Science and Science Education by, with and for Underrepresented Students

Authors

  • Jessica Latimer
  • Peyton O’Regan
  • Rafiah Mir
  • Joshua Paris
  • Yuri Kulish
  • Paul Bjorndahl
  • Katherine A. Dunn
  • John M. Archibald
  • Joseph P. Bielawski

Abstract

n this session, we will share lessons from the co-creation of a microbial diversity research study motived by the principles of environmental justice. We will also describe and evaluate its delivery as a science education workshop - a Microbial Observatory Science Outreach Module (MOSOM) - for underrepresented students in STEM. The MOSOM program uses inclusive science communication and teaching-as-learning models to highlight diversity and prosocial values while preparing students to communicate their science. With this case study we illustrate how undergraduate students can design and carry out a study of environmental racism within their community through the lens of microbial biodiversity and explore how their pro-social science communication goals shaped their learning. During this discussion participants will be asked to consider who knowledge is produced by, with and for, and how those expectations shape the creation and communication of knowledge.

Author Biographies

Jessica Latimer

Presenting Author

Department of Biochemistry and Molecular Biology, Dalhousie University

Institute for Comparative Genomics, Dalhousie University

 

Peyton O’Regan

Department of Biology, Dalhousie University

* Presenting author

Joseph P. Bielawski

Principal Investigator (PI) and Senior Author

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Published

2024-12-14

Issue

Vol. 27 (2024)

Section

Abstracts

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