234.
17. 18. 19. 20. 21.
Ross, K.A., Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students. 2016, Cambridge: Harvard Education Press. Ross, K.A., Communication Mismatch. 2018. Dewsbury, B. and C.J. Brame, Inclusive Teaching. CBE Life Sci Educ, 2019. 18(2): p. fe2. Tanner, K.A., Deborah, Cultural Competence in the College Biology Classroom. CBE Life Sciences Education, 2007. 6: p. 251-258. Tanner, K.D., Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE Life Sciences Education, 2013. 12: p. 322-331.
Table 1. Defining Lasticity Term
Definition
Reference
Lasticity
Portmanteau of fusing elastic with plastic, or lasticity.
Page 171 from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017).
“The description of a set of conditions that exist under an umbrella concept that, if met, provide a process (of which reciprocity is a key element) that can be deployed and redeployed to assist individual who have experienced toxic stress or trauma or other impediments in their lives to flourish in childhood and thereafter in education and in life.” The approach to identify academic, and psychosocial gaps in learners. Deficiency model
Growth Mindset
By identifying these gaps, we can then foster grit, resiliency, and growth mindsets to help students overcome these gaps. “The understanding that abilities and intelligence can be developed.”
http://breakawaylearn ers.com/what-islasticity/
Page 10. from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017). Dr. Carol Dweck. http://mindsetworks.c om https://www.ted.com/ speakers/carol_dwec k
The growth mindset approach may be used alongside deficiency model to help close the gap or deficiency.
Pages 10, 14, and 15 from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017).
S0012-1606(19)30446-4
DOI:
https://doi.org/10.1016/j.ydbio.2019.10.017
Reference:
YDBIO 8136
To appear in:
Developmental Biology
Received Date: 28 July 2019 Accepted Date: 17 October 2019
Please cite this article as: Kao, R.M., Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice, Developmental Biology (2019), doi: https://doi.org/10.1016/ j.ydbio.2019.10.017. This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. © 2019 Published by Elsevier Inc.
Title: Beyond the Lab Bench: Pathways in Inclusion, Equity, and Diversity in Biology Education and Social Justice Author Name and Affiliation: Robert M. Kao, Heritage University Corresponding Author: Robert M. Kao, [email protected] ; Tel.: 509-865-8681 Present/Permanent address: 3240 Fort Road, Heritage University, College of Arts and Sciences, Room 2333, Toppenish, WA 98948. Highlights: • Successful career pathways in combining inclusive and equitable science education with social justice beyond the bench. • Developing culturally-responsive mentoring and transformative teaching approaches to help future generations of Native American, Latinx, and non-traditional undergraduates to thrive in graduate pathways in biology and biomedicine. • Careers beyond the lab bench are also vital change agents for inclusion, equity, and diversity in STEM education. Abstract: Over the past six years, I describe my personal journey into promoting inclusion, equity, and diversity in biology education and social justice. In my personal journey, I will describe how I found my passion in mentoring and teaching Native American, Latinx, and non-traditional undergraduates in cell and developmental biology. I will also describe how Dr. Karen Gross' concept of lasticity aligned with culturally-responsive teaching and mentoring can help foster transformative learning for all undergraduates. Keywords: social justice; culturally-responsive teaching; lasticity; inclusion; equity; diversity Funding: This work was supported by the Society for Developmental Biology Education Grant (2018-2019).
Introduction: My longstanding commitment in undergraduate biology education and social justice at Heritage University in Toppenish, WA, on the homeland of the Yakama Nation came from multiple experiences through my journey. My Journey from Harvard University (HU) to Heritage University (HU) I started my National Science Foundation Graduate Research Fellowship Program (NSF GRFP) funded graduate studies in cell and developmental biology with my graduate mentor Dr. Andy McMahon at Harvard University and completed in May 2012; my involvement with Science in the News and participation in an outreach science experience to Haitian community at Mattapan, MA, combined with my teaching fellow in Andy’s developmental biology course sowed the seed for my teaching career. Drs. Iain Drummond, Alex Vasilyev, and Jeff Lichtman along with all members of my graduate school committee were helpful. I then embarked on my journey at Seattle Children’s with Drs. Mark Majesky and Lisa Maves investigating the role of pioneer transcription factors called Pre-B-cell leukemia homeobox pioneer transcription factors (Pbx) in zebrafish heart development. There, I began to integrate my interests in teaching and science education research through two influential experiences: UW STEP postdoc teaching program headed by Dr. Rebecca M. Price; and UW Medicine Teaching Scholars Program headed by Drs. Lynne Robins and Jan Carline. During my second year as a postdoctoral fellow, I decided to ask around for possible private funding for my participation at the teaching scholar program. I was fortunate to be sponsored through Friends of FSH Research based at Kirkland, WA, and the education grant provided an innovative framework for me to develop innovative epigenetics undergraduate teaching curricula that catalyzed the beginning of my science education teaching career at Heritage University. In 2016-2018, my motivation in incorporating social justice with science education teaching was further developed through my two year participation in UW’s Native Education Certificate program headed by Drs. Megan Bang, Elizabeth West, and Dawn Hardison-Stevens, where I learned about Native Science and the importance of social emotional and place-based learning. As a testament to his ongoing dedication in promoting inclusion, equity, and diversity in biology undergraduate education, I was recently awarded the following at Heritage University in 2019: the Spring Convocation Teaching Award; Heritage University TRiO Faculty/Staff Award; and Department of Nursing’s It Takes a Village Award. I am also Principal Investigator for Heritage University’s NSF Research Experiences for Undergraduates (NSF REU) entitled REU Site: A Transformative Approach for Engaging First-Generation Underrepresented Minorities in a Research Experience. An example image of our Heritage University undergraduate researchers and I were at SACNAS 2017 meeting at Salt Lake City, Utah (Figure 1).
As I reflect upon my journey into science education, I would also like to share my specific experiences as they apply to career development. The challenges I faced and how I resolved them The transition from postdoc to my assistant professor in biology teaching position Heritage University was exciting and challenging. To help navigate through developing multiple biology courses from scratch, actively practicing mindfulness helped instill my work-life balance that enabled me to grow and excel in my teaching and mentoring path. The curriculum design skill sets I have learned from my lifelong mentors Drs. Lynne Robins and Rebecca M. Price enabled me to grow and excel in my teaching and mentoring paths for all undergraduates at Heritage University. Another challenge is applying for grants that will benefit our first-generation undergraduates at Heritage University. I am grateful to the ASCB MAC FRED program for helping me in successful renewal of NSF REU program, as well as opening new partnerships with research institutions that support undergraduate research through private funding mechanisms. My decision to leave the laboratory I am very happy and content with my chosen path in undergraduate teaching and science outreach career because over the past three years, I am taking part to inspire the next generation of Native American, Latinx, and non-traditional undergraduate career paths in biology. The Society for Developmental Biology (SDB) Science Education Grant in May 2018-May 2019 combined with our recent renewal of our Heritage University’s NSF Research Experiences for Undergraduates are some of the many pathways to help our undergraduates gain cutting-edge research experiences in the Pacific Northwest. Possible types of teaching jobs and how to get them A career in biology education may include the following: faculty position at a primarily undergraduate institution; director in science outreach; and instructional/e-Learning designer position at the undergraduate or graduate level of biology education. These biology education opportunities can be found through networking at your professional societies (eg. American Society for Cell Biology or SDB) in biology education, as well as biology jobs advertisements through HigherEdJobs.com. Sometimes these jobs may not be advertised yet online, and it is very important to network in-person at science education conferences or your affiliated science professional society.
