Teaching the topic of genetics in relationship to ancestry and race generates many questions, and requires a teaching strategy that encourages perspective-based exploration and discussion. We have developed a set of dialogues for discussing the complex science of genetics, ancestry, and race that is contextualized in real human interactions and that contends with the social and ethical implications of this science. This article provides some brief historical and scientific context for these dialogues, describes their development, and relates how we have used them in different ways to engage diverse groups of science learners. The dialogue series can be incorporated into classroom or informal science education settings. After listening to or performing the dialogues and participating in a discussion, students will: (1) recognize misunderstandings about the relationship between DNA and race; (2) describe how DNA testing services assign geographic ancestry; (3) explain how scientific findings have been used historically to promote institutionalized racism and the role personal biases can play in science; (4) identify situations in their own life that have affected their understanding of genetics and race; and (5) discuss the potential consequences of the racialization of medicine as well as other fallacies about the connection of science and race.

Research in science education confirms the importance of self‐efficacy in students' persistence and success in the sciences. The current study examined the role of science self‐efficacy in nonspecialist, arts and communication‐oriented students encountering science in a general education context. Participants (N = 275) completed a beginning‐ and end‐of‐semester survey including a Science Self‐Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open‐ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self‐efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self‐efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self‐efficacy, and achieved similar grades to their White/Non‐Hispanic and US resident classmates. Contrary to expectations, science self‐efficacy did not predict performance in the class. However, students' self‐reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student‐centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self‐efficacy and student success in this unique, general education science environment.

This paper presents a comparison of three approaches to the teaching of probability to demonstrate how the truth table of elementary mathematical logic can be used to teach the calculations of conditional probabilities. Students are typically introduced to the topic of conditional probabilities-especially the ones that involve Bayes' rule -with the help of such traditional approaches as formula use or conversion to natural frequencies. The truth table approach is an alternative method for explaining the concept and calculation procedure of conditional probability and Bayes' rule.

Although Bayesian methodology has become a powerful approach for describing uncertainty, it has largely been avoided in undergraduate statistics education. Here we demonstrate that one can present Bayes' Rule in the classroom through a hypothetical, yet realistic, legal scenario designed to spur the interests of students in introductory-and intermediate-level statistics classes. The teaching scenario described in this paper not only illustrates the practical application of Bayes' Rule to legal decision-making, but also emphasizes the cumulative nature of the Bayesian method in measuring the strength of the evidence. This highlights the Bayesian method as an alternative to the traditional inferential methods, such as p value and hypothesis tests. Within the context of the legal scenario, we also introduce DNA analysis, implement a modified version of Bayes' Rule, and utilize Bayes' Factor in the computation process to further promote students' intellectual curiosities and incite lively discussion pertaining to the jury decision-making process about the defendant's status of guilt.

Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in general education departments alongside other liberal arts disciplines, and at most of the schools students are required to complete at least one science course. The findings also suggest that the context of science education at arts-focused colleges may encourage innovation in pedagogy and curriculum development. This article highlights courses and assignments from Emerson College and other schools in which scientific topics are aligned with arts fields or framed to emphasize the societal relevance of science and its place in our daily lives.