Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership

For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students’ knowledge and experiences in the process of doing science. I present three pedagogical tools de...

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Autor principal:	Emily Diane Sprowls
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/e0a999bb93724eeaa1d56d289e217519
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spelling	oai:doaj.org-article:e0a999bb93724eeaa1d56d289e2175192021-11-15T15:04:43ZCollaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership10.1128/jmbe.v21i1.20791935-78851935-7877https://doaj.org/article/e0a999bb93724eeaa1d56d289e2175192020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2079https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students’ knowledge and experiences in the process of doing science. I present three pedagogical tools designed by developing equitable, inclusive collaboration among microbiologist outreach mentors and high school biology students. These activities aim to foster a sense of belonging in a scientific community and serve as an entry point to the practice of inclusion. Over a one-semester course at an alternative high school, ten secondary students and their scientist mentors met weekly to design and conduct microbiology experiments together. This group of students and scientists participated in structured collaborative learning activities to: i) understand each other’s ideas about science; ii) collectively analyze their research findings; and iii) offer peer feedback. I modified the following three learning tools for use in my secondary science classroom from protocols of the National School Reform Faculty: 1) the Quotes Introduction Activity set the stage for equitable discourse between high school students and scientist mentors, while initiating important conversations about the process of biological research; 2) the Data Analysis Protocol allowed both students and mentors to contribute to the scientific process; and 3) the Feedback Carousel Activity engaged students and scientists alike in reviewing and refining poster presentations. This inclusive engagement in the social aspects of learning science can help students feel a sense of belonging and imagine their futures in the scientific community, key steps towards inclusion. The supportive system of structured feedback in these collaborative learning activities created a safe, inclusive space for secondary students to try on the role of microbiology expert, and for scientist volunteers to practice inclusive mentorship. Drawing from inclusive pedagogical tools in secondary education will help expand our capacity for inclusive science outreach and bring us closer to the goals of improving biology education and attracting future biologists at the university level.Emily Diane SprowlsAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Emily Diane Sprowls Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
description	For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students’ knowledge and experiences in the process of doing science. I present three pedagogical tools designed by developing equitable, inclusive collaboration among microbiologist outreach mentors and high school biology students. These activities aim to foster a sense of belonging in a scientific community and serve as an entry point to the practice of inclusion. Over a one-semester course at an alternative high school, ten secondary students and their scientist mentors met weekly to design and conduct microbiology experiments together. This group of students and scientists participated in structured collaborative learning activities to: i) understand each other’s ideas about science; ii) collectively analyze their research findings; and iii) offer peer feedback. I modified the following three learning tools for use in my secondary science classroom from protocols of the National School Reform Faculty: 1) the Quotes Introduction Activity set the stage for equitable discourse between high school students and scientist mentors, while initiating important conversations about the process of biological research; 2) the Data Analysis Protocol allowed both students and mentors to contribute to the scientific process; and 3) the Feedback Carousel Activity engaged students and scientists alike in reviewing and refining poster presentations. This inclusive engagement in the social aspects of learning science can help students feel a sense of belonging and imagine their futures in the scientific community, key steps towards inclusion. The supportive system of structured feedback in these collaborative learning activities created a safe, inclusive space for secondary students to try on the role of microbiology expert, and for scientist volunteers to practice inclusive mentorship. Drawing from inclusive pedagogical tools in secondary education will help expand our capacity for inclusive science outreach and bring us closer to the goals of improving biology education and attracting future biologists at the university level.
format	article
author	Emily Diane Sprowls
author_facet	Emily Diane Sprowls
author_sort	Emily Diane Sprowls
title	Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
title_short	Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
title_full	Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
title_fullStr	Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
title_full_unstemmed	Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership
title_sort	collaborative learning tools to foster inclusive participation and sense of belonging in a microbiology outreach partnership
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/e0a999bb93724eeaa1d56d289e217519
work_keys_str_mv	AT emilydianesprowls collaborativelearningtoolstofosterinclusiveparticipationandsenseofbelonginginamicrobiologyoutreachpartnership
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Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership

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