Affiliation: BioQUEST Curriculum Consortium

Talk Title: Looking through an “open” lens to imagine the future of biology education

Abstract: What does open mean to you in your professional life? When a community of scholars shares a set of commitments, aspirations, and practices around making their work as transparent and accessible as possible we might say that they have adopted an open ethos. Awareness and adoption of open practices are influencing the ways that we approach both scientific research and science education. Within science education the discussion of openness is shifting from a focus on low-cost textbooks toward the exploration of open pedagogies. Within scientific research the discussion of openness is shifting from a focus on access to research results toward increased transparency about research processes broadly. Leveraging these shifts toward openness across research and education has the potential to generate a diverse set of mutually beneficial interactions. Exploring these intersections can help us design rich and authentic learning experiences rooted in, and contributing to, scientific ways of knowing. This presentation will make the argument that a focus on the intersection of open science and open education provides an important opportunity to accelerate innovation and break down barriers to participation across both disciplines. Strategies for addressing key social and technical barriers to adapting, implementing, and disseminating open practices will also be addressed.

To learn more about Sam and their work, click here.

Affiliation: Texas A&M University-San Antonio

Talk Title: Doing more with less

Abstract: Recent challenges have put even more strain and pressure on instructors to continue meeting the needs of our students where they are. This talk will focus on ways that we can do more with less to meet our learning outcomes and support student success while embedding research and other high-impact practices that don’t cost the earth, both literally and figuratively.

To learn more about Davida and their work, click here.

Affiliation: University of New Hampshire

Talk Title: Building Quantitative Skills in Biology Students: Adding Student Motivation to the Equation

Abstract: Quantitative skills are an essential core competency for undergraduate life science students. To succeed as scientists in today’s data-rich world, students need to learn how to interpret and construct graphs, apply statistical analyses to data, and understand how to use and interpret mathematical models of biological phenomena. However, learning these skills can be challenging for students, as it requires them to engage with quantitative problems and persist through difficulties. Theory posits that student effort and persistence on a task depends on their perception of the task’s value and their confidence in their abilities to successfully complete it. So how can we help life science students see the value of quantitative skills and build their confidence in these skills? In this talk, I will focus on how we can foster student motivation for quantitative tasks, discussing research on how teaching practices impact student values and self-beliefs that contribute to motivation. Ultimately, the goal of this research is to provide instructors with evidence-based pedagogical approaches to teaching quantitative skills in order to equip life science majors with the skills they need to be successful in their careers.

Facilitator: Melissa Aikens, University of New Hampshire & Elli Theobald, University of Washington

Description:  Do you have an education problem or question that you’d like to investigate but aren’t quite sure how to get started? This workshop will introduce you to the basics of education research and prepare you to conduct your own inquiry into student learning. We’ll explore different forms of education research before diving into the nuts and bolts of study design. During the workshop, participants will formulate an education question to investigate, create a plan for data collection, and identify appropriate quantitative or qualitative methods that can be used to analyze the data. Small group discussions will be utilized to provide feedback on study designs. Participants will leave this workshop with an understanding of the important elements of an education research project and a plan to guide the implementation of their own investigative study.

Facilitator: Ashley Juavinett, UC San Diego

Description: In this interactive workshop, participants will be introduced to multiple ways of integrating programming into their courses, from teaching Python fundamentals to analyzing cutting-edge datasets. After briefly motivating programming education in biology and neuroscience, I’ll provide an overview of Python fundamentals and cover low effort, minimal overhead tools to introduce programming practice to students. Then, we’ll focus on programmatically interacting with Allen Institute data. Finally, we’ll explore ways to teach more advanced topics using project-based learning with publicly-available datasets. Along the way, participants will grow in their knowledge of Python, programming tools, and the benefits of these skills for their students. Participants do not need any coding background to benefit from this workshop.

Learn more about Ashley and their work by clicking here.

