Scientist Spotlights have previously been shown to increase students’ relatability to and perception of scientists and enhance student science identity. This month’s Interesting Read makes the case for engaging students in the creation of Scientist Spotlights to leverage students’ authentic perspectives and unique cultural assets and increase the likelihood that the Scientist Spotlights produced will resonate with them and their peers.
Citation:
Aranda, M.L., Diaz, M., Gastelum Mena, L., Ortiz, J.I., Rivera-Nolan, C., Sanchez, D.C., Sanchez, M.J., Upchurch, A.M., Williams, C.S., Boorstin, S.N., Cardoso, L.M., Dominguez, M., Elias, S., Lopez, E.E., Ramirez, R.E., Romero, P.J., Tigress, F.N., Wilson, J.A., Winstead, R., Cantley, J.T., Chen, J.C., Fuse, M., Goldman, M.A., Govindan, B., Ingmire, P., Knight J.D., Pasion, S.G., Pennings, P.S., Sehgal, R.N.M., de Vera, P.T., Kelley, L., Schinske, J.N., Riggs, B., Burrus, L.W., & Tanner, K.D. (2021). Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE—Life Sciences Education, 20:4. https://www.lifescied.org/doi/10.1187/cbe.21-03-0060