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Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science's Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared with traditional courses. Students who participate in CUREs may be more likely than students without an authentic research experience to continue in the sciences. CUREs are often offered as single courses, but multi-semester CUREs increase the potential for undergraduate students to publish and present their science and benefit faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. In this article, we offer a review of current literature on the benefits and limitations of CUREs. [ABSTRACT FROM AUTHOR]

Summary: The American Association for the Advancement of Science and the British Royal Society's science diplomacy taxonomy has received much criticism. Some argue that there is a lack of empirical evidence to underpin the taxonomy's three science diplomacy dimensions. This particularly applies to the third dimension, science for diplomacy, and its effectiveness. Others criticise the taxonomy for painting the picture of compliant scientists who would discard their academic ideals to support foreign policy objectives. Against the backdrop of these two points of criticism, this study investigates if scientists are willing to support political objectives through science collaborations. It also examines under which conditions science for diplomacy is effective. Using the epistemic community approach, expert interviews and a case study, the study argues that science for diplomacy is effective if it is promoted by a close-knit epistemic community and shows that scientists oppose the instrumentalisation of scientific collaboration for political purposes. [ABSTRACT FROM AUTHOR]

The article presents a list of American Association for the Advancement of Science members who made efforts on in advancement of science for its applications in sections, including Astronomy and Atmospheric & Hydrospheric Sciences, which include Michael R. Waters, and Lynne A. Isbell.

As the media landscape continues to change, reporters are now being charged with the task of covering more with less. One result is that reporters without any specialty training are covering complex scientific issues as part of their normal beats. In an effort to fill the gap in science training opportunities for journalists covering various topics, organizations across the U.S. are offering diverse training experiences for practicing journalists. As these programs emerge, it is important to ask questions about their effectiveness and impact. This research assessed journalists' experiences in two boot camp style science trainings offered by SciLine, an editorially independent service for journalists based at the American Association for the Advancement of Science. Specifically, this project sought to assess the most common barriers participants face when incorporating science into their coverage, if participants felt more confident incorporating science into their reporting after the boot camp training, and what parts of the boot camp experience were most valuable. [ABSTRACT FROM AUTHOR]

Ecological succession explored at the secondary and postsecondary level is often limited to terrestrial ecosystems. The emphasis is traditionally placed on how deforestation leads to ecological succession. However, aquatic ecological succession is just as important and allows for many connections to be made with other ecological concepts. Succession initiated by beavers (Castor canadensis) in particular links both aquatic and terrestrial ecosystems over time. We present a guide to an inquiry-based lesson for AP Environmental Science and undergraduate ecology courses that explores the effects of aquatic and terrestrial ecological succession initiated by deforestation and beavers. Specifically, the focus is ecological succession and its effects in both terrestrial and aquatic ecosystems. In this lesson, students (1) engage with a preassessment and broad overview of ecological succession, (2) explore authentic research data representing secondary succession in beaver ponds, (3) explain data using detective activities, (4) elaborate with a mystery pond, and (5) evaluate their new understanding by comparing a pre- and postassessment. This lesson plan meets the objectives for AP Environmental Science Biology courses as well as the core concepts and competencies for undergraduate biology education from the Vision and Change report by the American Association for the Advancement of Science in 2011. [ABSTRACT FROM AUTHOR]

The current research aims to evaluate the modern and contemporary history of Europe and American books for the fifth literary grade according to the standards of the American Association for the Advancement of Science AAAS. Thus, the researcher adopted the descriptive approach, and the survey method (content analysis) to achieve the research objective. The current research community is determined by the content of the modern and contemporary history of Europe and America book for the fifth literary grade twelfth (1443 AH - 2021 AD), the number of its chapters (7), and the number of pages (112). The introduction, the index, and the chapter questions were excluded from the sample, so the number of pages subject to analysis became (107), which represents a percentage of (95.5%) as a sample for the research. To complete the research requirements, the researcher prepared a questionnaire that includes the standards of the American Association for the Advancement of Science, consisting of two groups. The first (content analysis) includes five sub-standards, while the second (the book's support for the teaching process), includes seven sub-standards, the questionnaire consisted of (98) indicators distributed among the two groups. The researcher presented the questionnaire to experts in teaching methods of history to extract the face validity, then the questionnaire was modified to its final form after taking the recommendations. Subsequently, the model was analyzed to extract reliability by analysts and time using the (Holsti) equation. Moreover, the researcher analyzed the book after confirming the validity and reliabilityof the tool and adopted the idea as a unit of analysis, frequency, and a unit enumeration implementing the percentage with frequency and the arithmetic mean as statistical means. The results of the statistical analysis resulted in the book's inclusion of (697) ideas, and the group (the book's support for the teaching process) ranked the first, while the group (content analysis) ranked the second. [ABSTRACT FROM AUTHOR]

A list of the 2021 American Association for the Advancement of Science (AAAS) fellows approved by the AAAS Council is presented, including Bruno Basso, William Wesley Bowerman, and Gabriela Del Carmen Chavarria.

