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With modernization of safety standards for microbiology outreach teaching laboratories, ethical challenges arise in teaching microbiology for the public good without short-changing students in under-resourced situations, or when institutional support is subpar. Still, educators want students to engage using applied skills for inquiry, research-based microbial learning activities - safely. Following several United States microbial outbreaks, federal investigation traced sources back to teaching laboratories. Policy discussions ensued. The American Society for Microbiology (ASM) Task Force provides recommended but not mandated guidelines; however, guidelines are not amenable by all. Here, a real-world, ethical scenario of a university-level outreach microbiology laboratory course hosted at several locations provides context for under-resourced challenges in safety compliance. In this example of biomedical and public health ethical considerations, upper administration puts the onus on instructors to assure safe labs for their students and the general public. Temporarily hired instructors without curriculum or sufficient institutional support are put in precarious positions with often egregious practices to get the job done. This scenario is examined with different public health ethical frameworks and principles: non-maleficence, beneficence, health maximization, efficiency of policy regulations, respect for institutional and instructor autonomy, justice, and proportionality balancing stakeholder concerns. Sample curricular strategies are employed to mitigate these challenges. Taking a utilitarianism framework of the greatest good for the most benefit, this paper advocates for social justice supporting access to education as a moral duty. Administrations should ensure instructors are supported sufficiently to provide safe, authentic learning experiences. Solutions for under-resourced outreach teaching are needed for public trust., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Smith-Keiling.)

Inclusion of multiple viewpoints increases when teams are diverse and provides value in scientific communication and discovery. To promote retention and raise the critical mass of underrepresented persons in science, all voices must be heard "at the table" to include "ways of knowing" outside the dominant institutional culture. These community-based inclusive concepts promote hearing all diverse perspectives for inclusive recognition of deeper socio-historical cultural wealth-collectively termed cultural wellness. When undergraduates and graduates in active-learning groups in class, or faculty collaborative teams on campus, start a project too quickly on task, opportunities are missed to be inclusive. While beginning a larger science project, we, student and faculty co-authors, first addressed this challenge -the need for greater inclusion of diverse perspectives-by starting a conversation. Here, we share ideas from our inclusive process. Based on social constructivist theories of co-constructing learning interpersonally, we co-mentored each other, learning from one another in community. We experientially considered how to inclusively collaborate across a demographically, geographically, and structurally heterogeneous group including multiple academic tiers from multiple ethnic backgrounds, cultural experiences, and institutions. Through an asset-based process grounded in several frameworks, we documented our introduction process of listening deeply, being mindful of identities including invisible cultural identities, recognizing each other with mutual respect, applying inclusive practices, and developing mutual trust and understanding. Building community takes time. Initial conversations can, and should, go deeper than mere introductions to build trust beyond social norms for relationships promoting cultural wellness., (©2020 Author(s). Published by the American Society for Microbiology.)

Educational interculturalism continues to expand for our increasingly diverse classrooms, both at home and globally. When visiting faculty share active-learning, case study-based learning activities internationally with host faculty in Asian settings, instruction must take into consideration culturally-appropriate pedagogy in the context of Confucian Heritage Culture (CHC). The challenge for visiting faculty lies in not being completely versed in host culture yet remaining open to discovering how educational practices might be adapted within a CHC context. Additional care must be taken by visiting faculty at this first level of host faculty training to engage in active learning interculturally. This Perspectives article attempts to highlight intercultural competency steps, strategies, and examples provided as supplementary material, that are useful for the creation and implementation of an active-learning case study for CHC faculty development: 1) cultural preparation, 2) immersed engagement in the host country and reflection on self-cultural competency, 3) development of a culturally relevant case study addressing a host country need, 4) a contextual problem to incite interest, 5) learning outcomes, 6) making the case a real, personalized, narrative and 7) relevant faculty development questions to find the best fit in their culture. During implementation of the case study, 8) the visiting instructor models active learning, acting as a guide to international host faculty, who experientially learn about active learning while engaging in solving the case study themselves. Additional strategies include the presenter leaving the room to provide space for collaborative learning to occur where CHC cultural barriers prevent full engagement. Finally, in step 9) resources are provided.

In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in STEM education and research to assess writing of native English speakers and non-native English Language Learners (ELLs), including international students. Available in several languages, LIWC measures four summary variables, Analytical Thinking , Clout , Authentic , and Emotional Tone , to provide outputs as raw word counts, as percentages of words used relative to the text compared with a dictionary of words in categories and sub-dictionaries, and as scores correlating these words algorithmically based on a dictionary of terms associated with underlying meanings. This tool can help measure student personal reflective writing for underlying psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze scientific writing to detect progressive development of student analytical writing from early draft to final version for different informal and formal writing styles. We share methods, examples, and the potential for using LIWC measures of cognitive processes for different measures of student writing in science courses.

In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups ( n = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs' pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill ( p =0.025) and in theory ( p≤ 0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs' cognitive scores in spring/summer over fall was observed ( p = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual.