Resources

We would like to share some of the resources that have guided our work. We include some of our scholarship as a reference for what motivates our development of the UNIDE network and organizations with synergistic missions.

Steering Committee Publications

Bernot, K. M., A. E. Kulesza, and J. S. Ridgway. 2017. Service Learning as Inquiry in an Undergraduate Science Course. The American Biology Teacher 79:393–400.

Bowser, G., and C. R. Cid. 2020. Integrating environmental justice into applied ecology research: Somebody else’s problem? Ecological Applications 30:e02250.

Bowser, G., and C. R. Cid. 2021a. Developing the ecological scientist mindset among underrepresented students in ecology fields. Ecological Applications 31:e02348.

Bowser, G., and C. R. Cid. 2021b. Promoting Action Ecology Research Through Integration of Environmental Justice in Undergraduate Ecology Education. Bulletin of the Ecological Society of America 102:1–7.

Brady, A. C., A. E. Kulesza, L. C. Hensley, C. A. Wolters, D. M. Sovic, and C. A. Breitenberger. 2022. What Makes a Study Strategy Intervention Impactful? An Interview-Based Study. College Student Affairs Journal 40:17–31.

Cid, C. R., and G. Bowser. 2015. Breaking down the barriers to diversity in ecology. Frontiers in Ecology and the Environment 13:179–179.

Cid, C. R., and M. W. Brunson. 2020. Engaging faculty in preparing students for non-academic environmental careers. Frontiers in Ecology and the Environment 18:52–53.

Cooper, C. B., C. L. Hawn, L. R. Larson, J. K. Parrish, G. Bowser, D. Cavalier, R. R. Dunn, M. (Muki) Haklay, K. K. Gupta, N. O. Jelks, V. A. Johnson, M. Katti, Z. Leggett, O. R. Wilson, and S. Wilson. 2021. Inclusion in citizen science: The conundrum of rebranding. Science 372:1386–1388.

Harris, L. E., and V. A. Johnson, editors. 2022. Excavating the Histories of Slave-Trade and Pirate Ships. Springer Nature, Switzerland.

Hensley, L., A. Kulesza, J. Peri, A. C. Brady, C. A. Wolters, D. Sovic, and C. Breitenberger. 2021. Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions. CBE—Life Sciences Education 20:ar60.

Holding, M. L., R. D. Denton, A. E. Kulesza, and J. S. Ridgway. 2014. Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab. American Biology Teacher 76:518–523.

Johnson, V. A. 2004. Witness to Truth: Black Women Heeding the Call for Environmental Justice. Pages 78–92 in R. Stein, editor. New Perspectives on Environmental Justice: Gender, Sexuality, and Activism. Rutgers University Press, New Brunswick, New Jersey.

J.S. Ridgway, I.Y. Ligocki, J.D. Horn, E. Szeyller, C.A. Breitenberger. 2017. TA and Faculty Perceptions of Ongoing, Personalized Teaching Assistant Professional Development: Initial Lessons and Plans for the Future. J. College Sci. Teaching 46:73-83.

D.I. Hanauer, M.J. Graham; SEA-PHAGES, L. Betancur, A. Bobrownicki, S.G. Cresawn, R.A. Garlena, D. Jacobs-Sera, N. Kaufmann, W.H. Pope, D.A. Russell, W.R. Jacobs, V. Sivanathan, D.J. Asai, G.F. Hatfull. 2017. An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning. Proc. Natl. Acad. Sci USA. 114:13531-13536. doi: 10.1073/pnas.1718188115. (C. Breitenberger, contributing author).

Johnson, V. A. 2017. Bringing Together Feminist Disability Studies and Environmental Justice (revised). Pages 73–93 in S. J. Ray and J. Sibara, editors. Disability Studies and  Environmental Humanities: Toward an Eco-Crip Theory. University of Nebraska Press, Lincoln, Nebraska.

Klemow, K., A. Berkowitz, C. Cid, and G. Middendorf. 2019. Improving ecological education through a four-dimensional framework. Frontiers in Ecology and the Environment 17:71–71.

Kulesza, A. E., M. E. Clawson, and J. S. Ridgway. 2014. Student Success Indicators Associated With Clicker-Administered Quizzes in an Honors Introductory Biology Course. Journal of College Science Teaching 43:73–79.

Kulesza, A. E., and S. A. Pearson. 2019. Training Teaching Assistants as Active Participants in Large, Active Learning Lectures. Tested Studies for Laboratory Teaching 40:Article 39.

Miriti, M. N. 2019. Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM. Education Sciences 9:291.

Miriti, M. N.  2021. The identity crisis of ecological diversity.  Ecological Applications.  DOI: 10.1002/eap.2352

Miriti, M. N., G. Bowser, C.R. Cid and N. C. Harris.  2021. Overcoming blind spots to promote environmental justice research. Trends in Ecology and Evolutionhttps://doi.org/10.1016/j.tree.2020.12.011

Morales, N., K. Bisbee O’Connell, S. McNulty, A. Berkowitz, G. Bowser, M. Giamellaro, and M. N. Miriti. 2020. Promoting inclusion in ecological field experiences: Examining and overcoming barriers to a professional rite of passage. The Bulletin of the Ecological Society of America 101:e01742.

Newman-Griffis, A. H., E. Sypolt, M. Sagatelova, L. Cubonova, E. Danhart, and A. E. Kulesza. 2021. Data Analysis Recitation Activities Support Better Understanding in SEA-PHAGES CURE.

Organizations that are relevant to our goals

ESA is the Ecological Society of America, a nonpartisan, nonprofit organization of scientists founded in 1915 to promote ecological science by improving communication among ecologists; raise the public’s level of awareness of the importance of ecological science; increase the resources available for the conduct of ecological science; and ensure the appropriate use of ecological science in environmental decision making by enhancing communication between the ecological community and policy-makers.

SACNAS is the Society for Advancement of Chicanos/Hispanics & Native Americans in Science, an inclusive organization dedicated to fostering the success of Chicanos/Hispanics and Native Americans, from college students to professionals, in attaining advanced degrees, careers, and positions of leadership in STEM.

NRMN is the National Research Mentoring Network and they implement and disseminate innovative, evidence-based best practices to improve mentoring relationships at institutions across the country. They connect highly knowledgeable and skilled mentors with motivated and diverse mentees, ranging from undergraduate students to early-career faculty, and facilitate long-term, culturally responsive interactions between them. We are committed to establishing a culture in which historically underrepresented mentees successfully progress in their careers and contribute to the biomedical research enterprise.

CIRTL is the Center for the Integration of Research, Teaching, and Learning and it seeks to enhance excellence in STEM undergraduate education through development of a national faculty committed to implementing and advancing evidence-based teaching practices for diverse learners. CIRTL was founded in 2003 as a National Science Foundation Center for Learning and Teaching in higher education. CIRTL uses graduate education as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation.