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Education : Publications since January 2020

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@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{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{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}
}

@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}
}

@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}
}

@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}
}

@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}
}


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