Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)
DOI:
https://doi.org/10.20343/teachlearninqu.12.20Keywords:
online learning, OERs, UDL, active learning, biology educationAbstract
With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.
Read the corresponding ISSOTL blog post here.
References
AAAS. 2011. Vision and Change: A Call to Action. AAAS Accessed Oct 25, 2023. https://www.aps.org/programs/education/undergrad/upload/Revised-Vision-and-Change-Final-Report.pdf.
Albeanu, Grigore, and Eugenie Posdarascu. 2017. “Quality Assurance Criteria for Open Educational Resources.” eLearning and Software for Education. https://doi.org/10.12753/2066-026x-17-047.
Anghel, Bella. 2023. “The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students’ Experiences with Collaborative Learning During Covid-19.” Teaching & Learning Inquiry 11 (April) https://doi.org/10.20343/teachlearninqu.11.13.
Arcila Hernández, Lina M., Kelly R. Zamudio, Abby G. Drake, and Michelle K. Smith. 2021. “Implementing Team‐Based Learning in the Life Sciences: A Case Study in an Online Introductory Level Evolution and Biodiversity Course.” Ecology and Evolution 11 (8): 3527–36. https://doi.org/10.1002/ece3.6863.
Artze-Vega, Isis, Flower Darby, Bryan Dewsbury, and Mays Imad. 2022. The Norton Guide to Equity Minded Teaching. New York: W.W. Norton & Company. https://digital.wwnorton.com/228003/r/goto/cfi/12!/4?demo/.
Ballen, Cissy J., Carl Wieman, Shima Salehi, Jeremy B. Searle, and Kelly R. Zamudio. 2017. “Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.” CBE—Life Sciences Education 16 (4). https://doi.org/10.1187/cbe.16-12-0344.
Barker, Megan K., Eric W. Jandciu, and Robin Y. Young. 2019. “Teaching Students to Read, Interpret, and Write About Scientific Research: A Press Release Assignment in a Large, Lower-Division Class.” CourseSource. https://doi.org/10.24918/cs.2019.41.
Basham, James D., J. Emmett Gardner, and Sean J. Smith. 2020. “Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results.” Remedial and Special Education 41 (4): 231–43. https://doi.org/10.1177/0741932520908015.
Bauer, Angela C., Vernon M. Coffield, Dinene Crater, Todd Lyda, Verónica A. Segarra, Kevin Suh, Cynthia C. Vigueira, and Patrick A. Vigueira. 2020. “Fostering Equitable Outcomes in Introductory Biology Courses Through Use of a Dual Domain Pedagogy.” CBE—Life Sciences Education 19 (1). https://doi.org/10.1187/cbe.19-07-0134.
Beichner, Robert J., Jeffery M. Saul, David S. Abbott, Jeanne J. Morse, Duane Deardorff, Rhett J. Allain, Scott W. Bonham, Melissa H. Dancy, and John S. Risley. 2007. “The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project.” Research-based reform of university physics 1 (1): 2–39. https://www.per-central.org/items/detail.cfm?ID=4517.
Bernstein, Douglas A. 2018. “Does Active Learning Work? A Good Question, but Not the Right One.” Scholarship of Teaching and Learning in Psychology 4 (4): 290. https://doi.org/10.1037/stl0000124.
Boysen, Guy A. 2021. “Lessons (Not) Learned: The Troubling Similarities Between Learning Styles and Universal Design for Learning.” Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000280.
Cafferty, Patrick W. 2021. “Adaptation and Facilitation of Small Group Activities in an Online Introductory Biology Class.” CourseSource. https://doi.org/10.24918/cs.20.
CAST. 2018. Universal Design for Learning Guidelines Version 2.2. Accessed Oct 25, 2023. http://udlguidelines.cast.org.
Castelli, Frank R., and Mark A. Sarvary. 2021. “Why Students Do Not Turn on Their Video Cameras During Online Classes and an Equitable and Inclusive Plan to Encourage Them to Do So.” Ecology and Evolution 11 (8): 3565–76. https://doi.org/10.1002/ece3.7123.
Chen, Baiyun, Kathleen Bastedo, and Wendy Howard. 2018. “Exploring Design Elements for Online STEM Courses: Active Learning, Engagement & Assessment Design.” Online Learning 22 (2): 59–75. https://doi.org/10.24059/olj.v22i2.1369.
Conceição, Simone C.O., and Les Howles. (2021) 2023. Designing the Online Learning Experience: Evidence-Based Principles and Strategies. New York: Taylor & Francis.
CourseSource. n.d. CourseSource. QUBESHub. Accessed Oct 25, 2023. https://qubeshub.org/community/groups/coursesource/.
Cumming, Therese M., and Megan C. Rose. 2022. “Exploring Universal Design for Learning as an Accessibility Tool in Higher Education: A Review of the Current Literature.” The Australian Educational Researcher 49 (5): 1025-43.
Darby, Flower, and James M. Lang. 2019. Small Teaching Online: Applying Learning Science in Online Classes. John Wiley & Sons.
Daypuk, Jenna, Michelle G. Eng, Ian Black, Danica Levesque, Jesse Petahtegoose, Mitchell Slobodian, Athena Wallis, Joël Dickinson, and Thomas JS Merritt. 2021. “Online Adaptation to “Gotcha! Which Fly Trap Is the Best? An Introduction to Experimental Data Collection and Analysis.’” CourseSource. https://doi.org/10.24918/cs.2021.7.
Dewsbury, Bryan M., Holly J. Swanson, Serena Moseman-Valtierra, and Joshua Caulkins. 2022. “Inclusive and Active Pedagogies Reduce Academic Outcome Gaps and Improve Long-Term Performance.” PLOS ONE 17 (6). https://doi.org/10.1371/journal.pone.0268620.
Dizney, Laurie, Johanna Varner, Jennifer Duggan, Hayley C. Lanier, Patrice K. Connors, Liesl P. Erb, Elizabeth A. Flaherty, Christopher J. Yahnke, and John D. Hanson. 2021. “Squirreling from Afar: Adapting Squirrel-Net Modules for Remote Teaching and Learning.” CourseSource. https://doi.org/10.24918/cs.2021.2.
Doolittle, Peter, Krista Wojdak, and Amanda Walters. 2023. “Defining Active Learning: A Restricted Systematic Review.” Teaching & Learning Inquiry 11 (September). https://doi.org/10.20343/teachlearninqu.11.25.
Driessen, Emily P., Jennifer K. Knight, Michelle K. Smith, and Cissy J. Ballen. 2020.
“Demystifying the Meaning of Active Learning in Postsecondary Biology Education.” CBE—Life Sciences Education 19 (4). https://doi.org/10.1187/cb3.20-04-0068.
Eddy, Sarah L., and Kelly A. Hogan. 2014. “Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?” CBE—Life Sciences Education 13 (3): 453–68. https://doi.org/10.1187/cbe.14-03-0050.
Freeman, Scott, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okorafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. “Active Learning Increases Student Performance in Science, Engineering, and Mathematics.” PNAS 111 (23): 8410–15. https://doi.org/10.1073/pnas.131903011.
Gahl, Megan K., Allison Gale, Antonia Kaestner, Anda Yoshina, Erin Paglione, and Gal Bergman. 2021. “Perspectives on Facilitating Dynamic Ecology Courses Online Using Active Learning.” Ecology and Evolution 11 (8): 3473–80. https://doi.org/10.1002/ece3.6953.
Garretson Alexis and Lorelei D. Crerar. 2021. “Moths and Frogs and E. Coli, Oh My!: Agent-Based Modeling of Evolutionary Systems.” CourseSource. https://doi.org/10.24918/cs.2021.35.
Garrison, Randy and Terry Anderson. 2003. E-Learning in the 21st Century: A Framework for Research and Practice. Routledge.
Gerhart, Laci M., Christopher C. Jadallah, Sarah S. Angulo, and Gregory C. Ira. 2021. “Teaching an Experiential Field Course via Online Participatory Science Projects: A COVID‐19 Case Study of a UC California Naturalist Course.” Ecology and Evolution 11 (8): 3537–50. https://doi.org/10.1002/ece3.7187.
Giamanco, Kristin A. 2020. “Going Remote: An Online Adaptation to Using a Primary Cell Culture Model to Study the Neural Extracellular Matrix.” CourseSource. https://doi.org/10.24918/cs.2020.44.
Gin, Logan E., Frank A. Guerrero, Sara E. Brownell, and Katelyn M. Cooper. 2021. “COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-enrollment Institutions.” CBE—Life Sciences Education 20 (3). https://doi.org/10.1187/cbe.21-02-0028.
Goller, Carlos C., Graham T. Johnson, and Kaitlyn Casimo. 2022. “Does Organelle Shape Matter?: Exploring Patterns in Cell Shape and Structure with High-Throughput (HT) Imaging.” CourseSource. https://doi.org/10.24918/cs.2022.3.
Gya, Ragnhild, and Anne Elisabeth Bjune. 2021. “Taking Practical Learning in Stem Education Home: Examples from Do‐It‐Yourself Experiments in Plant Biology.” Ecology and Evolution 11 (8): 3481–87. https://doi.org/10.1002/ece3.7207.
Haak, David C., Janneke HilleRisLambers, Emile Pitre, and Scott Freeman. 2011. “Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology.” Science 332 (6034): 1213–16. https://doi.org/10.1126/science.1204820.
Hills, Melissa, Alissa Overend, and Shawn Hildebrandt. 2022. “Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education.” The Canadian Journal for the Scholarship of Teaching and Learning 13 (1). https://doi.org/10.5206/cjsotlrcacea.2022.1.13588.
Huang, Ronghuai, D. Liu, A. Tlili, S. Knyazeva, T. W. Chang, X. Zhang, D. Burgos, M. Jemni, M. Zhang, R. Zhuang, and C. Holotescu. 2020 “Guidance On Open Educational Practices During School Closures: Utilizing OER Under COVID-19 Pandemic in Line with UNESCO OER Recommendation.” Beijing: Smart Learning Institute of Beijing Normal University.
Jaggars, Shanna Smith. 2021. “Introduction to the Special Issue on the COVID-19 Emergency Transition to Remote Learning.” Online Learning Journal 25 (1): 1–8. http://dx.doi.org/10.24059/olj.v25i1.2692.
Kranzfelder, Petra, Jennifer L. Bankers-Fulbright, Marcos E. García-Ojeda, Marin Melloy, Sagal Mohammed, Abdi-Rizak M. Warfa. 2020. “Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies.” BioScience 70 (10): 901–13. https://doi.org/10.1093/biosci/biaa077.
LaRocco, Diana J., and Danielle S. Wilken. 2013. “Universal Design for Learning: University Faculty Stages of Concerns and Levels of Use.” Current Issues in Education 16 (1). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1132.
Lashley, Marcus A., Miguel Acevedo, Sehoya Cotner, and Christopher J. Lortie. 2020. “How the Ecology and Evolution of the COVID‐19 Pandemic Changed Learning.” Ecology and Evolution 10 (22): 12412–417. https://doi.org/10.1002/ece3.6937.
Lee, Kyungmee. 2017. “Rethinking the Accessibility of Online Higher Education: A Historical Review.” The Internet and Higher Education 33: 15–23. https://doi.org/10.1016/j.iheduc.2017.01.001.
Lewin, Justin D., Erin L. Vinson, MacKenzie R. Stetzer, and Michelle K. Smith. 2016. “A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.” CBE—Life Sciences Education 15 (1). https://doi.org/10.1187/cbe.15-10-0224.
Lilly, Julia A., and Robin M. Forbes-Lorman. 2020. “Doctor in the House: Improving Undergraduate Critical Thinking Skills Through Diagnosing Medical Case Studies.” CourseSource. https://doi.org/10.24918/cs.2020.50.
Lombardi, Doug, Thomas F. Shipley, and Astronomy Team, Biology Team, Chemistry Team, Engineering Team, Geography Team, Geoscience Team, and Physics Team. 2021. “The Curious Construct of Active Learning.” Psychological Science in the Public Interest 22 (1): 8–43. https://doi.org/10.1177/1529100620973974.
McDonnell, Lisa M., Keefe Reuther, Andrew Cooper, Christopher Day, and Cindy Gustafson-Brown. 2021. “Converting a Face-To-Face Lab to Online: An Example of Process and Outcomes for a CRISPR-Based Molecular Biology Lab.” CourseSource. https://doi.org/10.24918/cs.2021.22.
Meyer, Anne, David H. Rose, and David Gordon. 2014. Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
Moore, Stephanie, Torrey Trust, Barbara Lockee, Aaron Bond, and Charles Hodges. 2021. “One Year Later… and Counting: Reflections on Emergency Remote Teaching and Online Learning.” Educause Review. Accessed Oct 25, 2023. https://er.educause.edu/articles/2021/11/one-year-later-and-counting-reflections-on-emergency-remote-teaching-and-online-learning.
Murphy, Michael PA. 2021. “Belief Without Evidence? A Policy Research Note on Universal Design for Learning.” Policy Futures in Education 19 (1): 7–12. https://doi.org/10.1177/1478210320940206.
Nguyen, Trang, Camila L.M. Netto, Jon F. Wilkins, Pia Bröker, Elton E. Vargas, Carolyn D. Sealfon, Pipob Puthipiro, Katherine S. Li, Jade E. Bowler, Hailey R. Hinson, Mithil Pujar, and Geneva M. Stein. 2021. “Insights into Students’ Experiences and Perceptions of Remote Learning Methods: From the COVID-19 Pandemic to Best Practice for the Future.” Frontiers in Education 6: 91. https://doi.org/10.3389/feduc.2021.647986.
