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Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science's Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared with traditional courses. Students who participate in CUREs may be more likely than students without an authentic research experience to continue in the sciences. CUREs are often offered as single courses, but multi-semester CUREs increase the potential for undergraduate students to publish and present their science and benefit faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. In this article, we offer a review of current literature on the benefits and limitations of CUREs. [ABSTRACT FROM AUTHOR]

The article presents a list of American Association for the Advancement of Science members who made efforts on in advancement of science for its applications in sections, including Astronomy and Atmospheric & Hydrospheric Sciences, which include Michael R. Waters, and Lynne A. Isbell.

Ecological succession explored at the secondary and postsecondary level is often limited to terrestrial ecosystems. The emphasis is traditionally placed on how deforestation leads to ecological succession. However, aquatic ecological succession is just as important and allows for many connections to be made with other ecological concepts. Succession initiated by beavers (Castor canadensis) in particular links both aquatic and terrestrial ecosystems over time. We present a guide to an inquiry-based lesson for AP Environmental Science and undergraduate ecology courses that explores the effects of aquatic and terrestrial ecological succession initiated by deforestation and beavers. Specifically, the focus is ecological succession and its effects in both terrestrial and aquatic ecosystems. In this lesson, students (1) engage with a preassessment and broad overview of ecological succession, (2) explore authentic research data representing secondary succession in beaver ponds, (3) explain data using detective activities, (4) elaborate with a mystery pond, and (5) evaluate their new understanding by comparing a pre- and postassessment. This lesson plan meets the objectives for AP Environmental Science Biology courses as well as the core concepts and competencies for undergraduate biology education from the Vision and Change report by the American Association for the Advancement of Science in 2011. [ABSTRACT FROM AUTHOR]

The current research aims to evaluate the modern and contemporary history of Europe and American books for the fifth literary grade according to the standards of the American Association for the Advancement of Science AAAS. Thus, the researcher adopted the descriptive approach, and the survey method (content analysis) to achieve the research objective. The current research community is determined by the content of the modern and contemporary history of Europe and America book for the fifth literary grade twelfth (1443 AH - 2021 AD), the number of its chapters (7), and the number of pages (112). The introduction, the index, and the chapter questions were excluded from the sample, so the number of pages subject to analysis became (107), which represents a percentage of (95.5%) as a sample for the research. To complete the research requirements, the researcher prepared a questionnaire that includes the standards of the American Association for the Advancement of Science, consisting of two groups. The first (content analysis) includes five sub-standards, while the second (the book's support for the teaching process), includes seven sub-standards, the questionnaire consisted of (98) indicators distributed among the two groups. The researcher presented the questionnaire to experts in teaching methods of history to extract the face validity, then the questionnaire was modified to its final form after taking the recommendations. Subsequently, the model was analyzed to extract reliability by analysts and time using the (Holsti) equation. Moreover, the researcher analyzed the book after confirming the validity and reliabilityof the tool and adopted the idea as a unit of analysis, frequency, and a unit enumeration implementing the percentage with frequency and the arithmetic mean as statistical means. The results of the statistical analysis resulted in the book's inclusion of (697) ideas, and the group (the book's support for the teaching process) ranked the first, while the group (content analysis) ranked the second. [ABSTRACT FROM AUTHOR]

A list of the 2021 American Association for the Advancement of Science (AAAS) fellows approved by the AAAS Council is presented, including Bruno Basso, William Wesley Bowerman, and Gabriela Del Carmen Chavarria.

