Education : Publications since January 2020
%% Ferraro, Thomas J.
@book{fds350080,
Author = {Ferraro, TJ},
Title = {Transgression and Redemption in American
Fiction},
Pages = {272 pages},
Publisher = {Oxford University Press},
Year = {2020},
Month = {October},
ISBN = {0198863055},
Abstract = {This book looks at modern American fiction in its own
Italianate coloration: the interplay of sex (the red of
passion), violence (the black of violence), and sanctity
(the gold of redemption). Its purpose is to involve the
reader in the mythopoetics of American narrative, long-lived
and well overdue, in which Marian Catholicism is seen as
integral to apprehending the nexus among eros, grace, and
sacrifice in U.S. self-making—especially for Protestants!
It starts with Hawthorne’s The Scarlet Letter, the primary
instigator, as well as with Frederic’s ingenious
retelling, The Damnation of Theron Ware, a second persisting
prism. Sustained revisionist accounts of five major novels
(and several stories) follow: Chopin’s The Awakening,
James’ The Wings of the Dove, Fitzgerald’s The Great
Gatsby, Cather’s The Professor’s House, and
Hemingway’s The Sun Also Rises. Each novel is revealed not
only as a melodrama of beset sexuality, as long recognized,
but also as a martyr tale of forbidden love—successive,
self-aware courtings of devotional Catholicism that the
critical and teaching establishment has found too mysterious
and too dangerous to recognize, never mind sanction. In
counterpoint, Transgression & Redemption illuminates each
tale in its own terms, which are often surprising yet almost
always common-sensical; it identifies the special
senses—beauty, courage, and wisdom—that emerge, often in
the face of social terror and moral darkness, under
Marian-Catholic pedagogy; and it yields an overview of the
mainline of the modern American novel in which sexual
transgression (including betrayal) and graced redemption
(the sanctification of passion, mediated confession,
martyring sacrifice) go hand in hand, syncretically.},
Key = {fds350080}
}
%% Noor, Mohamed A.
@article{fds349407,
Author = {Samuk, K and Manzano-Winkler, B and Ritz, KR and Noor,
MAF},
Title = {Natural Selection Shapes Variation in Genome-wide
Recombination Rate in Drosophila pseudoobscura.},
Journal = {Current Biology : Cb},
Volume = {30},
Number = {8},
Pages = {1517-1528.e6},
Year = {2020},
Month = {April},
url = {http://dx.doi.org/10.1016/j.cub.2020.03.053},
Abstract = {While recombination is widely recognized to be a key
modulator of numerous evolutionary phenomena, we have a poor
understanding of how recombination rate itself varies and
evolves within a species. Here, we performed a comprehensive
study of recombination rate (rate of meiotic crossing over)
in two natural populations of Drosophila pseudoobscura from
Utah and Arizona, USA. We used an amplicon sequencing
approach to obtain high-quality genotypes in approximately
8,000 individual backcrossed offspring (17 mapping
populations with roughly 530 individuals each), for which we
then quantified crossovers. Interestingly, variation in
recombination rate within and between populations largely
manifested as differences in genome-wide recombination rate
rather than remodeling of the local recombination landscape.
Comparing populations, we discovered individuals from the
Utah population displayed on average 8% higher crossover
rates than the Arizona population, a statistically
significant difference. Using a Q<sub>ST</sub>-F<sub>ST</sub>
analysis, we found that this difference in crossover rate
was dramatically higher than expected under neutrality,
indicating that this difference may have been driven by
natural selection. Finally, using a combination of short-
and long-read whole-genome sequencing, we found no
significant association between crossover rate and
structural variation at the 200-400 kb scale. Our results
demonstrate that (1) there is abundant variation in
genome-wide crossover rate in natural populations, (2) at
the 200-400 kb scale, recombination rate appears to vary
largely genome-wide, rather than in specific intervals, and
(3) interpopulation differences in recombination rate may be
the result of local adaptation.},
Doi = {10.1016/j.cub.2020.03.053},
Key = {fds349407}
}
@article{fds354324,
Author = {Korunes, KL and Myers, RB and Hardy, R and Noor, MAF},
Title = {PseudoBase: a genomic visualization and exploration resource
for the Drosophila pseudoobscura subgroup.},
Journal = {Fly},
Volume = {15},
Number = {1},
Pages = {38-44},
Year = {2021},
Month = {December},
url = {http://dx.doi.org/10.1080/19336934.2020.1864201},
Abstract = {<i>Drosophila pseudoobscura</i> is a classic model system
for the study of evolutionary genetics and genomics. Given
this long-standing interest, many genome sequences have
accumulated for <i>D. pseudoobscura</i> and closely related
species <i>D. persimilis, D. miranda</i>, and <i>D.
