Open AccessStudent-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course
Author(s) -
Maurina L. Aranda,
Michelle Diaz,
Lorenzo Gastelum Mena,
Jocelyn I. Ortiz,
Christian Rivera-Nolan,
Daniela Clavijo Sánchez,
Melissa J. Sanchez,
Allison M. Upchurch,
Carleigh S. Williams,
Stephanie N. Boorstin,
Laura M. Cardoso,
M.a Elena Domínguez,
Sarah Elias,
Elmer E. Lopez,
Ruby E. Ramirez,
Paola Romero,
Faliicole Tigress,
Jenee Alexandra Wilson,
Ryan Winstead,
Jason T. Cantley,
Joseph C. Chen,
Megumi Fusé,
Michael A. Goldman,
Brinda Govindan,
Peter Ingmire,
J. D. Knight,
Sally G. Pasion,
Pleuni S. Pennings,
Ravinder N. M. Sehgal,
Patricia Tiongco de Vera,
Loretta Kelley,
Jeffrey N. Schinske,
Blake Riggs,
Laura W. Burrus,
Kimberly D. Tanner
Publication year - 2021
Publication title -
cbe life sciences education
Language(s) - English
Resource type - Journals
ISSN - 1931-7913
DOI - 10.1187/cbe.21-03-0060
Subject(s) - curriculum , service learning , context (archaeology) , perception , pedagogy , inclusion (mineral) , course (navigation) , psychology , medical education , mathematics education , engineering , medicine , paleontology , biology , aerospace engineering , social psychology , neuroscience
The impact of student-authored Scientist Spotlights was investigated within the context of a service-learning course engaging students in STEM curricular reform efforts. Student-authored Scientists Spotlights significantly shifted peers’ perceptions of scientists across all demographic groups, as well as student authors’ own relatability to and stereotypes about scientists.