Resources to help you learn about teaching
Listed below are important resources in Native Education, Dr. Rebecca M. Price’s teaching opportunities for postdocs, and Dr. Karen Gross’ innovative concept called lasticity to support at-risk first-generation learners across K-12 and undergraduates: 1. Since Time Immemorial Native Sovereignty in state of Washington resources [1], and Native Indigenous Education tools [2]. 2. Dr. Rebecca M. Price’s Science Teaching Experiences for Postdocs at the University of Washington [3]. 3. One of the books that has influenced my role as an educator is Dr. Karen Gross’ innovative concept called lasticity [4, 5]. As highlighted in Dr. Karen Gross’ book, there are key distinguishing features of lasticity, deficiency model, and growth mindset (Table 1). In the deficiency model, the identification of academic and psychosocial gaps in learners is used. Once these gaps are identified, one approach is to apply growth mindset to minimize or overcome these gaps [6, 7]. In contrast, Dr. Karen Gross mentions lasticity focuses on the strengths of breakaway learners, such as their courage and creative problem-solving skills. For instance, I integrate Dr. Karen Gross’ theme of lasticity with Dr. Ricardo Valdez’s validation strategies [8] into active learning undergraduate settings and course-based undergraduate research experiences (CUREs) by listening to students’ observations of patterns from their team experiment, or analyzing key figures from original research. Our students have a remarkable ability to observe and take note of key salient changes over time and space. Through guided dialogic interactions (democratic shared discussions between instructor and students) within community discussions, we then explore and delve deeper into the molecular and cellular action through making predictions and drawing conclusions. Although Dr. Gross mentions that breakaway learners may have aspects of grit (features in growth mindset), lasticity does not depend on neither deficiency model and growth mindset. An example of a framework model I use as educator, teacher, and advisor is a tripartite mutual feedback mechanism (Figure 2).
I have included the following references and additional readings that have shaped my education and outreach journey: • A helpful guide to mindfulness approaches to maintain work-life balance [9]. • Helpful articles on innovative Native Science and culturally-responsive teaching to promote inclusion and equity in science learning [10-13]. • Helpful article on scientists as agents of change in science education [14].
• Helpful tips on helping low-income undergraduates for success and helpful teaching tools to promote reflection, metacognition, and self-awareness of one’s learning for undergraduates [15, 16]. • Breakthrough Strategies in teaching first-generation undergraduates and Communication Mismatch by Dr. Kathleen Ross [17, 18] • Inclusive teaching, cultural competence, and helpful teaching tools in undergraduate biology education [19-21]. Words of advice Follow your passion and do not be afraid to take risks; network with scientists, science educators, and science outreach.
TABLES AND FIGURE LEGENDS: TABLES Table 1. Defining Lasticity. FIGURE LEGENDS: Figure 1. Photo of Heritage University Undergraduate Researchers from 2017 SACNAS Research Conference at Salt Lake City. (From left to right: Juan Cabrera (computer science undergraduate researcher mentored by Dr. John Tsiligkaridis), Rosario Ramirez (NSF REU alum, 2017), Dr Mario Capecchi (co-winner of 2007 Nobel Prize in Physiology or Medicine), Dr Bob Kao (Principal Investigator, Heritage University’s NSF REU), and Alondra Zaragoza-Mendoza (NSF REU alum, 2017). Figure 2. Interconnected Cycle of Reciprocity to Support At-Risk First-Generation Learners. A framework illustrating the reciprocity of the professor that weaves together student advocacy, mentoring, advising, and culturally-responsive teaching for supporting at-risk first-generation undergraduates. The feed-forward arrows (magenta) indicate the reciprocity of each component in order to support student success. The multicolored arrows indicate the constant dialogue the professor/advisor providing advocacy of student success between student services and financial aid of the university. ACKNOWLEDGEMENTS: My article is dedicated in memory of the life, scientific curiosity, and spirit of Anonymous. I would like to thank all anonymous reviewers; In addition, I want to thank feedback from our colleagues: Drs. Karen Gross, Kathleen Ross, Rebecca M. Price, Michelle K. Smith, Erin Dolan, and Ricardo Valdez, and colleagues Drs. Megan Bang, Elizabeth West, Filiberto Barajas-López, and Dawn Hardison-Stevens from UW’s Native
Education Certification Program; Drs. Maxine Janis, Christina Nyirati, and William H. Petri; as well as generous support from the Society for Developmental Biology science education grant to support inclusion and equity in science education for Native Indigenous undergraduates from Yakama Nation and Navajo Nation, as well as Latinxs from communities in Central Washington. REFERENCES: 1. 2. 3. 4. 5. 6. 7.
