Teaching and Learning blog

Nestled within Mastering Microbiology, Pearson Interactive Labs for Microbiology, or PILM, is an online suite of microbiology laboratory simulations designed to give students a complete, immersive virtual lab experience. Designed by faculty, like me, who primarily teach Microbiology to allied health students, we sought to transform the way students learn microbiology lab techniques and concepts by providing: 

• A comprehensive, student-focused design 

• An engaging, active learning platform 

• Adaptive and accessible exercises 

The resulting learning platform engages students with clinically relevant case studies, interactive content, and adaptive learning pathways, guiding them through comprehensive laboratory modules with feedback and critical thinking questions.  

Development: How PILM came to be 

Accuracy, scope of learning, and student appeal were essential in the design and function of PILM. The simulations underwent an iterative process to accurately capture laboratory concepts and techniques. As one of the initial authors, my design and development approach helped lay the foundation for additional simulations.  

1. I identified key learning objectives as well as misconceptions, learning gaps, and experimental errors that I most commonly see in my in-person microbiology laboratory courses. The clinical hook was developed early during the design process as it was interwoven throughout the experiment and post-lab analysis sections of the simulation.  
2. Working closely with a developmental editor, I created an initial draft that was reviewed internally and then sent to an editorial review board consisting of instructors from various colleges that represent both Pearson and non-Pearson users. These instructors provided feedback, focusing primarily on content fidelity.  
3. After additional rounds of editing (both in-house and through our review board), I then collaborated with our design and production teams. I worked with the animation team to ensure authentic action during the simulation, the arthouse to ensure that our visual elements are pertinent and accurate, and visual designers who helped to provide visually engaging screens.  
4. I integrated student feedback on the visual appeal and usability of the initial builds.  
5. The lab was revised until I achieved a realistic, student-centered laboratory experience.  

Unlike other laboratory simulations that focus on a single technique or concept, PILM embraces a multi-faceted approach, recognizing that microbiological techniques are interconnected and must be used together for experimental success. For example, in the Endospore Stain module, students perform a smear preparation from a solid culture. The smear preparation technique requires a thorough knowledge of aseptic techniques, including culture transfer. During this process, students are asked about the significance of heat-fixation, a concept covered in the Smear Preparation and Simple Staining module. While the primary focus of the Endospore Stain module is endospore staining, students must still remember how to correctly prepare a smear and understand why each step is critical, reinforcing the interconnectedness of important concepts and techniques. Thus, students receive a comprehensive learning experience, comparable to the interconnectedness of an in-person lab. 

Active learning combined with career relevance 

When I abruptly transitioned to online-only instruction due to pandemic lockdowns, I scrambled to find virtual laboratory simulations that could replace in-class laboratory exercises. The selection was limited and consisted of “cookbook” laboratory modules, where the student is given step-by-step instruction on how to complete the lab but does not have the ability to make mistakes or pause for reflection. While most students could follow these recipes to perform various microbiological tasks, few could discuss the relevance of the learned techniques or critically analyze various result outcomes. Thus, my goal with PILM was to design an active learning platform where students had to critically think through the scientific process, rather than mindlessly click through the simulation.  

Learning science research studies have demonstrated the significance of introducing clinically relevant case studies before teaching laboratory skills and techniques. Case study-based labs allow students to see the relevance of their learned techniques while encouraging higher-order thought by incorporating critical thinking. Each laboratory module begins with a clinical hook to boost interest and engagement, offering career-based instruction.  

Many of my microbiology students, particularly non-traditional undergraduates with multiple responsibilities, often cite limited study time as a barrier to learning. Active learning exercises help these students quickly grasp and master critical concepts. In the PILM platform, students actively learn by performing experiments, identifying common misconceptions, drawing conclusions from data, and answering critical thinking questions. During the Experiment section within the simulations, students encounter speed bumps, or pauses, where they reflect on newly learned skills, fostering a scientific mindset. This approach makes PILM an engaging, career-relevant, and efficient tool for mastering essential laboratory techniques. 

