Overview
This page is all about Working Group 2: Experiments! Keep reading for resources, leadership, projects, and community highlights.
Focus: Use experiments to understand disparities and foster equity in the classroom and across multiple disciplines and universities, with an emphasis on replication and context.
Leadership
Co-chair
Mike Wilton
mikewilton@ucsb.edu
Co-chair
Vanessa Woods
vewoods@ucsb.edu
Research Coordinator
Jesse Lewis
lewi0922@umn.edu
Research Coordinator
Maggie Safronova
m_safronova@ucsb.edu
Key Projects
Test Anxiety Project
PAUSED DUE TO COVID: This project will test the hypothesis that test anxiety explains part of the performance gap between under-represented students in introductory STEM courses and their well-represented counterparts…
Office Hours Project
This project explores the wide range of practices associated with office hours across the SEISMIC institutions, to inform recommendations to campuses on best practices for these sessions…
Backchannel Project
This team will explore to what degree the establishment of a backchannel in foundational STEM courses… increases student participation in class inquiry.
Access to Practice Project
Faculty in this project are designing peer-reviewed, low-stakes writing assignments for students to improve their learning in STEM introductory courses…
Belonging Project
ON SABBATICAL: This project will deliver brief, in-class, small group interventions discussing adversity that supports students’ sense of belonging…
CLUE: Contextual Linkaging Project
This project will design, build and test a new technology that promotes elaboration and reflection for learners while providing feedback to instructors.
Publications
- Cooper, Katelyn M., Logan E. Gin, M. Elizabeth Barnes, and Sara E. Brownell. 2020. “An Exploratory Study of Students with Depression in Undergraduate Research Experiences.” CBE—Life Sciences Education 19 (2): ar19. https://doi.org/10.1187/cbe.19-11-0217.
- Cooper, K. M., Gin, L. E., & Brownell, S. E. (2020). Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?. International Journal of STEM Education, 7(1), 1-18. https://doi.org/10.1186/s40594-020-00216-5
- Woods, Vanessa E., Margarita Safronova, and Linda Adler-Kassner. 2021. “Guiding Students Towards Disciplinary Knowledge With Structured Peer Review Assignments.” Journal of Higher Education Theory and Practice 21 (4). https://doi.org/10.33423/jhetp.v21i4.4216.
- Gin, Logan E., Frank A. Guerrero, Sara E. Brownell, and Katelyn M. Cooper. 2021. “COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions.” CBE—Life Sciences Education 20 (3): ar36. https://doi.org/10.1187/cbe.21-02-0028.
- Cheng, Susan J., Teresa Mourad, Deborah E. Goldberg, George Middendorf, Luanna B. Prevost, and Timothy A. McKay. 2021. “Harnessing Data for Inclusive Ecology Education: Building Programs to Move the Discipline Toward Systemic Change.” The Bulletin of the Ecological Society of America 102 (2): e01842. https://doi.org/10.1002/bes2.1842.
- Godwin, A., DeAngelo, L. T., McGreevy, E., McChesney, E., Binning, K. R., Diaz, C., Dorvè-Lewis, G., Elie, A.-K., Kaufman-Ortiz, K., & Rohde, J. (2023). Communicating for Belonging in First-Year Engineering. 2023 IEEE International Professional Communication Conference (ProComm), 12–17. https://doi.org/10.1109/ProComm57838.2023.00015.
- Hammarlund, Sarah P., Cheryl Scott, Kevin R. Binning, and Sehoya Cotner. 2021. “In an ‘Ecological-Belonging’ Intervention to Reduce Inequities in STEM, Context Matters.” bioRxiv. https://doi.org/10.1101/2021.06.02.446772.
- Hammarlund, Sarah P, Cheryl Scott, Kevin R Binning, and Sehoya Cotner. 2022. “Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM.” BioScience 72 (4): 387–96. https://doi.org/10.1093/biosci/biab146.
- Binning, Kevin R., Nancy Kaufmann, Erica M. McGreevy, Omid Fotuhi, Susie Chen, Emily Marshman, Z. Yasemin Kalender, Lisa Limeri, Laura Betancur, and Chandralekha Singh. 2020. “Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention.” Psychological Science 31 (9): 1059–70. https://doi.org/10.1177/0956797620929984.
- Zhao, FangFang, Gillian Roehrig, Lorelei Patrick, Chantal Levesque-Bristol, and Sehoya Cotner. 2021. “Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning.” Teaching and Learning Inquiry 9 (2). https://doi.org/10.20343/teachlearninqu.9.2.5.
Additional Activities
Community Highlights