Ozfidan, Burhan, Hala Ismail, and Orchida Fayez. 2021. “Student Perspectives of Online Teaching and Learning during the COVID-19 Pandemic.” Online Learning 25 (4). https://doi.org/10.24059/olj.v25i4.2523.
Palmer, Meredith S., Charlie Willis, Katherine Barry, Craig Packer, Annika Moe, and Deena Wassenberg. 2020. “Exploring Species Interactions with ‘Snapshot Serengeti.’” CourseSource. https://doi.org/10.24918/cs.2020.49.
Popolizio, Thea R., and Tess L. Killpack. 2021. “A Remote-Learning Framework for Student Research Projects: Using Datasets to Teach Experimental Design, Data Analysis and Science Communication.” CourseSource. https://doi.org/10.24918/cs.2021.27.
Prüβ, Brigit M. 2021. “The Impact of Diet and Antibiotics on the Gut Microbiome: Distance Education Variant.” CourseSource. https://doi.org/10.24918/cs.2021.25.
Procko, Kristen, Jessica K. Bell, Marilee A. Benore, Rachell E. Booth, Victoria Del Gaizo Moore, Daniel R. Dries, Debra J. Martin, Pamela S. Mertz, Erika G. Offerdahl, Marvin A. Payne, Quinn C. Vega, and Joseph J. Provost. 2020. “Moving Biochemistry and Molecular Biology Courses Online in Times of Disruption: Recommended Practices and Resources —A Collaboration with the Faculty Community and ASBMB.” Biochemistry and Molecular Biology Education 48 (5): 421.
Pusey, Tea S., Andrea Presas Valencia, Adrianan Signorini, and Petra Kranzfelder. 2023. “Breakout Rooms, Polling, and Chat, Oh COPUS! The Adaptation of COPUS for Online Synchronous Learning.” Research and Practice in Assessment 18 (1). https://www.rpajournal.com/dev/wp-content/uploads/2023/04/The-Adaptation-of-COPUS-for-Online-Synchronous-Learning-RPA.pdf.
Race, Alexandra I., Maria De Jesus, Roxanne S. Beltran, and Erika S. Zavaleta. 2021. “A Comparative Study Between Outcomes of an In‐person versus Online Introductory Field Course.” Ecology and Evolution 11 (8): 3625–35. https://doi.org/10.1002/ece3.7209.
Rahn, Jennifer J. 2020. “A Remote Introductory Biology Lab Using Backyard Birdwatching to Teach Data Analysis and Communication.” CourseSource. https://doi.org/10.24918/cs.2020.43.
Rao, Kavita. 2021. “Inclusive Instructional Design: Applying UDL to Online Learning.” The Journal of Applied Instructional Design 10 (1): 1–10. https://doi.org/10.51869/101/kr.
Rao, Kavita, Min Wook Ok, Sean J. Smith, Anna S. Evmenova, and Dave Edyburn. 2020. “Validation of the UDL Reporting Criteria with Extant UDL Research.” Remedial and Special Education 41 (4): 219–30. https://doi.org/10.1177/0741932519847755.
Rogers, Sandra A., and Susie L. Gronseth. 2021. “Applying UDL to Online Active Learning.” The Journal of Applied Instructional Design 10 (1). https://doi.org/10.51869/101/srsg.
“Rubrics for Evaluating Open Education Resource (OER) Objects.” Achieve. Accessed January 29, 2024. https://www.achieve.org/files/AchieveOERRubrics.pdf.
Samsa, Leigh Ann, Melissa Eslinger, Adam Kleinschmit, Amanda Solem, and Carlos C. Goller. 2021. “Single Cell Insights Into Cancer Transcriptomes: A Five-Part Single-Cell RNAseq Case Study Lesson.” CourseSource. https://doi.org/10.24918/cs.2021.26.
Santiago-Narvaez, Brendaliz and Laurel G. Habgood. 2021. “Assessing In Vivo Antimicrobial Activity through the Analysis of Galleria Mellonella Kaplan-Meier Plots.” CourseSource. https://doi.org/10.24918/cs.2021.20.
Schreffler, Jillian, Eleazar Vasquez III, Jacquelyn Chini, and Westley James. 2019. “Universal Design for Learning in Postsecondary STEM Education for Students with Disabilities: A Systematic Literature Review.” International Journal of STEM Education 6 (1): 1–10. https://doi.org/10.1186/s40594-019-0161-8.