A versatile tool for the evolving STEM classroom 

The shift from physical classrooms to virtual learning environments has raised questions among educators about the feasibility of effectively teaching laboratory skills online. PILM addresses these concerns by offering a STEM learning solution that delivers technique-based laboratory instruction through an online platform. Using realistic animation and adaptive learning pathways, students can make and learn from mistakes in a way that is both efficient and engaging. When students make experimental errors within PILM, they receive immediate feedback for just-in-time remediation or delayed feedback at key steps, allowing them to visualize the consequences of their errors. I designed these critical feedback and reflective opportunities at moments where I have seen my students make mistakes in lab. For example, when teaching a Gram stain lab, I have seen students make mistakes during both smear preparation as well as the decolorization step. During the Gram stain simulation, students are given immediate feedback if they improperly heat-fix their specimen to the slide. Decolorization errors provide delayed feedback, as students follow distinct results outcome pathways based on the extent of decolorization and must use critical thinking skills to determine the cause of the unexpected result. I believe that critically evaluating an improperly stained specimen is just as important as completing the staining process correctly. This experiential learning approach ensures a comprehensive and authentic understanding of microbiology labs while addressing technical challenges that may arise during experimentation. 

As a supplemental tool for face-to-face and hybrid learning modalities, PILM’s virtual labs can:  

• be assigned before or after in-person labs to reinforce key course objectives, enabling students to preview techniques and grasp their clinical relevance, 

• offer students a unique opportunity to learn techniques that may not be feasible in an in-person setting due to safety, budgetary, or time constraints, 

• allow students to work with clinical samples typically off-limits in undergraduate labs, gaining the chance to perform career-relevant work.  

This adaptability makes PILM a versatile tool for both the evolving STEM classroom and the digital-age learner. 

Ready to incorporate PILM into your laboratory science curricula? Preview our amazing suite of innovative labs! 

Located in the heart of downtown Indianapolis, Indiana University – Purdue University Indianapolis (IUPUI) is a vibrant higher learning institution, enrolling a diverse student body that includes more than 16,000 undergraduates.

At IUPUI, Math faculty have long trusted and adopted MyLab Math from Pearson, a dynamic platform that’s driving improved performance and high satisfaction for students and faculty alike. It’s described as an integral part of the math curriculum, purpose-built to effectively adapt to individual students and their unique learning needs.

The adoption and success of MyLab Math at IUPUI goes hand in hand with Pearson’s commitment to going above and beyond as a dedicated partner every step of the way.

Amy Pope is an award-winning senior lecturer in physics and astronomy at Clemson University. A Clemson alumna herself, Amy has her bachelor’s, master’s, and doctoral degrees in physics, and has devoted the last 22 years to teaching physics at her alma mater.

Clemson has “a large focus on teaching and making sure that students have the number one engagement experience in their classes,” Amy explains. Which is part of what makes Clemson stand out, in addition to being a “fun, close-knit community.”

Amy shares Clemson’s commitment to delivering engaging learning experiences, while also making learning affordable. As Amy describes it, “excessive cost is certainly a barrier to student success.” With that in mind, it’s a priority for Amy to use an affordable, effective learning platform, tied to a physics textbook she can trust.

What course(s) do/did you teach?

Greg: General Biology – Majors; General Biology – Nonmajors; Genetics; Developmental Biology; Microbiology

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Greg: Helping students who struggle to understand biology. Additionally, increasing course structure.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

Greg: The importance of focusing on clearly articulated learning objectives.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

Greg: Creating a course structure that encourages understanding biology for most students.

What are you most proud of in your career?

Greg: Hearing from students who have gone on to careers in biology, medicine, and related fields who have told me of the importance of courses I’ve taught.

In your opinion, what is higher education going to look like in the next two to three years?

Greg: Generative AI is likely to be transformative in positive and negative ways that are difficult to predict precisely.

The 8th Edition of Biological Science is being released this year. What excites you the most about this revision?

Greg: The suite of new features, particularly “Biology in Numbers,” coupled with the solid core of a text that illustrates what we know about biology and how that knowledge was gained.

What course(s) do/did you teach and where?

Kim: I designed, coordinate, and teach Biology 202: Introduction to Biology: Evolution and Ecology at Salisbury University in Maryland.

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Kim: Some students are thriving in college but others are struggling in diverse ways: mental health challenges such as depression, social anxiety, and climate anxiety; social injustice; financial insecurity and food insecurity; working long hours at jobs; navigating college as first-generation students and transfer students; neurodiversity challenges, and so on, some experiencing a high level of intersectionality of marginalized identities.

To address these challenges I employ many evidence-based inclusive practices in the structure and culture of my course to promote a sense of empathy and community. I try to center diversity (in its many dimensions) and equity in our educational mission to help students to feel a sense of belonging, support, agency, and clarity-of-mission in our learning space. I also try to get to know the students well enough (fortunate with small class sizes) to help connect them to appropriate supports.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

Kim: The affective domain (feelings, attitudes, emotions) is so important to student success, equity, and retention in STEM.

In my classroom and in Biological Science, we weave together attention to the affective, metacognitive, and cognitive domains. For example:

• The Insider Tip Videos of peer learners and Making Models exercises and videos provide tips on tough science concepts and skills while encouraging growth mindset, value, interest, and self-efficacy.
• Formative and summative assessment questions applying concepts and skills to societal challenges and solutions, including End-of-Chapter Case Studies and Human Angle questions (with photos showing diverse scientists at work in career contexts) promote interest, value, science identity, and self-efficacy.
• Reflect questions and supporting BioSkills promote value and self-efficacy in practicing metacognitive skills.
• Biology in Numbers problems and videos promote interest in math and growth mindset.

In essence, it helps to support the students holistically, as thinking, feeling humans.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

Kim: Since teaching and learning requires a systems-thinking approach, it is difficult to mention just one best practice without connecting it to others in synergy.

One structural best practice that I recommend is a transparent and genuine focus on learning outcomes (focusing on both concepts and skills), transparent alignment of assessment to each outcome, and transparent alignment of homework and classwork to the outcomes.

This inclusive approach keeps instructors and classwork on task, removes guesswork from the course experience for students, and thus helps students genuinely focus on their learning, especially when multiple attempts and demonstrating achievement of outcomes are built into the learning system.

What are you most proud of in your career? 

Kim: In terms of my classroom teaching, in the last four years I have had a leadership opportunity to rebuild the introductory biology curriculum for majors at Salisbury University from the ground up. This has been a career capstone opportunity/challenge where I could synthesize 20 years of personal experience and best practices from the science education and social justice communities.

My team employed a backwards designed, flipped course organization with high structure. We centered the curriculum on:

• The Vision and Change (AAAS, 2011) core concepts and competencies,
• Standards-based grading with transparent and centered learning outcomes and multiple attempts to demonstrate mastery of learning outcomes on case-based exams focused on health and environmental sustainability,
• Team-based active learning,
• A course-based undergraduate research experience (SUPP),
• Inclusion of counter-stereotypical scientist role models and science-allied career options,
• Metacognition, value-affirmation, and growth mindset training,
• A biophilic method of supporting engagement, mental health, sustainability, and social justice,
• And a number of built-in methods of collecting evidence of efficacy.

While we continue to use evidence to improve the courses every semester, the transformation has been invigorating because students are engaged in an active community of learning.

In your opinion, what is higher education going to look like in the next two to three years?

Kim: According to the Journal of Higher Education, the undergraduate study body will continue to diversify over the next decade. This diversity is good for science, but in order to retain diverse students in our science programs we must collectively pivot to more inclusive practices, especially in our larger “gateway” courses for STEM majors where opportunity gaps tend to be deeper.

Fortunately, there is abundant evidence of numerous effective inclusive practices that help not only historically marginalized students but others as well. The main challenge is effecting broad and rapid institutional transformation on a national level.

The 8th edition of Biological Science is being released this year. What excites you the most about this revision?

Kim: At this time of climate crisis, biodiversity crisis, social justice reckoning, and other social challenges, it is more appropriate than ever to help students connect their biology learning to societal solutions, to envision themselves as potential scientists, and to see a link between their biology learning and solutions in their communities and society at large. Thus, it was a joy in this edition to encourage inclusion, value, and self-efficacy.  