Facilitator: Karen Cangialosi, RIOS Institute

Description: We will explore the powerful opportunities that intersections of Open Pedagogy and critically evaluated Open Science can bring to the transformation of science pedagogy. Open Pedagogy contextualizes learning in a larger world outside of the classroom. It empowers students to leverage open licenses in order to contribute to the knowledge commons (instead of just being consumers of knowledge), engage in dialogue with the wider public, and take greater ownership of how and what they learn. Prioritizing connection and community over methodology and content, students in open pedagogy classrooms can use a critical lens in their use of digital tools for discovery, creativity and analysis. Open Pedagogy also means trusting students and supporting especially the most marginalized to find and raise their voices. It includes facilitating learning around responsible digital citizenship, and it can mean empowering students to be the change agents that they would like to be in the world. Open educators can address the question: How can my role as a teacher or professional in higher education have a greater impact in contributing to a healthy and sustainable future? In this workshop, we will consider ways that open pedagogy can support students to direct their scientific knowledge towards efforts that directly and equitably serve local, regional and global communities. Participants will work on developing assignments or drafting outlines for courses that integrate: 1) student agency and open pedagogy (students as visionaries and creators of OER), 2) open science education (teaching students how and why to do all stages of science openly), 3) critical analysis of open science (addressing inequities in scientific research practice, publication, and recognition), and 4) other calls for science education reform (such as decolonizing science education and alternative grading practices.

Learn more about Karen and their work by clicking here.

Facilitator: Michelle Tong, Macalester College

Description: Course-based undergraduate research experiences (CUREs) allow students to explore novel research questions within the context of a class. CUREs are most effective when students experience the complete research process, from hypothesis development to disseminating their findings. However, educators face the challenge of allocating limited time across all the steps, often having to compromise on the most time-intensive aspects: data collection, data interpretation, and communication skills. While open science data and tools can help reduce the time devoted to data collection, I believe they can also be leveraged to teach methods in a way that allows more class time to be devoted to data collection.

In this workshop, I describe a CURE I developed for my upper-level cellular and molecular neuroscience lab, where student teams test their own hypotheses about the extracellular matrix in mouse brain tissue using immunohistochemistry (IHC) and confocal microscopy. We’ll then use this as a jumping off point for an interactive workshop where attendees can adapt open science data and tools to help you balance time in your lab courses to meet your priorities.

Affiliation: Chapman University

Talk Title: Seeing Ourselves as Scientists: A Student Testimonial on Open-Access Neuroscience Research

Abstract: One of the biggest challenges of in-class neuroscience research is the limited tools and resources available to undergraduate students. Open-access scientific databases help bridge this gap by providing opportunities for students to engage in meaningful, real-world research. In this presentation, I’ll share a student testimonial from a neuroscience course where undergraduates used the Allen Brain Atlas: CZ CELLxGENE database to investigate the role of microglial gene expression in neurodegenerative diseases. Our introduction to open science resources began with the Allen Institute’s “Cell Types—Transcriptomics, Morphology, and Electrophysiology” and “Brain Donation and Bioethics” educational materials. Building on this foundation, we collaborated to generate a research question, collect and analyze data, and produce a conference-style research poster of our findings. Our analysis revealed significant disparities in microglial gene expression, with Alzheimer’s Disease (AD) exhibiting pronounced inflammatory activity through genes such as SPP1, APOE, C1QA, C1QB, and C1QC. The discovery of increased expression of ARHGAP24 in Parkinson’s Disease (PD) and Lewy Body Dementia (LBD) introduced us to the genetic overlap between neurodegenerative conditions. Beyond teaching students about neurodegenerative disease, this experience demonstrates the power of student-directed research within coursework. Through the CZ CELLxGENE, students could independently identify patterns consistent with published research, gain practical data analysis experience using the database, and experience in experimental design. Most importantly, we saw ourselves as scientists—capable of asking important questions and contributing to real-world research. In discussing this experience, I highlight the value of open science in undergraduate education, showing how open-source resources can enhance classroom-based scientific inquiry by breaking barriers to engagement with science. By hearing directly from students about their experiences, I hope to inspire educators to refine course-based research experiences to include open-source tools and encourage student-led research projects that inspire the next generation of neuroscientists. 

Affiliation: Texas Tech University

Talk Title: Measuring Conceptual Understanding in Community College Biology Students using Vision and Change

Abstract: The Vision and Change in Undergraduate Biology Education report establishes the importance of conceptual understanding in college biology programs. While student conceptual understanding is well studied in four-year contexts, there are minimal studies in community college contexts. Community colleges are unique: 38% of US college students are enrolled in them, many of whom identify as historically underrepresented in STEM. To better understand community college biology students’ learning, we measured their understanding of the Vision and Change core concepts using the General Biology–Measuring Achievement and Progression in Science (GenBio-MAPS) assessment. By analyzing data from over 600 students attending nine different community colleges, we asked: 1) How do community college biology students perform across the five Vision and Change core concepts? and 2) Do institutional-, course-, and student-level variables contribute to variation in community college biology students’ conceptual understanding? We found that students scored significantly higher on Systems items and struggled the most with items about Information Flow. While minimal variance is explained by demographic factors, we found that students with dominant racial and gender identities or life science majors scored significantly higher than those who did not identify similarly. Based on our results, we recommend areas for further research into community college biology students’ conceptual understanding and implications for teaching practices that support their academic success. 

