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The tragic murder of Mr. George Floyd brought to the head long-standing issues of racial justice and equity in the United States and beyond. This prompted many institutions of higher education, including professional organizations and societies, to engage in long-overdue conversations about the role of scientific institutions in perpetuating racism. Similar to many professional societies and organizations, the Society for the Advancement of Biology Education Research (SABER), a leading international professional organization for discipline-based biology education researchers, has long struggled with a lack of representation of People of Color (POC) at all levels within the organization. The events surrounding Mr. Floyd’s death prompted the members of SABER to engage in conversations to promote self-reflection and discussion on how the society could become more antiracist and inclusive. These, in turn, resulted in several initiatives that led to concrete actions to support POC, increase their representation, and amplify their voices within SABER. These initiatives included: a self-study of SABER to determine challenges and identify ways to address them, a year-long seminar series focused on issues of social justice and inclusion, a special interest group to provide networking opportunities for POC and to center their voices, and an increase in the diversity of keynote speakers and seminar topics at SABER conferences. In this article, we chronicle the journey of SABER in its efforts to become more inclusive and antiracist. We are interested in increasing POC representation within our community and seek to bring our resources and scholarship to reimagine professional societies as catalyst agents towards an equitable antiracist experience. Specifically, we describe the 12 concrete actions that SABER enacted over a period of a year and the results from these actions so far. In addition, we discuss remaining challenges and future steps to continue to build a more welcoming, inclusive, and equitable space for all biology education researchers, especially our POC members. Ultimately, we hope that the steps undertaken by SABER will enable many more professional societies to embark on their reflection journeys to further broaden scientific communities.

Instructor Talk-noncontent language used by instructors in classrooms-is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk-Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process-was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education.

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Instructor Talk--noncontent language used by instructors in classrooms--is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk--Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process--was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education.

Safe drinking water is essential to a healthy lifestyle and has been recognised as a human right by numerous countries. However, the realisation of this right remains largely aspirational, particularly in impoverished nations that lack adequate resources for water quality testing. Kenya, a Sub-Saharan country, bears the brunt of this challenge. Pesticide imports in Kenya increased by 144% from 2015 to 2018, with sales data indicating that 76% of these pesticides are classified as highly hazardous. This trend continues to rise. Over 70% of Kenya's population resides in rural areas, with 75% of the rural population engaged in agriculture and using pesticides. Agriculture is the country's main economic activity, contributing over 30% of its gross domestic product (GDP). The situation is further exacerbated by the lack of monitoring for pesticide residues in surface water and groundwater, coupled with the absence of piped water infrastructure in rural areas. Consequently, contamination levels are high, as agricultural runoff is a major contaminant of surface water and groundwater. The increased use of pesticides to enhance agricultural productivity exacerbates environmental degradation and harms water ecosystems, adversely affecting public health. This study proposes the development of a wireless sensor system that utilizes radio-frequency identification (RFID), Long-range (LoRa) protocol and a global system for mobile communications (GSM) for monitoring pesticide prevalence in groundwater sources. From the system design, individuals with limited literacy skills, advanced age, or non-expert users can utilize it with ease. The reliability of the LoRa protocol in transmitting data packets is thoroughly investigated to ensure effective communication. The system features a user-friendly interface for straightforward data input and facilitates broader access to information by employing various remote wireless sensing methods. [ABSTRACT FROM AUTHOR]