In publishing ethics, self-plagiarism or text recycling is subject to a correction or retraction. This paper examines a high-profile case of ethical exceptionalism in the publishing status quo. Jennifer Couzin-Frankel, a science writer for the magazine Science, published by The American Association for the Advancement of Science (AAAS), was the first reporter to publicly reveal the identity of Brandon Stell, the President of The PubPeer Foundation, which owns PubPeer, a science whistle-blower website. The AAAS is a Committee on Publication Ethics (COPE) member publisher. Couzin-Frankel published two articles, one of which self-plagiarized (i.e., the use of text written by the same person but not properly cited, or acknowledged) about 25% of text in the other article. Couzin-Frankel has also employed nested self-citation, which is the citation of a separate part of a paper such as a table or text box, to give the impression of a separate publication. These aspects call into question how strictly information is vetted and edited at AAAS’s Science. Despite alerting the AAAS, this heavily self-plagiarized paper has not been corrected or retracted. How then do the AAAS and COPE justify the continued publication of both texts?

In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students' learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats. [ABSTRACT FROM AUTHOR]

At the February 2018 American Association for the Advancement of Science (AAAS) Annual Meeting, we held a workshop for nearly 100 female STEM professionals focused on impostor syndrome and discovering and cultivating one's voice. The workshop was designed to give women a forum to discuss communication and hiring bias in STEM fields--reflective of a systemic bias that exists in STEM culture--and to develop skills to combat damaging communication stereotypes that may impact career advancement. The answer to minimizing or eliminating the disparities for women in STEM is found by tackling the unconscious gender bias deeply immersed in STEM culture. It is not about a behavior change for women, but rather the inclusion of strategies, especially communication strategies, to help them navigate the broken system. We conclude with the importance of engaging the majority in culture change and also in holding leaders and institutions accountable for institutional change. We advocate for trainings for both women and men to educate and encourage dialogue on these important topics. [ABSTRACT FROM AUTHOR]

Mindful of a stated Project 2061 goal of the American Association for the Advancement of Science, emphasizing that "scientific literacy includes seeing the scientific endeavor in the light of cultural and intellectual history," and in the continuing spirit of narrowing the gap between the "two cultures" by enhancing STEAM awareness and education, this essay illustrates, quite literally through well-known works of Western art, the striking parallels between fundamental themes in physics and the visual arts through history. These connections include: the identification of microcosm–macrocosm analogies in prehistoric proto-science; the beginning of the appreciation in pre-classical antiquity of the lawfulness of nature under the aegis of a Divine Lawgiver; the rise of rationalism and the first theories of the architecture of matter during the so-called "Greek miracle"; the overlapping role of theology's "handmaiden" during the emblematic medieval Age of Faith; Renaissance renovations and the triumph of the "mechanical universe" as the capstone of the scientific revolution in the early modern period; the influence on physics of the Romantic notion of an underlying unity in all of nature, and the increasing abstraction in both art and physics during the nineteenth century; and, finally, the parallels between twentieth-century art and the physics of relativity and quantum theory, concluding with examples from modern cosmology. [ABSTRACT FROM AUTHOR]

The article provides an overview of the life and works of climate scientist Eunice Newton Foote. It mentions that she was an American scientist and inventor who discovered the effect of carbon dioxide in the atmosphere, in addition to being a defender of the rights of the women of Seneca Falls, New York. It also mentions that she was the third female member of the American Association for the Advancement of Science.

Artificial intelligence (AI) technologies are already creating new sectors of the economy and revitalizing industries. Governments and societies around the globe are working to determine where and how AI fits into existing legal, ethical, and regulatory frameworks or where new ones are needed. Policy and governance are paramount to ensuring emerging technologies like AI are utilized to their fullest potential to benefit humanity while mitigating inherent risks and addressing societal concerns. This article provides the views of the four American Association for the Advancement of Science (AAAS) Science & Technology Policy Fellows working on a host of issues surrounding AI along with an overview of some of the U.S. Government efforts in these areas. [ABSTRACT FROM AUTHOR]

The integration of ideas, defined as the process by which students organize and connect new knowledge for deeper understanding, is essential for lifelong learning. (Government of Canda, Employment and Social Development Canada, 2017; Rateau, Kaufman, & Cletzer, 2015). Integration across sub-disciplines in biology requires an understanding of organizational scales (molecular to ecosystems) and time frames (physiological to evolutionary), and how they inter-relate. The challenge lies in allowing students opportunity to integrate knowledge, given that sub-disciplines are taught in relative isolation through individual courses. To promote integration, we designed a poster assignment in which ~700 students in three foundation courses worked together (130 groups) to investigate empirical research in multiple subdisciplines. While a major goal was to enrich understanding by integrating knowledge, we also sought to develop transferable skills (e.g. teamwork, information literacy). Hence, this cross-course assignment provides benefits that exceed that of equivalent assignments in individual courses; we believe that the whole is greater than the sum of the parts. Assignment grades indicated that the majority (81%) of students successfully met or exceeded our expectations. This assignment lends support to the positive impact of learning communities, is easily adapted to other disciplines, and aligns with calls for educational reform advocating for curiosity-driven learning (American Association for the Advancement of Science, 2011; Bradforth et al., 2015). [ABSTRACT FROM AUTHOR]

The article highlights work of American Association for the Advancement of Science President Claire Fraser. Topics discussed include she collected water and soil samples and, in the laboratory, hunted for bacteria able to break down agricultural pollutants, a process known as bioremediation and now used to address water contamination. It also mentions that she learned the tools of molecular biology in the National Institutes of Health Intramural Program.

As a rise in anti-elite populist sentiment becomes an increasingly notable object of study in political realms, it is important to also consider how populism operates outside the electoral sphere. Americans' support for climate change-related policy has been understood primarily in a political affiliation context, with Democrats likely to support such policy and Republicans likely not to. However, populist beliefs cross ideological divides. Study of the interaction of populist sentiment, perceived elitism of a climate messenger, and support for climate change-related policy sheds additional insights onto research about climate change communication and strategic message design. Furthermore, populist sentiment is tied strongly to two emotions empirically linked to climate change attitudes: anger and fear. Grounded in principles from the Elaboration Likelihood Model and the Appraisal Theory of Emotions, we conducted an online survey-experiment (N = 406) testing audience responses to climate change messages from Pope Francis and the American Association for the Advancement of Science, two messengers that have the potential to be perceived as elite. The data revealed an important interplay between populist sentiment, perceived elitism of a climate change messenger, and emotional responses to the message in shaping post-message support for climate change-related policy. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the reliability of the scores produced and validity of the inferences drawn from the American Association for the Advancement of Science (AAAS, 2018) force and motion sub-topic assessment for middle school students. The assessment of student outcomes in STEM is an international focus in K-12 education. Project 2061, initiated by the AAAS, focuses on addressing challenges related to standards and assessments. This study informs this effort through testing a 14-item multiple-choice test constructed of questions from the AAAS item bank. Two samples of eighth-grade students participated (N = 1777). Rasch analysis applying the dichotomous model (Rasch, 1960) indicated sufficient item separation and reliability. Thirteen items fit the Rasch model and one item was removed for misfit. Further support for construct validity was observed with 78% of item ordering aligned with that predicted by physics educators and stability of measures for 11 items across the two samples. One item exhibited significant differential item functioning by gender and minority status in science. After inspection by physics educators, no bias in item wording or context was determined. Recommendation for additional items is m ade to increase item targeting and variance explained by the Rasch linear measure. [ABSTRACT FROM AUTHOR]

The American Association for the Advancement of Science (AAAS), the world's largest general science membership society, is an international non-profit organization with the stated goals of advancing science, engineering and innovation for the benefit of all people, communicating science broadly, defending scientific freedom, providing a voice for science on societal issues, strengthening and diversifying the science and technology workforce, and advancing international cooperation in science. Founded in 1848, AAAS today has individual members from around 100 countries, and is the publisher of the Science family of journals, including the open-access journal Science Advances. NSR talks to Barbara Schaal—an evolutionary biologist at Washington University in St Louis, Missouri, 2017 President of AAAS, former Vice President of the US National Academy of Sciences, and a former advisor of the President's Council of Advisors in Science and Technology under the Obama administration—and also to Bill Moran, the publisher of Science, about why science is a global public good, how basic science is the engine of economic growth and prosperity, the importance of social science, and why the need to defend the free flow of ideas and people across national boundaries is urgent. [ABSTRACT FROM AUTHOR]

Accurate, rational, and scientific decision making is now considered to be the most important skill in science education. Many studies have found that overconfidence bias is one of the cognitive biases hindering people from achieving such decision making. Gender and country play crucial roles in overconfidence bias. For instance, some particular cultures and genders tend to be more overconfident than others. However, whether or not the two variables interact to influence overconfidence bias also indirectly influences decision making, especially in the context of science education. The purpose of this study is to identify the effects of country and gender on performance, confidence, and overconfidence bias in the samples of Indonesian and Korean high-school students while doing on a biology exam. The twenty-one American Association for the Advancement of Science (AAAS) questions on the topics of genetics and evolution were administered to 297 Indonesian and 235 Korean high-school students, in their first and second years. Every question was featured with a question asking students how confident they are in answering the question correctly. The two-way Analysis of Variances (2-way ANOVA) test was used to answer the research questions. Based on the analyses, we found no significance interactional effects of gender and country in test scores. In contrast, we found a significant interactional effects in both confidence in genetics and evolution. Regarding overconfidence bias, for which that we merged both concepts, we found that country had a higher influence on students' overconfidence bias than did gender. Additionally, we found the hard-easy effect phenomenon followed overconfidence bias phenomenon. The relationships between country, gender, science education, cognitive bias, and overconfidence bias are discussed. Suggestions for reducing overconfidence bias are also provided. [ABSTRACT FROM AUTHOR]

Abstract Forensic anthropologists have played key roles in the historical development of forensic science applications to global humanitarian and human rights issues. These anthropological initiatives can be traced back to the Smithsonian seminar organized by T. D. Stewart in 1968 and published in 1970. Key developments include the 1984 delegation sent by the American Association for the Advancement of Science to Argentina and the formation of the Argentine Forensic Anthropology Team. Subsequent highlights include major anthropological involvement in support of investigations by international criminal tribunals, formation of forensic anthropology teams in different countries and activities of the International Commission of Missing Persons and the forensic unit of the International Committee of the Red Cross. Recent developments feature the formation of the Humanitarian and Human Rights Resource Center of the American Academy of Forensic Sciences and its support of worthwhile projects in many countries. The published record provides historical perspective on these developments. Highlights • In recent years, the field of forensic anthropology has expanded and become more global. • This is due to forensic anthropology's contributions to human rights investigations. • Multiple organizations have formed that use anthropologists to aid investigations. • Forensic anthropologists play integral roles in the recovery/identification process. • Forensic anthropology's interest in human rights is registered in key publications. [ABSTRACT FROM AUTHOR]

The article reports that Nobel laureate Steven Chu assumed the presidency of the American Association for the Advancement of Science for a one year term. It states he was awarded the Nobel Prize in Physics along with William Phillips and Claude Cohen-Tannoudji to developing methods to cool and trap atoms using laser light. It discusses his past childhood and career in science and mentions his call for scientists to share their discoveries with the public.

This paper proposes to answer several questions that arise from the actions of American scientists between 1840 and 1890. How did the broader organization of science in the late nineteenth century create a system of professional disciplines? Why did the American Association for the Advancement of Science (AAAS) form, and why did specialized societies like the American Chemical Society (ACS) later found an organization separate from the AAAS? Why did these professional societies create journals, and how did these journals help to communicate science? This paper combines both quantitative textual analysis and qualitative historical and sociological methods within the context of nineteenth-century American science. It is hoped that by broadening the methods used, and by better understanding the early deliberations of scientists before there was a formal scholarly communication system, it may be possible to contextualize current debates about the need for changes in the scholarly communication system. [ABSTRACT FROM AUTHOR]

The article reports on the search of ways on how to prepare the scientific community for their participation in the political arena. Some protest actions involving scientific, religious and political ramifications provide an opportunity to assess the nature of various types of approaches in making protest resolutions. Members of the scientific society, such as the American Association for the Advancement of Science must be given the opportunity to express their political and moral views and must be given the chance to represent their group on various social issues.