The Achievement gap in physiology Lee Bishop and Jessica TeSlaa

What does Phys look like? 500 students Undergrads + grad students Lecture + lab + discussion section Discussion sections taught by TAs

The achievement gap

Teaching as Research Question What impact, if any, does integrating diverse role models into cooperative learning activities in the context of a discussion section have on student awareness of minority contributions to physiology attitudes towards science and scientists attitudes towards diversity academic performance of minority students

Learning outcomes The students will be able to explain why the research done by minority scientists is valuable scientifically and socially. Students will be able to evaluate how these contributions may be applied to their own life. Students will be able to reflect on the role of diversity in physiology

Assessment Are students more aware of minority scientists? Brief, open-ended quiz Have student attitudes towards science/scientists changed? CARS or CLASS survey Have student attitudes towards diversity changed? Openness to diversity and challenge scale Is there any change in student outcome (i.e. a reduction in D/F/drop rates for minority students)? Changes in attitude about the relevance of science Colorado learning attitudes about science Siegel, M.A. and Rnney, M.A. 2003. J of Res Sci Teaching. 40(8): 757-775. CLASS survey, www.colorado.edu/sei/class/CLASS-Bio.html Wabash National Study of Liberal Arts Education, www.liberalarts.wabash.edu

Diverse role models intervention Minority students are less likely to have role models from their ethnic or cultural background in the sciences Nelson, D. and Rogers, D. A National Analysis of Diversity in Science and Engineering Faculties at Research Universities.

Diverse role models intervention Increased awareness of women scientists and altered perceptions of scientists (qualitative) Increased awareness of women scientists and improved perception of class climate, but not altered attitudes towards gender equality or scientists (quantitative)

Intervention timeline TA training Discussion section 2: Case study on diabetes Discussion section 4: Asthma/Respiratory Discussion section 1: Administer surveys Group formation Broad overview of diversity in physiology Discussion section 3: Cardiac health Last discussion section: Administer post- class survey Data analysis will be carried out after the semester is over, and survey responses will be linked with exam grades

Cooperative learning activities + role models Topics drawn from unit subject matter and a survey of student concerns given out in Fall 2011 Biographical material and work of a minority researcher will be integrated into an existing activity or case study If the activity does not already address some aspect of diversity, we will add that component Students will work in groups of five to accomplish the activity Knowledge will be shared and summarized with the entire group at the end of the activity Case study collections: sciencecases.lib.buffalo.edu/cs/collection/ and nativecases.evergreen.edu/ Biography collections: SACNAS, The History Makers, The Secret Life of Scientists, Centennial Scholars @ UW, Faces of Science – African Americans in the Sciences

The Delta pillars Learning through diversity Learning communities Minority researchers presented as role models Small group work followed by large group discussion will allow more students to be heard Learning communities Shared discovery - Working in small groups on topics linked to course content and student interests Life experiences - Case studies with real-life scenarios will connect topics in physiology with the big picture Functional connections - Pooling knowledge and discussing conclusions in the context of the larger group Inclusive learning - Include discussion about diversity with each case study