lowei</i>. To facilitate the exploration of genetic
variation within species and comparative genomics across
species, we present PseudoBase, a database that couples
extensive publicly available genomic data with simple
visualization and query tools via an intuitive graphical
interface, amenable for use in both research and educational
settings. All genetic variation (SNPs and indels) within the
database is derived from the same workflow, so variants are
easily comparable across data sets. Features include an
embedded JBrowse interface, ability to pull out alignments
of individual genes/regions, and batch access for gene
lists. Here, we introduce PseudoBase, and we demonstrate how
this resource facilitates use of extensive genomic data from
flies of the <i>Drosophila pseudoobscura</i>
subgroup.},
Doi = {10.1080/19336934.2020.1864201},
Key = {fds354324}
}
%% Reynolds, Julie
@article{fds348773,
Author = {Ahern-Dodson, J and Clark, CR and Mourad, T and Reynolds,
JA},
Title = {Beyond the numbers: understanding how a diversity mentoring
program welcomes students into a scientific
community},
Journal = {Ecosphere},
Volume = {11},
Number = {2},
Year = {2020},
Month = {February},
url = {http://dx.doi.org/10.1002/ecs2.3025},
Abstract = {© 2020 The Authors. Programs designed to broaden
participation in science are often deemed “successful”
based on quantitative evidence such as student participation
rates, retention, and persistence. These numbers alone only
explain that a program met its goals; they seldom critically
explain how, specifically, the program achieved its success.
To address this gap, we studied students’ perspectives
about and experiences with the Ecological Society of
America's award-winning education and diversity mentoring
program, Strategies for Ecology Education, Diversity and
Sustainability (SEEDS). The persistence rate in ecology by
SEEDS participants is three times greater than the national
average, but the numbers alone do not explain the program's
impact. We explored the reasons why this program has been so
successful by gathering qualitative data as direct evidence
explaining how SEEDS influenced participants’ decisions to
study science and pursue science careers, and the resulting
integration into a scientific community. We coded open-ended
survey responses from SEEDS alumni against a social
influence theoretical framework that proposes three dominant
processes that predict students’ integration into a
scientific community: scientific self-efficacy, scientific
identity, and shared values with the scientific community.
We not only found emergent evidence for all three processes,
but we also gained a deeper understanding of how—in
participants’ own words—SEEDS achieves its success.
Specifically, SEEDS successfully welcomes students into a
science community by (1) providing both breadth and depth of
programming that offers flexible, multilayered approaches to
developing self-efficacy to fit the needs of diverse
students, (2) enabling participants to integrate a science
identity into other preexisting identities, and (3)
implementing programming that intentionally helps
participants to consciously connect their values with those
of their communities.},
Doi = {10.1002/ecs2.3025},
Key = {fds348773}
}
@article{fds352757,
Author = {Reynolds, JA and Cai, V and Choi, J and Faller, S and Hu, M and Kozhumam,
A and Schwartzman, J and Vohra, A},
Title = {Teaching during a pandemic: Using high-impact writing
assignments to balance rigor, engagement, flexibility, and
workload.},
Journal = {Ecology and Evolution},
Year = {2020},
Month = {October},
url = {http://dx.doi.org/10.1002/ece3.6776},
Abstract = {The COVID-19 pandemic has created new challenges for
instructors who seek high-impact educational practices that
can be facilitated online without creating excessive burdens
with technology, grading, or enforcement of honor codes.
