Reimagining Biology Education to Break Scientist Stereotypes

Through discussion, collaboration and shared reflection, participants will:

• Examine best practices for featuring counterstereotypical scientists in biology curricula
• Discuss how representation influences student learning and persistence
• Identify gaps in existing educational materials and research
• Build cross-institutional collaborations focused on curriculum design and biology education research

This event is designed to support meaningful dialogue and practical outcomes that extend beyond the meeting itself.

The conversation will begin with a keynote panel representing multiple perspectives, including students, instructors, featured scientists and institutions that use these materials. From there, participants will move into facilitated discussions and working groups focused on curriculum development and research collaboration.

This conversation builds on prior collaborative work, including a published essay urging critical evaluation of educational materials that highlight counterstereotypical scientists:

Access essay: Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses (CBE—Life Sciences Education, Vol. 24, No. 2). 

Robin A. Costello, PhD, is an assistant professor in the Department of Biological Sciences at the University at Buffalo. One aim of Costello’s research is to evaluate the elements that make educational resources featuring counterstereotypical scientists effective. Costello was the lead author on the essay Highlighting counterstereotypical scientsits in undergraduate life science courses and is the co-Director of this Conversation.

UBNow article:  Want to make scientists more relatable to students? You’ll need more than photos, study finds

Suann Yang, PhD, is an associate professor in the Department of Biological Sciences at SUNY Geneseo. Yang is the Principal Investigator of the Biologists and Graph Interpretation (BioGraphI) Project, which offers professional development to instructors to create curricula that are co-authored with and features counterstereotypical scientists and data figures from their research. Yang is the co-Director of this Conversation.

Melissa Kjelvik, PhD, is a co-founder of Data Nuggets, a program that partners with scientists to bring authentic research to K-16 students through quantitative STEM curricular activities. She is also a senior research specialist working on the DataVersify project, which evaluates effective design and pedagogy for featuring role models in undergraduate biology courses. With over a decade of experience working closely with counterstereotypical scientists to design educational materials that feature their research and life experiences, Kjelvik will represent the featured scientists’ perspective on the keynote panel

Kimberly Mulligan, PhD, is the senior assistant dean of Strategic Initiatives and Programs at Auburn University. Mulligan leads strategic efforts at Auburn University to foster a supportive academic environment. Her work focuses on developing programs that enhance engagement and success for students, faculty, and staff. She will provide her expert perspective to the keynote panel on how institutions and systems need to change to maximize the benefits and minimize the costs of featuring counter-stereotypical scientists.

Dax Ovid, PhD, is an assistant professor of Physiology and Pharmacology at the University of Georgia. Ovid’s work on the representation of scientists focuses on measuring the impacts of curricular materials that feature counterstereotypical scientists (specifically, Scientist Spotlights) on student affective measures, including how students relate to scientists and their interest in science. They will represent this student perspective in the keynote panel.

Rachel Pigg, PhD, is an assistant professor of Biology at the University of Louisville and co-leads the BioGraphI Project with project organizer Yang. She will represent the instructor perspective in the keynote panel. Her research interests have shifted to learning theories and education, including how curricular innovations impact both the students who experience them and the instructors who make and deliver them. At the University of Louisville, Dr. Pigg mentors students who explore hypotheses related to urban wildlife ecology, biology education, tick-borne diseases, and more.

(subject to change)