In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students' learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats. [ABSTRACT FROM AUTHOR]

Mindful of a stated Project 2061 goal of the American Association for the Advancement of Science, emphasizing that "scientific literacy includes seeing the scientific endeavor in the light of cultural and intellectual history," and in the continuing spirit of narrowing the gap between the "two cultures" by enhancing STEAM awareness and education, this essay illustrates, quite literally through well-known works of Western art, the striking parallels between fundamental themes in physics and the visual arts through history. These connections include: the identification of microcosm–macrocosm analogies in prehistoric proto-science; the beginning of the appreciation in pre-classical antiquity of the lawfulness of nature under the aegis of a Divine Lawgiver; the rise of rationalism and the first theories of the architecture of matter during the so-called "Greek miracle"; the overlapping role of theology's "handmaiden" during the emblematic medieval Age of Faith; Renaissance renovations and the triumph of the "mechanical universe" as the capstone of the scientific revolution in the early modern period; the influence on physics of the Romantic notion of an underlying unity in all of nature, and the increasing abstraction in both art and physics during the nineteenth century; and, finally, the parallels between twentieth-century art and the physics of relativity and quantum theory, concluding with examples from modern cosmology. [ABSTRACT FROM AUTHOR]

The article provides an overview of the life and works of climate scientist Eunice Newton Foote. It mentions that she was an American scientist and inventor who discovered the effect of carbon dioxide in the atmosphere, in addition to being a defender of the rights of the women of Seneca Falls, New York. It also mentions that she was the third female member of the American Association for the Advancement of Science.

The article highlights work of American Association for the Advancement of Science President Claire Fraser. Topics discussed include she collected water and soil samples and, in the laboratory, hunted for bacteria able to break down agricultural pollutants, a process known as bioremediation and now used to address water contamination. It also mentions that she learned the tools of molecular biology in the National Institutes of Health Intramural Program.

As a rise in anti-elite populist sentiment becomes an increasingly notable object of study in political realms, it is important to also consider how populism operates outside the electoral sphere. Americans' support for climate change-related policy has been understood primarily in a political affiliation context, with Democrats likely to support such policy and Republicans likely not to. However, populist beliefs cross ideological divides. Study of the interaction of populist sentiment, perceived elitism of a climate messenger, and support for climate change-related policy sheds additional insights onto research about climate change communication and strategic message design. Furthermore, populist sentiment is tied strongly to two emotions empirically linked to climate change attitudes: anger and fear. Grounded in principles from the Elaboration Likelihood Model and the Appraisal Theory of Emotions, we conducted an online survey-experiment (N = 406) testing audience responses to climate change messages from Pope Francis and the American Association for the Advancement of Science, two messengers that have the potential to be perceived as elite. The data revealed an important interplay between populist sentiment, perceived elitism of a climate change messenger, and emotional responses to the message in shaping post-message support for climate change-related policy. [ABSTRACT FROM AUTHOR]

The American Association for the Advancement of Science (AAAS), the world's largest general science membership society, is an international non-profit organization with the stated goals of advancing science, engineering and innovation for the benefit of all people, communicating science broadly, defending scientific freedom, providing a voice for science on societal issues, strengthening and diversifying the science and technology workforce, and advancing international cooperation in science. Founded in 1848, AAAS today has individual members from around 100 countries, and is the publisher of the Science family of journals, including the open-access journal Science Advances. NSR talks to Barbara Schaal—an evolutionary biologist at Washington University in St Louis, Missouri, 2017 President of AAAS, former Vice President of the US National Academy of Sciences, and a former advisor of the President's Council of Advisors in Science and Technology under the Obama administration—and also to Bill Moran, the publisher of Science, about why science is a global public good, how basic science is the engine of economic growth and prosperity, the importance of social science, and why the need to defend the free flow of ideas and people across national boundaries is urgent. [ABSTRACT FROM AUTHOR]