Affiliation: Allen Institute, University of Washington

Talk Title: From Textbooks to Open Data: Positioning Biology in a Social Context

Abstract: A key tenet of Ladson-Billings’ (1995; 2014) theory of culturally relevant pedagogy is the development of students’ sociopolitical consciousness, whereby students feel empowered and encouraged to evaluate and solve real-world problems. The development of this sociopolitical consciousness amongst biology students has been referred to in the literature in a variety of ways, including “humanizing biology,” “embedding science and society concepts,” and “positioning biology in a social context.” Despite the fact that science and society is listed as a core competency in Vision & Change (AAAS, 2011), instructors report that of all of the core competencies, science and society is the least likely to be taught and/or assessed in their courses (Clemmons, et al., 2021). In an attempt to further measure the prevalence of science and society content in undergraduate biology education, we characterized and quantified the extent to which six prominent introductory biology US-based textbooks included humanizing content. We found that in general, the inclusion of humanizing content in introductory biology textbooks is rare: of the 9,670 pages of textbooks that we analyzed, we found 1,352 humanizing passages, but the vast majority of these were discussed in a single sentence (23%) or multiple sentences (61%), rarely multiple paragraphs (13%) or entire sections (2%). Similarly, of the 9,262 questions in the books (e.g., in section or chapter summaries), only 2.5% of them were coded as humanizing (Meuler et al., 2023). The absence of science and society content from introductory textbooks suggests that instructors may need to turn to other resources in order to address this vital core competency. Preliminary work (Meuler & Casimo, 2024) suggests that open datasets may serve as one valuable tool for educators to embed science and society topics into their courses. 

Affiliation: Edmonds College

Talk Title: Beyond the Classroom: Fostering Inclusivity in STEM through External Validation Experiences in Community College CURE Programs

Abstract: The CURE model for undergraduate research experiences (URE) has successfully introduced community college students to URE experiences early in their academic career, before transfer or graduation. But for all its success, it remains a classroom-based intervention and is limited in the extent to which it can truly model an authentic research environment, one in which students must present their work in public and have their work evaluated and validated by persons outside their immediate community. We posit that this external validation is an integral part of the research experience, one that plays a key role in factors known to support student persistence in STEM, including science self-efficacy, identity, and sense of belonging. We explore this hypothesis by introducing modifications to the standard CURE model at our college that add an external validation component. While we continue to offer traditional classroom-based research experiences, we supplement these experiences by providing students with validating opportunities that recognize and document the skills they are gaining through their CURE experience. Specifically, we explore whether the opportunity to (1) earn a badge or microcredential for skills associated with URE, (2) present at a research symposium, or collaborate with experts outside of the classroom via (3) service-learning or (4) partnerships with external researchers, leads to improved science self-efficacy, science identity, sense of belonging, perceived value of science, and completion/persistence. Our objective is to make these CURE experiences more broadly inclusive and to increase their perceived and actual intrinsic value

Affiliation: University of Washington

Talk Title: TrEnCh-Ed: Interactive, open science modules for exploring biological responses to climate change

Abstract: I will introduce TrEnCh-Ed interactive data visualizations and associated online educational modules for students to explore biological responses to climate change (https://trench-ed.trenchproject.com/). TrEnCh-Ed is the educational branch of The TrEnCh project, which builds open science computational and visualization tools to Translate Environmental Change into organismal responses. TrEnCh-Ed offers interactive RShiny apps to allow students to form hypotheses about biological responses to climate change and test them using data. Each case study includes the background students need to understand the data and interactive tours to introduce the interactive graphs. Scientist profiles introduce some scientists who collected the data and their varied pathways into science. Worksheets provide background and questions designed to promote inquiry-based learning. Each work sheet and a teacher guide highlight the alignment of the activities with AAAS Vision and Change in Undergraduate Biology Education and the BioCore framework. The visualizations start with organismal level responses to climate change and proceed to population level responses. Topics include metabolic impacts of climate change, energy budgets, and shifts in morphology, phenology, and distribution. An introductory module helps students develop graph interpretation skills. TrEnCh-Ed aims to empower students to develop the data interpretation and critical thinking skills needed for society to understand and respond to the global challenge posed by climate change.