Introduction: Robotics uptake in the aerospace industry is low, mainly due to the low-volume/high-accuracy production that aerospace manufacturers require. Furthermore, aerospace manufacturing and assembly sites are often unstructured environments not specifically suitable for robots to operate in. Methods: This paper introduces a robotic visual inspection system using off-the-shelf components able to inspect the mounting holes for wing slat actuators without the need for fixed-coordinate programming; the part just needs to be left within reach of the robot. Our system sets one of the opposed pairs of mounting holes as a reference (the "datum") and then compares the tilt of all other pairs of mounting holes with respect to it. Under the assumption that any deviation in the mounting hole tilt is not systematic but due to normal manufacturing tolerances, our system will either guarantee the correct alignment of all mounting holes or highlight the existence of misaligned holes. Results and Discussion: Computer-vision tilt measurements are performed with an error of below 0.03° using custom optimization for the sub-pixel determination of the center and radius of the mounting holes. The error introduced by the robot's motion from the datum to each of the remaining hole pairs is compensated by moving back to the datum and fixing the orientation again before moving to inspect the next hole pair. This error is estimated to be approximately 0.05°, taking the total tilt error estimation for any mounting hole pair to be 0.08° with respect to the datum. This is confirmed by manually measuring the tilt of the hole pairs using a clock gauge on a calibrated table (not used during normal operation). [ABSTRACT FROM AUTHOR]

Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses -- the Vygotskian concept of "obuchenie" and Mercer's notion of 'inter-thinking' -- to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio-cognitive prerequisites of group learning in Internet searching tasks, while the concept of 'interthinking' offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.

Language matters. What we say can have profound effects on an individual's sense of belonging, self-efficacy, and science identity. One of the ways that these biases can manifest is in our language, through the use of microaggressions. Here, the term "microaggressions" is used to describe brief, sometimes subtle, everyday exchanges that either consciously or unconsciously disparage others based on their personal characteristics or perceived group membership. Microaggressions have moved into the popular lexicon recently, and more people are becoming aware of their existence in both personal and professional contexts. Colleges around the country are increasingly becoming more attentive to microaggressions in the culture of higher education and to the effects of microaggressions on the students and faculty at their institutions. Science can be an isolating and psychologically challenging field for many young scholars who embark upon a scientific career. While some efforts have helped improve the climate for students on some campuses, and strides have been made in increasing access and diversity in science, low retention rates in the sciences and the scarcity of women and people of color in leadership positions show that there is much work to be done in creating a safe and welcoming scientific environment for all.

Water constitutes an indispensable resource crucial for the sustenance of humanity, as it plays an integral role in various sectors such as agriculture, industrial processes, and domestic consumption. Even though water covers 71% of the global land surface, governments have been grappling with the challenge of ensuring the provision of safe water for domestic use. A contributing factor to this situation is the persistent contamination of available water sources rendering them unfit for human consumption. A common contaminant, pesticides are not frequently tested for despite their serious effects on biodiversity. Pesticide determination in water quality assessment is a challenging task because the procedures involved in the extraction and detection are complex. This reduces their popularity in many monitoring campaigns despite their harmful effects. If the existing methods of pesticide analysis are adapted by leveraging new technologies, then information concerning their presence in water ecosystems can be exposed. Furthermore, beyond the advantages conferred by the integration of wireless sensor networks (WSNs), the Internet of Things (IoT), Machine Learning (ML), and big data analytics, a notable outcome is the attainment of a heightened degree of granularity in the information of water ecosystems. This paper discusses methods of pesticide detection in water, emphasizing the possible use of electrochemical sensors, biosensors, and paper-based sensors in wireless sensing. It also explores the application of WSNs in water, the IoT, computing models, ML, and big data analytics, and their potential for integration as technologies useful for pesticide monitoring in water. [ABSTRACT FROM AUTHOR]

If boys are spending nine hours a day media multitasking and prefer computers to books, shouldn't they be successful at online learning? Yet, it is not so simple. Online learning requires online reading, which means that boys, who are significantly poorer readers than girls in every nation in the world, may well be struggling to keep up. Text-to-speech software and many other online tools would seem to offer personalized support for weaker readers, but there is growing evidence that even with multimedia texts, the sheer volume of curricular material can be too great. Add to this the fact that an online student may not have access to the learning that can come from group interaction, nor to the social and emotional support that can come from peers or a teacher, and the online reader could be heading for a learning apocalypse.

Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional-autonomous-global (TAG), student-centred (SC) and traditional-local (TL). Follow-up in-depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture. (Contains 3 tables.)