Accurate, rational, and scientific decision making is now considered to be the most important skill in science education. Many studies have found that overconfidence bias is one of the cognitive biases hindering people from achieving such decision making. Gender and country play crucial roles in overconfidence bias. For instance, some particular cultures and genders tend to be more overconfident than others. However, whether or not the two variables interact to influence overconfidence bias also indirectly influences decision making, especially in the context of science education. The purpose of this study is to identify the effects of country and gender on performance, confidence, and overconfidence bias in the samples of Indonesian and Korean high-school students while doing on a biology exam. The twenty-one American Association for the Advancement of Science (AAAS) questions on the topics of genetics and evolution were administered to 297 Indonesian and 235 Korean high-school students, in their first and second years. Every question was featured with a question asking students how confident they are in answering the question correctly. The two-way Analysis of Variances (2-way ANOVA) test was used to answer the research questions. Based on the analyses, we found no significance interactional effects of gender and country in test scores. In contrast, we found a significant interactional effects in both confidence in genetics and evolution. Regarding overconfidence bias, for which that we merged both concepts, we found that country had a higher influence on students' overconfidence bias than did gender. Additionally, we found the hard-easy effect phenomenon followed overconfidence bias phenomenon. The relationships between country, gender, science education, cognitive bias, and overconfidence bias are discussed. Suggestions for reducing overconfidence bias are also provided. [ABSTRACT FROM AUTHOR]

The article reports that Nobel laureate Steven Chu assumed the presidency of the American Association for the Advancement of Science for a one year term. It states he was awarded the Nobel Prize in Physics along with William Phillips and Claude Cohen-Tannoudji to developing methods to cool and trap atoms using laser light. It discusses his past childhood and career in science and mentions his call for scientists to share their discoveries with the public.

This paper proposes to answer several questions that arise from the actions of American scientists between 1840 and 1890. How did the broader organization of science in the late nineteenth century create a system of professional disciplines? Why did the American Association for the Advancement of Science (AAAS) form, and why did specialized societies like the American Chemical Society (ACS) later found an organization separate from the AAAS? Why did these professional societies create journals, and how did these journals help to communicate science? This paper combines both quantitative textual analysis and qualitative historical and sociological methods within the context of nineteenth-century American science. It is hoped that by broadening the methods used, and by better understanding the early deliberations of scientists before there was a formal scholarly communication system, it may be possible to contextualize current debates about the need for changes in the scholarly communication system. [ABSTRACT FROM AUTHOR]

The article focuses on research grants offered by the American Association for the Advancement of Science (AAAS) and the Lemelson Foundation's AAAS-Lemelson Invention Ambassadors program. It comments on the creation of sunglasses by scientist Don McPherson which help correct color vision deficiencies. It presents a list of 416 members that the Council of the AAAS elected as Fellows of AAAS including Federica Brandizzi, Elizabeth E. Hood, and Carol A. Ishimaru.

Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or “free-choice” science learning, and fewer still know how to go about the process of collaborating with ISLOs in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences. [ABSTRACT FROM AUTHOR]

The article announces that the winners of 2022 American Association for the Advancement of Science (AAAS) Kavli Science Journalism Award which include PBS Digital Studios won a Gold Award in the Video Spot News; Kendra Pierre-Louis won Gold Award in the Magazine and Ankur Paliwal got Gold Award.

The article lists several sessions to be presented at the 2018 American Association for the Advancement of Science (AAAS) Annual Meeting in Austin, Texas from February 15-19, 2018 including "How Honey Bees Set Web Servers Abuzz," "Is There a Future for Humanity in Space," and "Asteroids for Research, Discovery, and Commerce."

This paper proposes to answer several questions that arise from the actions of American scientists between 1840 and 1890. How did the broader organization of science in the late nineteenth century create a system of professional disciplines? Why did the American Association for the Advancement of Science (AAAS) form, and why did specialized societies like the American Chemical Society (ACS) later found an organization separate from the AAAS? Why did these professional societies create journals, and how did these journals help to communicate science? This paper combines both quantitative textual analysis and qualitative historical and sociological methods within the context of nineteenth-century American science. It is hoped that by broadening the methods used, and by better understanding the early deliberations of scientists before there was a formal scholarly communication system, it may be possible to contextualize current debates about the need for changes in the scholarly communication system. [ABSTRACT FROM AUTHOR]

Information about the international conferences supported by the American Association for the Advancement of Science (AAAS) in 2017 is presented. Topics included the significance of increased female leadership and representation in scientific fields, sustainable development and diversity among innovators. The conferences featured several notable people including Julia MacKenzie, Rush Holt and Celeste Rohlfing.

