ArticleJournal of microbiology & biology education2022
A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities.
Article in Journal of microbiology & biology education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses.CBE life sciences education · 2025Article
- Wikipedia as an academic service-learning tool in science and technology: higher education case from Siberia.Journal of community genetics · 2024Article
- Leveraging Wikipedia in undergraduate health sciences education: a key tool for information literacy and knowledge translation.The journal of the Canadian Health Libraries Association · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Scientific contributions by members from historically marginalized communities (HMCs) have been largely ignored, uncredited, and in some cases erased from history. This has contributed to science, technology, engineering, and math (STEM) curricula lacking diversity. In this study, we present an Honors seminar course aimed to highlight the discoveries of scientists from HMCs, centered around reading primary literature in a way that builds our students' research skills. The course provides students with opportunities for active learning, skill building, and mentorship that are key for persistence of students in the STEM "leaky pipeline." Students also read biographies of scientists from HMCs, interact with guest speakers, and choose scientists to highlight (in final papers and presentations) and publicize (through the creation of Wikipedia pages). Additionally, students use community-building methodologies to build a safe classroom and gain tools to have conversations about diversity, inequities, and intersectionality in STEM. In self-reporting surveys, 93.7% of students strongly agreed that their appreciation for marginalized scientists increased and 92.6% reported that the course met very well the goal of refining their research skills. These findings support the effectiveness of this novel course. We provide two lists (one of 137 scientists and one of 57 scientist biographies) that will allow faculty teaching a wide range of science classes to select examples of scientists and discoveries to highlight in their courses. This course represents a novel platform to diversify STEM curricula while engaging and empowering students from historically marginalized communities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.