These practices must also account for the possibility that
some students may need to join courses asynchronously and
have limited or unreliable connectivity. Of the American
Association of Colleges and University's list of 11
high-impact educational practices, writing-intensive courses
may be the easiest for science faculty to adopt during these
difficult times. Not only can writing assignments promote
conceptual learning, they can also deepen student engagement
with the subject matter and with each other. Furthermore,
writing assignments can be incredibly flexible in terms of
how they are implemented online and can be designed to
reduce the possibility of cheating and plagiarism. To
accelerate the adoption of writing pedagogies, we summarize
evidence-based characteristics of effective writing
assignments and offer a sample writing assignment from an
introductory ecology course. We then suggest five strategies
to help instructors manage their workload. Although the
details of the sample assignment may be particular to our
course, this framework is general enough to be adapted to
most science courses, including those taught in-person,
those taught online, and those that must be able to switch
quickly between the two.},
Doi = {10.1002/ece3.6776},
Key = {fds352757}
}
@article{fds355322,
Author = {Mourad, TM and McNulty, AF and Liwosz, D and Tice, K and Abbott, F and Williams, GC and Reynolds, JA},
Title = {Erratum: The Role of a Professional Society in Broadening
Participation in Science: A National Model for Increasing
Persistence (BioScience DOI: 10.1093/biosci/biy066)},
Journal = {Bioscience},
Volume = {71},
Number = {1},
Pages = {104},
Year = {2021},
Month = {January},
url = {http://dx.doi.org/10.1093/biosci/biaa142},
Abstract = {© 2021 Oxford University Press. All rights reserved. In the
originally published version of this manuscript, the
following errors were noted and listed in this corrigendum.
Upon the original publication, there was an error in the
“References cited” section. The following reference
should read: “Armstrong MJ, Berkowitz AR, Dyer LA, Taylor
J. 2007. Understanding why underrepresented students pursue
ecology careers: A preliminary case study. Frontiers in
Ecology and the Environment 5: 415–420.
doi:10.1890/060113.1” instead of “Armstrong MJ,
Berkowitz AR, Dyer LA, Taylor J 2007. Understanding why
underrepresented students pursue ecology careers: A
preliminary case study. Review of Educational Research 5:
751–796.” Upon the original publication, there was an
error in the “Supplementary material” section. The URL
link for “BIOSCI” should be: https://academic.oup.com/bioscience/article-lookup/doi/10.1093/biosci/biy066#supplementary-data.},
Doi = {10.1093/biosci/biaa142},
Key = {fds355322}
}
%% Stephens, Kristen R.
@article{fds348480,
Author = {Stephens, KR},
Title = {Gifted education policy and advocacy: Perspectives for
school psychologists},
Journal = {Psychology in the Schools},
Volume = {57},
Number = {10},
Pages = {1640-1651},
Publisher = {WILEY},
Year = {2020},
Month = {October},
url = {http://dx.doi.org/10.1002/pits.22355},
Abstract = {© 2020 Wiley Periodicals, Inc. Education laws and policies
serve to guide the way programs and services are implemented
in schools. The transition from law or policy to
implementation can be fraught with complications that impact
the education system across many levels. According to
Viennet and Pont (2017), one of the areas that can either
hinder or support the transition from policy to practice is
“inclusive stakeholder engagement” (p. 3). School
psychologists are an important stakeholder in the education
system thus they should have familiarity with gifted
education policy to ensure students are being served
appropriately—both academically and socio-emotionally.
This article will introduce school psychologists to (a)
federal and state laws impacting gifted students, (b) the
role litigation, due process, and research has in shaping
policy, and (c) relevant gifted education policy
considerations.},
Doi = {10.1002/pits.22355},
Key = {fds348480}
}
@book{ED47551620020101,
Author = {Karnes, F. A. and Stephens, K. R.},
Title = {Young Women of Achievement: A Resource for Girls in Science,
Math, and Technology.},
Year = {20020101},
ISBN = {1-57392-965-4},
url = {http://proxy.lib.duke.edu:2164/login.aspx?direct=true&db=eric&AN=ED475516&site=ehost-live&scope=site},
Abstract = {This book is intended to be a resource guide for girls and
young women considering careers in science, math, and
technology. An introductory chapter considers the status of
girls and women in these fields, the importance of role
models, and suggestions for using the book. Part 1
introduces readers to the various career opportunities
available in the sciences and suggests strategies for career
planning in these areas. Sections consider job availability,
career choice, classes to take, the importance of reading,
instructional materials, special clubs, and finding a
mentor. Part 2 recounts true stories of girls (18 and under)
and young women (19 and older) in the sciences, detailing
how they got involved and what they have accomplished. Part
3 offers timelines of extraordinary women throughout
history, inspiring quotations, a list of Web sites
specifically geared toward women in the sciences,
suggestions for science-oriented computer software, and
other resources. (DB)},
Key = {ED47551620020101}
}