Affiliation: Macalester College

Talk Title: Greater than the sum of its parts: building a cohesive course-based undergraduate research experience from multiple open science resources

Abstract: Course-based undergraduate research experiences (CUREs) allow students to explore novel research questions within the context of a class. CUREs are most effective when students experience the complete research process, from hypothesis development to disseminating their findings. However, educators face the challenge of allocating limited time across all the steps, often having to compromise on the most time-intensive aspects: data collection, data interpretation, and communication skills. While open science data and tools can help reduce the time devoted to data collection, I believe they can also be leveraged to teach methods in a way that allows more class time to be devoted to data collection.

In this talk, I describe a CURE I developed for my upper-level cellular and molecular neuroscience lab, where student teams test their own hypotheses about the extracellular matrix in mouse brain tissue using immunohistochemistry (IHC) and confocal microscopy. I will explain how I integrate the Allen Mouse Brain Connectivity Atlas and Reference Atlas throughout the semester to teach students about mouse brain anatomy, guiding their hypothesis generation, cryosectioning, and confocal imaging. Additionally, I will discuss how I use a previously published set of IHC images of zebra finch brains to teach data analysis using FIJI. Finally, I will demonstrate how I incorporate all of these elements into an easy-to-use lab manual created with the free-education plan of Notion.

By adapting open science data and tools to teach research techniques—as well as content—educators can allocate more lab time to data collection, interpretation, and science communication. This approach leads to more effective course-based research experiences for students.

Affiliation: North Carolina State University

Talk Title: Assembling Knowledge of Metagenome Assembled Genomes (MAGs) through Annotation and KBase

Abstract: DNA from microbial communities can be sequenced and assembled to learn about the microbes potentially present in unique environments. Powerful computational tools, along with more accessible sequencing technologies, have made metagenome-assembled genome (MAG) analysis possible in course-based settings. However, the computational methods and assumptions surrounding MAGs and their use for understanding the microbes in biomes are often complex and intimidating to new users. The BIT 477/577 Metagenomics course enrolls undergraduate and graduate students in a half-semester lab experience. We hypothesized that collaborative annotation of specific bioinformatics research articles paired with student application of tools using guided case studies with the powerful KBase bioinformatics portal would improve learning key MAG concepts. Pre- and post-quizzes and student confidence with bioinformatics tools were used to assess students, and annotations were quantified and analyzed qualitatively. Data has been collected over several semesters using consistent assessments, reading assignments, and KBase narratives. Gains were found for specific MAG analysis concepts and data interpretation. However, misconceptions continue, and confidence in bioinformatics approaches varies. Additional exploration of qualitative data may suggest concepts to reinforce and resources to support learners. Combining KBase, social annotation, guided case studies, and assessments successfully promotes student understanding of MAGs and the assumptions associated with their creation and use.

Affiliation: Seattle Pacific University

Talk Title: Tools for Calculating MHC Binding Interactions in the Classroom: Applications to Viral Cross-Reactivity and Diabetes Risk Research

Abstract: Undergraduates in biochemistry and immunology classes analyzed the structure and function of MHC molecule binding, first to peptides and then to receptors, answering new immunological questions using publicly available tools, genomes, and structures: The first project predicted MHC-peptide binding, asking what level of sequence homology is shared among published coronavirus genomes, particularly in antigenic regions. In Spring 2020, Biochemistry III students compared predicted T-cell epitopes from SARS-CoV2 to epitopes from the four alpha- and beta-coronaviruses that cause some common colds by analyzing output from the Immune Epitope Data Bank (IEDB) for sequence similarity. For CD8+ epitopes, about 1/3 of the total presented peptides were similar enough to predict some cross-reactivity, which predicts that exposure to some common cold viruses may afford a small amount of T-cell protection against COVID-19.

The second project predicted MHC-receptor binding, asking whether a Type 1 Diabetes (T1D) progression risk observed to associate with particular KIR-MHC Class I combinations had a structural correlate. In Spring 2025, Immunology students used the published PDB template 4N8V to build homology models of particular KIR-MHC combinations using Swiss-MODEL and PyMol, then calculated the energy of the atomic interactions using PPCheck. KIR-MHC combinations most associated with disease risk (both activating and inhibitory) had above-average scores for both electrostatic (charged) and van der Waals (close contact) interactions. Therefore, the biophysical strength of particular KIR-MHC interactions may enhance immune signaling and influence T1D progression in multiple directions. We identified new KIR-MHC pairs predicted to interact strongly that may affect progression of this or other diseases.

In both of these cases, students used computers in the classroom to predict answers to important questions that bridge structural biochemistry and immunology, engaging them in the process of scientific discovery.

Affiliation: Allen Institute

Talk Title: Teaching with Allen Institute open science: Practical support for undergraduate educators

Abstract: TBA

Affiliation: Rochester Institute of Technology

Talk Title: Student Engagement with Computational Activity Evidences Biological and Computational Sensemaking

Abstract: Computational skills are essential tools for complex problem solving in STEM and will likely drive the next evolution of biological education. Though some computational biology courses and short activities have been published, they are not widely implemented. It is unclear whether the students who participate in these courses and activities develop an understanding of using computers to problem solve. To approach this problem, our work aims to answer the question: How do students evidence their biological and computational sensemaking using a custom computational activity? We created “Exploring Polygenic Inheritance with Computers” (EPIC), a computational activity that introduces python to upper-level genetics students. To answer our research question, we collected student artifacts from 24 groups within a genetics course and analyzed these artifacts using an adapted blended sensemaking framework. We interpreted the blended sensemaking framework put forth by Zhao and Schuchardt for mathematical (Procedural, Structural, Relational and Conceptual) and scientific (Labelled, Descriptive, Patterned, and Mechanistic) sensemaking axes as steps in a series and mapped the steps into computational and biological sensemaking respectively. By using our adapted sensemaking framework to analyze questions asked within EPIC, we investigated the variation in students’ responses to each question. We found that some questions only elicit variation along one sensemaking axis. We found that other questions promoted variable sensemaking along both axes. For instance, when asked to create an interpret a “genome” in EPIC, student answers ranged from labelling alleles, explaining the context of each allele’s lineage, and/or describing the syntax of how to write the genome. By qualifying student exploration of computation in a systematic way, this research shows that classroom activities such as EPIC can elicit evidence of computational thinking as well as biological and computational sensemaking.

Affiliation: CatalystNeuro

Talk Title: Open Neurophysiology Data for Education

Abstract: The Neurodata Without Borders (NWB) format and the DANDI Archive offer significant potential for advancing undergraduate neuroscience education through accessible, standardized datasets. This presentation explores how these open science resources could be leveraged to enhance student engagement with authentic neuroscience data. The DANDI Archive hosts a rich collection of NWB-formatted datasets spanning diverse neurophysiology techniques including extracellular and intracellular electrophysiology, functional microscopy, and fiber photometry. These include several landmark datasets: grid cell recordings from the Nobel Prize-winning Moser Lab, the International Brain Lab’s Brain-Wide Map, the massive MICrONS connectomics dataset, and many more. These datasets feature various stimulus types (visual, auditory, olfactory, and tactile) and behavioral paradigms (maze navigation, memory tasks, decision-making, and more), all freely and easily accessible to educators and students. We will introduce several developing educational tools including NWB4EDU, a curriculum designed specifically for teaching undergraduates data analysis using these real neuroscience datasets; the OpenScope DataBooks, which provide guided explorations of large-scale datasets collected through the Allen Institute’s OpenScope program; and interactive Jupyter notebooks that introduce students to neurophysiology data analysis workflows. By incorporating these standardized datasets and accompanying educational materials, undergraduates could engage with authentic research questions while developing data science skills applicable across multiple domains. This presentation aims to initiate collaborations with educators to develop implementation strategies across different institutional contexts, creating a framework that prepares students for modern neuroscience research where data standardization, reproducibility, and collaborative analysis are increasingly essential. 

Affiliation: Western Washington University

Talk Title: Engaging student with interactive computing textbooks: An experience report

Abstract: Interactive computing textbooks offer promising opportunities to enhance student engagement, a key factor in effective learning within computing education. While prior work has explored digital textbooks and interactive visualizations, there remains limited research on how to leverage these tools effectively in real-world classroom settings. This talk presents an experience report on the integration and use of interactive textbooks in computing courses. Our analysis reveals that students’ active engagement, such as modifying, adding, and executing code, as well as interacting with visualizations, is a significantly stronger predictor of academic performance than traditional reading behaviors. These findings deepen our understanding of student interaction patterns and offer practical insights into the effective deployment of interactive textbooks in computing education. 

Affiliation: Shoreline Community College

Talk Title: Open Science Deserves Open Exams: How Exam Preview Methods can Work in Your Classroom

Abstract: Open data reforms have the potential to create inspiring, authentic scientific experiences within undergraduate coursework. Will those ambitious teaching methods be followed by summative assessment experiences that match, or will most college exams continue to prioritize factual recall in a surprise-based environment over authentic problem-solving? The Allen OSiUES is a unique opportunity for forward-thinking STEM educators to engage with strategies for exam design that do justice to their students’ experiences.  

Evidence-based methods that scaffold learning with partial exam material are an excellent fit for instructors using open science teaching. Collectively described as ‘exam preview methods’, these styles of exams allow instructors to efficiently adjust their exams in order to bring students into the process of their own assessment. Exam questions using a ‘preview’ style can present deeper material such as open-source data, and more complicated data-based scenarios without giving away the answers. Two specific methods are a) Test Question Templates, which help students to ignore surface details and instead to conceptualize the underlying concepts, and b) Public Exams, which incentivize student engagement more actively.  

We will present findings from ongoing NSF-funded controlled experiments in which exam preview and traditional exams are being utilized by the same instructors with diverse populations of students. The results of content testing, individual interviews and focus groups will be discussed. Examples of these methods using open data from the Allen center will be used to clarify how they can be applied. Our goal is to provide outcomes and practical implementation ideas such that a college instructor using open science in their classroom can decide if exam preview methods might be a good fit for their goals and for their students. 

Affiliation: University of Washington

Talk Title: Toward Causal Inferences in Discipline-Based Education Research (DBER): Using Regression Discontinuity (RD) Design to Understand the Effect of Classroom Interventions

Abstract: This paper overviews a quasi-experimental approach, the Regression Discontinuity (RD) design, as a viable tool to estimate the effects of classroom interventions in discipline-based education research (DBER). Classroom interventions have been widely used in undergraduate science, technology, engineering, and mathematics (STEM) instruction to improve student outcomes and promote educational equity. Yet two common approaches to access the impacts of these interventions on student outcomes, randomized control trials and covariate adjustment models, may not be an optimal choice when (1) it’s not feasible or ethical to conduct randomized experiments, and (2) the instructor does not acquire sufficient student background characteristics to account for non-random assignments of students to the intervention. Fortunately, the RD designs exploit a pre-determined intervention threshold and, under testable assumptions, can estimate the impact of an intervention by comparing students who narrowly qualified for the intervention to students who narrowly did not. Utilizing an extended example data from a real-world classroom intervention, we demonstrate why and how to perform Regression Discontinuity analysis with classroom intervention data. We also provide step-by-step R Markdown (https://github.com/TheobaldLab/RegressionDiscontinuity.git) to encourage the implementation of the RD design in DBER.

Affiliation: University of Washington

Talk Title: Visualizing Inequities: A Step Toward Equitable Student Outcomes

Abstract: Opportunity gaps in STEM courses contribute to the underrepresentation of low-income,
first-generation, gender minoritized, Black, Latine, and Indigenous students, and to academic outcome disparities between these students and their majoritized peers. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes. However, these data can be hard to access, process, and visualize in ways that make patterns of inequities clear. To address this need, we developed an R-Shiny application that allows authenticated users to visualize inequities in student performance. An explorable example can be found here: https://theobaldlab.shinyapps.io/visualizinginequities/. The explorable version of the app includes built-in example data that demonstrates how individual instructors, groups of instructors, and institutions might use the tool for guided self-reflection. In our accompanying paper, we also describe how users can adapt the code to accommodate data retrieved from local sources. All of the code is freely available here:
https://github.com/TheobaldLab/VisualizingInequities. We hope faculty, administrators, and higher-education policymakers will make visible the opportunity gaps in college courses, with the explicit goal of creating transformative, equitable education through self-reflection, group discussion, and structured support.