Senn, Lillian G., Ashley B. Heim, Erin Vinson, and Michelle K. Smith. 2022. “How Do Undergraduate Biology Instructors Engage with the Open Educational Resource Life Cycle?” Frontiers in Education 7. https://doi.org/10.3389/feduc.2022.835764.
Seok, Soonhwa, Boaventura DaCosta, and Russ Hodges. 2018. “A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level.” Open Journal of Social Sciences 6 (5): 171–89. https://doi.org/10.4236/jss.2018.65014.
Shelden, Eric A., Erika G. Offerdahl, and Graham T. Johnson. 2019. “A Virtual Laboratory on Cell Division Using a Publicly-Available Image Database.” CourseSource. https://doi.org/10.24918/cs.2019.15.
Smith, Michelle K., Erin L. Vinson, Jeremy A. Smith, Justin D. Lewin, and MacKenzie R. Stetzer. 2014. “A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions.” CBE—Life Sciences Education 13 (4): 624–35. https://doi.org/10.1187/cbe.14-06-0108.
Stains, Marilyne, Jordan Harshman, Megan K. Barker, Stephanie V. Chasteen, Renee Cole, Sue Ellen DeChenne-Peters, M. Kevin Eagan Jr., et al. 2018. “Anatomy of STEM Teaching in North American Universities.” Science 359 (6383): 1468–70. https://doi.org/10.1126/science.aaap8892.
Stockwell, Sarah R., and Jessica A. Davids. 2021. “Biodiversity Show and Tell: An Accessible Activity to Encourage Students to Explore the Tree Of Life.” CourseSource. https://doi.org/10.24918/cs.2021.8.
Super, Laura, Analise Hofmann, Connie Leung, Mabel Ho, Emma Harrower, Najah Adreak, and Zohreh Rezaie Manesh. 2021. “Fostering Equity, Diversity, and Inclusion in Large, First‐Year Classes: Using Reflective Practice Questions to Promote Universal Design for Learning in Ecology and Evolution Lessons.” Ecology and Evolution 11 (8): 3464–72. https://doi.org/10.1002/ece3.6960.
Theobald, Elli J., Mariah J. Hill, Elisa Tran, Sweta Agrawal, E. Nicole Arroyo, Shawn Behling, Nyasha Chambwe et al. 2020. “Active Learning Narrows Achievement Gaps for Underrepresented Students in Undergraduate Science, Technology, Engineering, and Math.” Proceedings of the National Academy of Sciences 117 (12): 6476–83. https://doi.org/10.1073/pnas.1916903117.
Tinsley, Heather Nicole. 2020. “Online Adaptation of the Cell Engineer/Detective Lesson.” CourseSource. https://doi.org/10.24918/cs.2020.34.
Tobin, Thomas J. and Kirsten T. Behling. 2018. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Morgantown, WV: West Virginia University Press.
Tomej, Kristof. 2022. “Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching During Covid-19.” Teaching & Learning Inquiry 10 (October). https://doi.org/10.20343/teachlearninqu.10.35.
Turpen, Chandra and Noah D. Finkelstein. 2009. “Not All Interactive Engagement is the Same: Variations in Physics Professors’ Implementation of Peer Instruction.” Physical Review Special Topics-Physics Education Research. 5 (020101). https://doi.org/10.1103/PhysRevSTPER.5.020101.
Tsotakos, Nikolaos, Victoria Del Gaizo Moore, Lisa Z. Scheifele, Michael J. Wolyniak, Joseph W. Chihade, Joseph J. Provost, and Jennifer A. Roecklein-Canfield. 2021. “A 360˚ View of COVID-19.” CourseSource. https://doi.org/10.24918/cs.2021.41.
UNESCO. n.d. “Open Educational Resources.” UNESCO. Accessed Oct 25, 2023. https://www.unesco.org/en/open-educational-resources.
Vita, Alexandra A., Emily A. Royse, and Nicholas A. Pullen. 2021. “Problem-Based Learning for Physiology: Synthesizing the Cardiovascular System, Respiration, Macronutrient Metabolism, and Renal Function.” CourseSource. https://doi.org/10.24918/cs.2021.28.
Walsh, Lisa L. 2021. “Developing Decolonial Consciousness in Biology Students through Critical Reflection Assignments.” CourseSource. https://doi.org/10.24918/cs.2021.37.
Wilton, Mike, Eduardo Gonzalez-Niño, Peter McPartlan, Zach Terner, Rolf E. Christoffersen, and Joel H. Rothman. 2019. “Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.” CBE—Life Sciences Education 18 (4). https://doi.org/10.1187/cbe.21-02-0039.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Krista Wojdak, Michelle K. Smith, Hayley Orndorf, Marie Louise Ramirez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