8.
9. 10.
11. 12. 13.
14.
15. 16.
Tribal Sovereignty in Washington State. [cited 2019 July 11]; Available from: http://www.indian-ed.org/. Indigenous Education Tools. [cited 2019 July 11]; Available from: http://indigenouseducationtools.org/tools. Price, R.M. Science Teaching Experiences for Postdocs. [cited 2019 July 11]; Available from: http://depts.washington.edu/stepuw/. Gross, K. Breakaway Learners. [cited 2018 December 27. 2018]; Available from: http://breakawaylearners.com/what-is-lasticity/. Gross, K., Breakaway Learners: Strategies for Post-Secondary Success with AtRisk Students. 2017, New York and London: Teachers College Press. 224. Dweck, C. 2014 December 17, 2014; Available from: https://www.youtube.com/watch?v=_X0mgOOSpLU. Dweck, C. Decades of Scientific Research that Started a Growth Mindset Revolution. 2018 [cited 2018 December 27, 2018]; Available from: https://www.mindsetworks.com/science/. Valdez, R., Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University. 2016, University of Washington. p. 194. Levey, J.L., Michelle, Living in Balance: A Mindful Guide for Thriving in a Complex World. 2014: Divine Arts. Bang, M., Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives. Educational Psychologist, 2015. 50(3): p. 220-233. Bang, M.M., Douglas; Cajete, Gregory, Improving Science Education for Native Students: Teaching Place Through Community. 2009. 12(1). Cajete, G.A., Ingniting the Sparkle: An Indigenous Science Education Model. 1999, Skyand, NC: Kivai Press. 233. Gay, G., Culturally Responsive Teaching: Theory, Research, and Practice. Multicultural Education Series, ed. J.A. Banks. 2010, New York and London: Teachers College Press. Bush, S.D.S., Michael T., Tanner, Kimberly D., Williams, Kathy S., Evolving roles of scientists as change agents in science education over a decade: SFES roles beyond discipline-based education research. Science Advances, 2019. High Impact Practices and Low-Income Student Success: What Works? 2018. Austin, TX. Kao, R.M., Helping Students SOAR: Quizfolio Tips to Engauge First Generation Underrepresented Minority Undergraduates in Scientific Inquiry. The American Biology Teacher, 2018 80(3): p. 228-234.
17. 18. 19. 20. 21.
Ross, K.A., Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students. 2016, Cambridge: Harvard Education Press. Ross, K.A., Communication Mismatch. 2018. Dewsbury, B. and C.J. Brame, Inclusive Teaching. CBE Life Sci Educ, 2019. 18(2): p. fe2. Tanner, K.A., Deborah, Cultural Competence in the College Biology Classroom. CBE Life Sciences Education, 2007. 6: p. 251-258. Tanner, K.D., Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE Life Sciences Education, 2013. 12: p. 322-331.
Table 1. Defining Lasticity Term
Definition
Reference
Lasticity
Portmanteau of fusing elastic with plastic, or lasticity.
Page 171 from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017).
“The description of a set of conditions that exist under an umbrella concept that, if met, provide a process (of which reciprocity is a key element) that can be deployed and redeployed to assist individual who have experienced toxic stress or trauma or other impediments in their lives to flourish in childhood and thereafter in education and in life.” The approach to identify academic, and psychosocial gaps in learners. Deficiency model
Growth Mindset
By identifying these gaps, we can then foster grit, resiliency, and growth mindsets to help students overcome these gaps. “The understanding that abilities and intelligence can be developed.”
http://breakawaylearn ers.com/what-islasticity/
Page 10. from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017). Dr. Carol Dweck. http://mindsetworks.c om https://www.ted.com/ speakers/carol_dwec k
The growth mindset approach may be used alongside deficiency model to help close the gap or deficiency.
Pages 10, 14, and 15 from Dr Karen Gross’ Breakaway Learners: Strategies for PostSecondary Success with At-Risk Students. (2017).