The secret identity of a biology textbook: straight and naturally sexed by Jesse Bazzul and Heather Sykes (which I haven’t had access to yet)
and two forum responses to it:
Queer (v.) queer (v.): biology as curriculum, pedagogy, and being albeit queer (v.) by Francis F. Broadway
An Argument for Training Teachers to Interrupt Heteronormativity in Life Science by M. H. Hoelscher from the STEM Education Center, University of Minnesota
Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students by Laura Lenz and Maia K. Willcox The American Biology Teacher 74(8):551-556. 2012 doi: http://dx.doi.org/10.1525/abt.2012.74.8.4
The SENCER models are curricular approaches to improving science learning and supporting engagement with complex issues. Through the "lens" of a matter or set of matters of public consequence, a SENCER model course or program teaches science that is both challenging and rigorous. The SENCER approach requires students to engage in serious scientific reasoning, inquiry, observation, and measurement. SENCER courses and programs connect scientific knowledge to public decision-making, policy development, and the effective "work" of citizenship. SENCER approaches encourage students to engage in research, to produce knowledge, to develop answers, as well as to appreciate the uncertainty and provisionality of the knowledge and answers produced.
Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam
A commentary on the paper in this video from a PhD candidate in educational psychology with Michigan State University.
I am not sure if I’ve put this reference before, but it doesn’t hurt repeating in any case. Dr. Banerjee has a very interesting way of approaching science education in UCLA:
Discovery-Based Science Education: Functional Genomic Dissection in Drosophila by Undergraduate Researchers, PLOS Biology 2005 February; 3(2): e59
The CURE survey (classroom undergraduate research experiences) designed for disciplinary courses.
The RISC survey (research on the integrated science curriculum) is a variation of the CURE survey pinned towards interdisciplinary or integrated courses.
A compilation by Organizing for Power, Organizing for Change
- White Privilege: Unpacking the Invisible Knapsack, by PeggyMcIntosh
- Characteristics of White Supremacy Culture, by Tema Okun
- White Protesters, Black Cops: A Reality Check from Training for Change, by Barbara Smith
- Healing from the Effects of Internalized Oppression, from the Community Tool Box
- To Equalize Power Among Us – tips for keeping your privilege in check from Tools for Change
- Creating Democratic Culture, from Tools for Change
- Concepts for Creating Justice: Looking at Power Relationally, from Tools for Change
What the Doctors Ordered, by Beryl Lieff Benderly Science Careers,
April 6th 2012
Survival Analysis of Faculty Retention in Science and Engineering, by
Deborah Kaminski and Cheryl Geisler Science 335, 864 (2012)
A practical toolkit and plenty other resources prepared by the UKRC, the UK's lead organisation for the provision of advice, services and policy consultation to build gender equality and diversity in science, engineering, technology and the built environment (SET).