Themes in molecular life science education: Engaging pedagogies and faculty development for student success

This is the authors' abstract. We don't add key points for this paper.

Preparing faculty to teach the next generation of STEM students is as essential as ever. Many faculties are learning new approaches to address the foundational knowledge and skills gaps created by the COVID-19 pandemic and grappling with ever-changing students' learning patterns.1–4 After several years of working remotely, faculty are eager to network and learn about current and emerging high impact practices. These approaches will be discussed at the American Society for Biochemistry and Molecular Biology Transforming Undergraduate Education in the Molecular Life Sciences Symposium from July 27 to 30, 2023 at Suffolk University in Boston (https://www.asbmb.org/meetings-events/transformingundergraduate-education). Seasoned and aspiring faculty and science educators must be aware of how to address the needs of an increasingly diverse student population. One approach championed by Dr. Donataire Stalling generates policy based solutions to increasing diversity and inclusion within the chemistry and biochemistry disciplines. He has developed the OXIDE program, which incorporates social science approaches in science education to reduce inequitable practices that have historically led to disproportionate representation in faculties with respect to gender, race-ethnicity, disabilities, and sexual orientation. The impact of the OXIDE program has been very encouraging. Another approach – the growth mindset – has been shown to be a straightforward way of helping college students succeed. Dr. Bill Davis is a strong advocate of the growth mindset method, and uses this inclusive approach to teach his students, emphasizing that the capacity to learn and achieve success is not fixed. This approach has been particularly successful in helping students who face social and economic challenges growing up; Dr. Davis's work and those of others have shown that the growth mindset approach significantly decreases stereotypes and the threats it poses to student learning. Finally, Dr Erin Dolan and Dr Erika Offerdahl have been champions of applying education research to active learning in the classroom to reach all types of students. Faculty development of pedagogical strategies and educational research topics is becoming increasingly collaborative, especially through NSF-supported RCNUBE and DUE grants. Some of the programs supported include MDH CUREs group (NSF Award # 2119918), CRISPR-Cas9 group (NSF Award # 2120417), BASIL group (NSF Award # 1503811), MolecularCaseNet (NSF Award # 2018884), ICABL Assessment group (NSF Award # 2120673), BioMolViz (NSF Award # 1712268 and 1920270) and CURE.net (NSF Award 1061874 and 1730273). Goals of these groups include promoting faculty professional development and teaching practices that enhance minoritized students' learning. These groups are actively looking for additional participants. Faculty starting to implement impactful changes at all levels in higher education are looking for resources and guidance. A framework has been developed to help faculty develop leadership skills (PKAL): the Four Frame model helps faculty view, respect, and involve people using their frame of Ref. 12, 13. Furthermore, future leaders need to be well versed in how to have difficult conversations and negotiation. Recently, the biotech/pharma/chemical industries have witnessed significant growth, and many STEM graduates are seeking to pursue careers in industry, which are often highly remunerated. A recent analysis carried out by a non-profit organization, MassBioEd, on the workforce hiring trends in industry, predicted shortages of skilled bachelor-level scientists. Several universities – such as Northeastern University – and companies like New England Biolabs have been leading the way to train STEM students, in particular molecular life sciences, for lifelong careers in industry. For example, Northeastern University focuses on credentials with work-integrated learning and developing partnerships for relevant research. New England Biolabs provides reagents and employees expertise and time to support higher education molecular science initiatives. Registration and more details about the ASBMB Transforming Undergraduate Education in the Molecular Life Sciences Symposium can be found here: https://www. asbmb.org/meetings-events/transforming-undergraduateeducation.