More than half of the student assistants stated that they had taken specific actions aimed at increasing inclusion and reducing discrimination and had completed non-mandatory training to elp develop such skills.

Most student assistants strongly agree that in their role as teaching assistants it is important for them to enact practices relevant to inclusion, but that they feel slightly less prepared to do so.

We are working to make #SEFI2024 inclusive and sustainable. We know that financial barriers can be especially high for students, early career researchers, and caregivers. And so we are offering scholarships and free childcare! Apply soon! More info: buff.ly/4a3xsNQ

Check out this really colourful paper in which we explore teaching assistants’ perspectives on building inclusive classrooms, and find that they are already think of and prioritise inclusive practices, and can be powerful forces in #IncreasingInclusivity.
doi.org/10.21427/Z01...

Hiding easter eggs in academic literature is so much fun. Especially when they help you win a war that has been going on since 2015.
Do you concede Christopher Warneke?
PS: if you are interested what the paper is about - doi.org/10.1187/cbe.21

Similar patterns were seen even when the responses were separated by taxa, and post-instruction, the number of responses that included only KCs

Overall, instruction increased the prevalence of key concepts, reduced naïve ideas.

Their explanations of cheetah evolution also contained fewer naïve ideas.

We asked students to write explanations in response to two isomorphic prompts (exactly the same - except for the taxon). Their explanations about natural selection in cheetahs had more evolutionary key concepts (as compared the exact same students' explanations about humans).