The article offers information on various sessions on topics including STEM education, wildlife management, and opioid addiction to be held during 2018 American Association for the Advancement of Science Annual Meeting to be held in Texas in February 2018.

Vision and Change in Undergraduate Education: A Call to Action, published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE) exercises in an introductory biology course designed to incorporate the core concepts and competencies suggested by Vision and Change while focusing on collaborative, student-centered learning. Although current research provides evidence for the value of active learning pedagogies in supporting students' conceptual understanding, we argue that the GAE exercises may prove to be effective in supporting both students' conceptual understanding and their core scientific competencies. We describe our implementation of GAE exercises and analyze data from surveys, interviews, and in-class videos to explore students' perceptions of and participation in the GAE exercises. Through this analysis, we present the GAE exercises as curricular and instructional practices that meet the recommendations of Vision and Change. [ABSTRACT FROM AUTHOR]

As the world's population grows, sustainable food production and consumption has emerged as a complex biological problem. Managing this problem will require informed action by all citizens, which necessitates heightened comprehension of complicated quantitative datasets from multiple sources of information. This makes it imperative that undergraduates develop quantitative skills and information literacy in the context of biology. This laboratory module provides a framework for conducting discovery experiments that examine the resource demand (i.e., water use) of cultivation methods (compost-based, hydroponic) and their impact on the nutritional value of microgreens. Students use experimental and published data to compare the nutritional value and resource demands of microgreens to that of vegetables produced on industrial farms. Quantitative analyses culminate in critical thinking and discussion through which students come to a consensus on the potential of microgreens to be a sustainably produced crop that serves human nutritional needs. [ABSTRACT FROM AUTHOR]

Reports on the celebration of the ARPANET 50th Anniversary that was recognized at the AAAS Annual Meeting. [ABSTRACT FROM AUTHOR]

The author relates her experience teaching an undergraduate seminar on the 1970s–1980s movement Science for the People (SftP). She taught the seminar in conjunction with a three-day conference that brought together students, scholars in science and technology studies, and former SftP members. The seminar required students to delve into primary sources produced by and about SftP. By analyzing these materials and comparing SftP activities with other forms of science activism, students gained an understanding of the differences between liberal and radical approaches to scientific knowledge and political engagement. The seminar thus offered unusual opportunities, easily adoptable in other courses, to explore the history of radical science—with the concepts of “history,” “radical,” and “science” all serving as subjects of critical inquiry. [ABSTRACT FROM AUTHOR]

A list of members of the Council of the American Association for the Advancement of Science (AAAS) who were elected as Fellows of AAAS is presented, including members belonging to anthropology, astronomy and chemistry.

The article offers information on the American Association for the Advancement of Science's (AAAS) annual meeting to be held in Boston, Massachusetts on February 16-20, 2017.

Bibliometric indicators increasingly affect careers, funding, and reputation of individuals, their institutions and journals themselves. In contrast to author self-citations, little is known about kinetics of journal self-citations. Here we hypothesized that they may show a generalizable pattern within particular research fields or across multiple fields. We thus analyzed self-cites to 60 journals from three research fields (multidisciplinary sciences, parasitology, and information science). We also hypothesized that the kinetics of journal self-citations and citations received from other journals of the same publisher may differ from foreign citations. We analyzed the journals published the American Association for the Advancement of Science, Nature Publishing Group, and Editura Academiei Române. We found that although the kinetics of journal self-cites is generally faster compared to foreign cites, it shows some field-specific characteristics. Particularly in information science journals, the initial increase in a share of journal self-citations during post-publication year 0 was completely absent. Self-promoting journal self-citations of top-tier journals have rather indirect but negligible direct effects on bibliometric indicators, affecting just the immediacy index and marginally increasing the impact factor itself as long as the affected journals are well established in their fields. In contrast, other forms of journal self-citations and citation stacking may severely affect the impact factor, or other citation-based indices. We identified here a network consisting of three Romanian physics journals Proceedings of the Romanian Academy, Series A, Romanian Journal of Physics, and Romanian Reports in Physics, which displayed low to moderate ratio of journal self-citations, but which multiplied recently their impact factors, and were mutually responsible for 55.9%, 64.7% and 63.3% of citations within the impact factor calculation window to the three journals, respectively. They did not receive nearly any network self-cites prior impact factor calculation window, and their network self-cites decreased sharply after the impact factor calculation window. Journal self-citations and citation stacking requires increased attention and elimination from citation indices. [ABSTRACT FROM AUTHOR]

The article reports that Keith Yamamoto, a cellular and molecular pharmacologist and Biologist, has been chosen by the American Association for the Advancement of Science (AAAS) to serve as the organization's president-elect and will serve for one year as AAAS president. His vision is to promote scientific literacy. It mentions the selection of Susan Rosenberg and Jane Maienschein as the AAAS Board of Directors.

The field of pharmacogenetics and pharmacogenomics was greatly saddened by the recent loss of one of its founders and giants in this research area. Elliot S. Vesell – Emeritus and Evan Pugh Professor of the Department of Pharmacology, Penn State College of Medicine, Hershey, PA, USA – passed away 23 July 2018 at age 84. [ABSTRACT FROM AUTHOR]

The article reports that American Association for the Advancement of Science's 175th anniversary annual meeting theme, "Science for Humanity," emphasizes the importance of shared inquiry and collaboration in exploring and understanding the world. It mentions that the integration of humanities and science can help build relationships, foster trust, and ensure that science is conducted for the benefit of reflecting on the social responsibilities and common humanity.

The article announces the election of American Association for the Advancement of Science election of general officers to be held at the 2023 Annual Meeting featuring candidates such as Erich Jarvis, Willie May, and Jay Labov.

To address the growing problem of antimicrobial resistance (AMR), it is necessary to invest in, inspire and attract future generations of scientists to this research area. Undergraduate education should be a focus for attention and efforts should be made to ensure that students are afforded opportunities to actively engage with AMR. We illustrate how as a topic AMR provides opportunities to deliver effective research-led teaching in addition to traditional teaching methods. We have used a selection of case studies to illustrate how students can be engaged with AMR using a variety of research-led approaches to develop the required skills for biology-centric students. In addition, we indicate how these skills map to the UK Quality Assurance Framework and the Vision and Change report developed by the American Association for the Advancement of Science. [ABSTRACT FROM AUTHOR]

The article focuses on problems faced by judges while deciding the admissibility of forensic evidence. Topics discussed include forensic sciences not being accurate in some cases according to the U.S. National Academy of Sciences, voiceprint identification being accepted as testimony by some courts, erroneous convictions due to forensic science errors and research related to forensic science in the legal context by the American Association for the Advancement of Science.

We designed a human biology course that interests nonmajors while improving science literacy through student engagement, using a constructivist-inspired, topic-centered approach. This way of learning highlights common diseases that provide a basis to incorporate specific biological concepts. The topic-centered approach triggers interest and increases positive perceptions of learning science, and students find applicability in what they learn. In alignment with the Vision and Change report of AAAS, this course addresses the need to focus on connecting biology principles with real-world concerns, while incorporating students' experiences into the learning process. [ABSTRACT FROM AUTHOR]

The article deals with a guidance for scientific publishing provided by the White House Office of Science and Technology Policy which is aimed at making publications and their supporting data publicly available without an embargo by 2025. Topics include the strong support for the guidance by the American Association for the Advancement of Science (AAAS) which publishes "Science" family of journals and AAAS' experimentation with various public access models such as gold open access (OA).

The article focuses on the efforts of American Association for the Advancement of Science (AAAS) in providing judicial education on neuroscience. Topics discussed include educational seminars conducted by the AAAS based on the specific topics judges are dealing with in the courtroom; Roper v. Simmons on the same; and increasing judges efficiency.