Education & Training

The COVID-19 pandemic significantly disrupted global education and necessitated a shift to online learning. Due to ongoing border closures, even after the pandemic eased, offshore students were prevented from attending their university in person long after their local peers, impacting their learning ability and future perspectives. Dr Anushia Inthiran from the University of Canterbury conducted a survey among a group of offshore students to understand the consequences of distance learning on their education.

Cell biology is the foundation of several branches of science and medicine. An education in cell biology theory and techniques gives students the grounding to pursue careers in healthcare, research, and the pharmaceutical industry, as well as providing a background in ethics, science communication and critical thinking. Unfortunately, undergraduate-level education in cell biology is often prescriptive and limited. The Cell Biology Education Consortium, founded by Professors Lori Hensley and Nathan Reyna from Jacksonville State and Ouachita Baptist Universities, respectively, offers a novel approach in which students engage in authentic research and provides extensive resources to support learning.

Tools used to analyze agricultural systems, quantify natural resources, and identify sustainable agricultural processes and resource management solutions have evolved considerably in recent years. Many current tools utilize data gathered by geographic information systems, which collect and combine data from different disciplines. Dr. Chastity Bradford, Head of the Biology Department at Tuskegee University, has been involved in a project that introduces students to geographic information systems, teaching them how to apply such systems in multi-disciplinary research focusing on food, agriculture, health and natural resources.

The development of a talent pool in Science Technology Education and Medicine that is as diverse as our population, has been a difficult goal for decades. Increasing the diversity of scientists from underrepresented communities can drive both innovation and creativity within the sciences. The Molecular & Environmental Toxicology Centre at the University of Wisconsin-Madison, USA, has run a summer research opportunity programme since 2011, providing scientific experiences and promoting scientific careers in the environmental health sciences for aspiring young people from backgrounds historically underrepresented in this field.

The ability to link disparate concepts across disciplines underpins many scientific breakthroughs. However, most students struggle to develop the skills they need to apply knowledge from one STEM subject to explain phenomena in another. Dr Sonia Underwood of Florida International University (FIU) and her colleagues at both FIU and Michigan State University (MSU) have developed assessments aligned with ‘three-dimensional learning’, which support students in connecting core concepts across fields. Their research using a series of new educational activities highlights the promises and challenges in helping students develop an interdisciplinary mindset.

Increasing the engagement of high-school students in STEM disciplines and introducing them to real-world problems are two very important goals for educators worldwide. Michael Wells, principal of Munster High School in Indiana, recently directed the implementation of Project GREEN – a unique, school-wide, and innovative program that brings students together to build a 21st century school garden.

In recent years, many educators have been creating academic initiatives aimed at increasing diversity in Science, Technology, Engineering and Maths (STEM). Such programs aim to reduce the barriers faced by students from communities that are typically underrepresented in the STEM workforce. In addition to being more equitable, diverse workforces have been shown to be more innovative, as they bring together multiple experiences and perspectives. Chelsea Morales and Shauntae M. St Clair, two instructors at Aaniiih Nakoda College, are directing a program that creates unique, context-specific, and culturally relevant STEM learning opportunities for both high-school and college students from the American Indian Aaniinen and Nakoda tribes.

In recent years, educators have been trying to devise programs that could increase student engagement in courses related to science, technology, engineering, and maths (STEM). These programs could help to reduce drop-out rates in higher education, encouraging more youths to pursue STEM careers. Dr Erin Kraal and Dr Laura Guertin, two professors at Kutztown University and Penn State Brandywine, have recently assessed ‘Student Produced Audio Narratives’ (SPAN), a teaching approach designed to improve the perceptions of students enrolled in introductory geoscience courses and increase their engagement.

Representing more than 160,000 chemistry professionals, the European Chemical Society (EuChemS) is an umbrella organisation representing chemistry societies and organisations across Europe. One of the professional networks within EuChemS is the Division of Chemical Education, which aims to advance chemistry learning in Europe and beyond. In this exclusive interview, we speak with chairperson Dr Rachel Mamlok-Naaman, who discusses the Division’s work, exciting new approaches teaching chemical science, and her own fascinating research.

Under the auspices of the American Chemical Society, the American Association of Chemistry Teachers (AACT) was established in 2014 as a professional community for chemistry teachers in schools across the US. AACT supports educators by providing quality resources, professional development, and valuable networking opportunities. In this exclusive interview, we speak with Greta Glugoski-Sharp, AACT’s Governing Board President, who speaks about her experiences as a chemistry teacher, and discusses the ways in which the Association empowers teachers to provide their students with the best possible chemistry education.

Efforts to reform science education in the US emphasise the importance of engaging in the development of explanations of natural phenomena in students’ learning. Discussing and evaluating ideas is a vital component of this process. Thus, teaching practices that enhance student sensemaking through talk are central to improved science education; this is a marked shift from traditional teaching, where the teacher lectures about science explanations and then students do a lab to confirm what they have been told. Researchers from Florida State University and Georgia State University are investigating how teachers can be supported to develop the skills they need to adopt these instructional practices, in their research and professional development project: Learning through Collaborative Design.

Although the number of women enrolling in science, technology, engineering and math (STEM) courses has increased over the past few years, women still remain widely underrepresented in STEM fields. To address this serious issue, the HBCU-HDI Women in STEM Conference, an event organised by Dr Sonya Smith and her colleagues at Howard University, brings female scientists and graduate students from the US and South Africa together to openly discuss the challenges and opportunities for women pursuing careers in STEM-related fields.

The state of Michigan is experiencing numerous environmental threats, risking the health and wellbeing of its residents. STEM professionals are urgently needed to help solve these problems and mitigate the impending public health disasters. However, the number of students graduating with STEM degrees in the state has been declining. Researchers at Siena Heights University are addressing this need through their teaching and development program, SHAPE STEM, which aims to increase the recruitment and retention of low-income academically talented students in STEM subjects.