We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students). Bayesian regression analyses showed that on average, active learning reduced achievement gaps in examination scores by 33% and narrowed gaps in passing rates by 45%. The reported proportion of time that students spend on in-class activities was important, as only classes that implemented high-intensity active learning narrowed achievement gaps. Sensitivity analyses showed that the conclusions are robust to sampling bias and other issues. To explain the extensive variation in efficacy observed among studies, we propose the heads-and-hearts hypothesis, which holds that meaningful reductions in achievement gaps only occur when course designs combine deliberate practice with inclusive teaching. Our results support calls to replace traditional lecturing with evidence-based, active-learning course designs across the STEM disciplines and suggest that innovations in instructional strategies can increase equity in higher education.

https://www.pnas.org/content/pnas/117/12/6476.full.pdf

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math.

The melanogenic actions of the melanocortins are mediated by the melanocortin-1 receptor (MC1R). MC1R is a member of the G-protein-coupled receptors (GPCR) superfamily expressed in cutaneous and hair follicle melanocytes. Activation of MC1R by adrenocorticotrophin or alpha-melanocyte stimulating hormone is positively coupled to the cAMP signaling pathway and leads to a stimulation of melanogenesis and a switch from the synthesis of pheomelanins to the production of eumelanic pigments. The functional behavior of the MC1R agrees with emerging concepts in GPCR signaling including dimerization, coupling to more than one signaling pathway and a high agonist-independent constitutive activity accounting for inverse agonism phenomena. In addition, MC1R displays unique properties such as an unusually high number of natural variants often associated with clearly visible phenotypes and the occurrence of endogenous peptide antagonists. Therefore MC1R is an ideal model to study GPCR function. Here we review our current knowledge of MC1R structure and function, with emphasis on information gathered from the analysis of natural variants. We also discuss recent data on the regulation of MC1R function by paracrine and endocrine factors and by external stimuli such as ultraviolet light.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1600-0749.2005.00278.x

Melanocortin-1 receptor structure and functional regulation

This longitudinal study examines how undergraduate research experience and quality mentorship experiences in college predict the growth of scientific efficacy, identity, and values. Results also sh...

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A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers.

The work of Kurt Lewin dominated the theory and practice of change management for over 40 years. However, in the past 20 years, Lewin's approach to change, particularly the 3-Step model, has attracted major criticisms. The key ones are that his work: assumed organizations operate in a stable state; was only suitable for small-scale change projects; ignored organizational power and politics; and was top-down and management-driven. This article seeks to re-appraise Lewin's work and challenge the validity of these views. It begins by describing Lewin's background and beliefs, especially his commitment to resolving social conflict. The article then moves on to examine the main elements of his Planned approach to change: Field Theory; Group Dynamics; Action Research; and the 3-Step model. This is followed by a brief summary of the major developments in the field of organizational change since Lewin's death which, in turn, leads to an examination of the main criticisms levelled at Lewin's work. The article concludes by arguing that rather than being outdated or redundant, Lewin's approach is still relevant to the modern world.

Kurt Lewin and the Planned Approach to Change: A Re-appraisal

Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the exp...

/pdf/the-status-of-women-in-stem-in-higher-education-a-review-of-r1ggtn50of.pdf

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends.

/pdf/improving-underrepresented-minority-student-persistence-in-rgxvopevt3.pdf

Improving Underrepresented Minority Student Persistence in STEM

Evidence for the interaction of protein kinase C and melanocortin 3-receptor signaling pathways.

A modified method for a qualitative and quantitative determination of histamine in small plasma volume (≤300 μl) was developed. According to this method, blood samples containing methylhistamine, the internal standard, are centrifuged to collect plasma. These plasma samples which contain underivatized histamine are injected into a Dionex BioLC System coupled with a pulsed amperometric detector. Histamine and methylhistamine are separated through a C-18 Zorbax ODS 4.5mm ID ± 25cm (5 microns) column. Histamine is quantitated by comparing histamine peak height with that of known quantity of the internal standard. The sensitivity of the method is 0.03 pmols. The peak heights were found to be linearly related to histamine concentrations providing a quantitative means of assaying histamine in biological samples. The retention time of histamine was 6 min in contrast to that of methlyhistamine which was 10 min.

T. Joan Robinson

Papers

Improving Underrepresented Minority Student Persistence in STEM

Evidence for the interaction of protein kinase C and melanocortin 3-receptor signaling pathways.

A Rapid Qualitative and Quantitative Method of Assaying Histamine in Small Plasma Volume