Desiree Forsythe, Ph.D.
@dforsythe.bsky.social
Black Lives Matter|STEM Education Researcher|Beyond inclusive and towards justice|Let's change the culture of Science|Tweets=My Own
Reposted by Desiree Forsythe, Ph.D.
Excited to share a new paper, out in the Journal of Microbiology and Biology Education, that @dforsythe.bsky.social and I worked on together! We characterized full-time, non-tenure track teaching faculty (NTT teaching faculty) in biology. (1/7) journals.asm.org/doi/10.1128/...
Characterizing full-time, non-tenure-track teaching faculty in biology | Journal of Microbiology & Biology Education
Institutions of higher education play a major role in teaching undergraduate students.
Historically, most courses have been taught by tenure-track (TT) faculty who may also
be responsible for research...
journals.asm.org
December 10, 2024 at 10:13 PM
Excited to share a new paper, out in the Journal of Microbiology and Biology Education, that @dforsythe.bsky.social and I worked on together! We characterized full-time, non-tenure track teaching faculty (NTT teaching faculty) in biology. (1/7) journals.asm.org/doi/10.1128/...
Reposted by Desiree Forsythe, Ph.D.
New paper alert in @CBELifescied with @dforsythe.bsky.social and @BMDewsbury! We examine the journeys of STEM faculty into justice-centered pedagogies, investigating how their experiences shape their teaching and curriculum. Check it out! www.lifescied.org/doi/10.1187/...
Exploring the Journey of STEM Faculty into Justice-centered Pedagogy | CBE—Life Sciences Education
In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors ...
www.lifescied.org
November 20, 2024 at 4:44 PM
New paper alert in @CBELifescied with @dforsythe.bsky.social and @BMDewsbury! We examine the journeys of STEM faculty into justice-centered pedagogies, investigating how their experiences shape their teaching and curriculum. Check it out! www.lifescied.org/doi/10.1187/...