For example, we updated the language and examples throughout the book to be more inclusive, narrowing the gap between the historical culture of Western science (heavily European/white/male) and the current culture of scientists and science students. The new Human Angle feature shows diverse scientist at work in a variety of contexts to help students imagine themselves in biology careers; the Insider Tip videos provide a relatable peer perspective and tips to help conquer challenging learning tasks; and revisions to text and questions help students see how their learning applies to solving current societal challenges. 

What course(s) do/did you teach and where?

I taught “Introduction to Molecules, Cells, & Development” at the College of William & Mary for many years and currently teach an upper division molecular genetics course and lab, along with an advanced seminar course on nuclear structure and gene activity.

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Many students tend to immediately go to the internet when they are struggling with a concept, rather than using their textbook or other assigned readings as a resource. Negative impressions about textbooks being “boring” or “not helpful” seem to be established in high school and linger on throughout college.

When I taught introductory biology using Biological Science, the way I tried to overcome this challenge was to frequently point out to students in class how Biological Science tells an exciting story in each chapter, with an emphasis on the process of scientific discovery. I also made a point to highlight all the special student-focused, interactive features of the textbook that help them learn to think like biologists, provide opportunities for practice, and offer strategies for success.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

As a scientist engaged in curiosity-driven, basic biomedical research that is far-removed from clinical application, I would have to say that I am fundamentally fascinated by all aspects of biology, whether they are directly relevant to my life or not.

The biggest lesson I’ve learned in the past few years is that students today, more than ever before, want to understand the relevance of course content to their lives. I strive even harder now to make links to current events and topics that resonate with students, such as making connections that highlight how understanding fundamental molecular and cellular processes has led to advances in biotechnology, treating human diseases, and understanding the potential impacts of climate change on human health.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

The best practice that I think works well to foster an inclusive environment in my classroom is that I use a variety of modalities to deliver content and conduct assessments, even in a large class.

I use PowerPoint lectures supplemented with videos, assigned readings in a textbook or from the primary literature, in-class group work on case study worksheets, short-answer exams that are based on a study guide made available before the exam, and a primary literature-based written assignment.

Within this suite of content-delivery and assessment modes, if students put in the effort, there is room for success across a diversity of learning styles and backgrounds.

What are you most proud of in your career?

In both the classroom and my research lab, I am proud of my success in cultivating talent and providing encouragement and opportunities for all biologists in the making, without arbitrary filters such as skin color, ethnicity, gender identity, or neurodiversity, to name but a few.

In your opinion, what is higher education going to look like in the next two to three years?

I think there will be an even greater emphasis on hands-on learning and developing specific practical skills that convey to the job market or better prepare students for post-graduate study.

The 8th Edition of Biological Science is being released this year. What excites you the most about this revision?

I am most excited about the addition of the Human Angle feature. It’s so important for students to feel a sense of belonging in biology and to discover the many diverse careers that are possible with a degree in biology. Flipping through the textbook and seeing photos of a diverse group of people whose careers employ biology concepts and/or skills featured in the textbook brings biology to life.

Practice Anatomy Lab, or PAL 4.0, is a virtual anatomy lab study and practice tool created by faculty (like me) who teach Anatomy and A&P courses to undergraduates at 2-year & 4-year institutions. It is included within Mastering A&P at no extra cost. Conveniently located in the Study Area, it provides students with 24/7 lab access to the most widely used lab specimens and is inclusive of the most common materials used to teach gross anatomy: human cadavers, anatomical models, histology, cat, and fetal pig. What makes PAL 4.0 a secret weapon in your students’ learning journey is the intentional and helpful extras that promote active learning and encourage students to practice using tools such as:

• Built-in audio pronunciations. For students and faculty alike! Latin and Greek-based anatomical terms aren’t easy. Make sure you are saying them correctly.
• Muscle Origin, Insertion, Action animations. These focused animations make it easier to visualize where muscles are attached to the bone, and what the action looks like.
• Flashcards. Customizable and a student favorite!
• Practice quizzes. Multiple-choice format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit quiz.
• Practice lab practicals. Fill-in-the-blank format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit practical.
• 3D Interactive Models. Students can rotate 360°, remove structures, select to see names, and view side-by-side model/cadaver images for comparison. Each of the 30 models is a tour through a system (or part of a system) and allows students to explore and manipulate.
• Instructor resources. Looking for an image from PAL that is fully labeled? Want to be able to edit those labels and move the leader lines? Show one of the animations in your lecture? Or maybe you just want an image of a single structure highlighted? Downloadable instructor resource files have all of this and more in editable PowerPoints, making it easy to incorporate into a lecture presentation, create a worksheet, or add to one of your LMS assignments.

PAL 4.0 nudges students to take control of their own learning by implementing more effective learning strategies that activate different areas of the brain. And we know that utilizing different parts of the brain is an important part of the learning process.
Intrigued by what it has to offer but overwhelmed by trying to figure out how to incorporate it into your course? Here are some suggestions. (Pro tip: pick just one to start with to see how it works for your class and your style of teaching.)

Integrate images into your lectures and assignments. Screen shots and editable labeled images are available for every image and highlighted structure by downloading the PAL 4.0 instructor resource files. You can use these images in a multitude of ways: add to your lecture presentation, create a worksheet, or include as part of a quiz or assignment in your course LMS.

Create and assign pre- or post-lab quizzes in Mastering A&P. Mastering A&P has an extensive test bank that includes hundreds of multiple-choice quiz questions, all of which feature an image from PAL. These questions can easily be selected to create a quiz within Mastering A&P. Assigning the quiz and syncing the grade is easy to do through your LMS.

Create and assign lab practicals in Mastering A&P, for practice or credit. Students love the opportunity to practice. Mastering A&P has an extensive test bank that includes hundreds of fill-in-the-blank questions, all of which feature an image from PAL. These questions can easily be selected to create a practical within Mastering A&P. This can be created as a practice assignment or assigned for a grade. Syncing graded assignments with your LMS gradebook is easy to do!

The jigsaw method: encourage students to teach each other. This is a favorite of mine. Students are broken into two or three groups, and each group is assigned a portion of the structures from the weekly lesson to learn before they come to lab. They do this using PAL 4.0. Using the test bank that already exists in Mastering, a short pre-lab quiz can be created to hold them accountable. Once they are in lab, they are paired with someone from the other group and must teach each other the material. As we all know, having to teach someone else is a powerful way to learn!

Use the interactive 3D models in class. Why show static, 2D images in lecture when you can use a 3D model? I love the way these models can be easily rotated, structures can be removed, and relationships of structures can be better demonstrated. Students can access these 3D models in PAL to review and study. Each model is a series of 3D images that can be manipulated and take you on a tour through a body system or portion of a body system. You really should check these out.

Use Muscle Origin, Insertion, and Action animations in your lecture or recitation. I will confess to occasionally accessing these animations when I have a hard time explaining an action to a student. Whether you use plastic models, human cadavers, or cats in your lab, it can be extremely hard to see where exactly the muscle originates from and/or where it inserts. These animations isolate a single muscle so all of this is easy to visualize, and then shows and narrates the movement. There are also a series of videos specific to the major synovial joints that demonstrate the muscles involved in movement at that specific joint.

Impromptu “how to pronounce” breaks during lecture or lab. I frequently use this feature to settle arguments as to the “right way” to pronounce a specific structure. Whether it is a colleague or a student that isn’t quite sure, it is easy to click on the name of a structure in PAL and hear the pronunciation. These pronunciations were all carefully vetted by my eloquent co-author Dr. Nora Hebert.

Make up assignments or provide extra credit. The last few years have taught us to expect the unexpected. PAL 4.0 can help. If a student has an excused absence or if a weather closure (or pandemic) cancels lab, assigning students to review structures in PAL combined with a quiz or lab practical created in Mastering A&P can replace the missed work.

Beef up your online course. Prior to COVID, I would have told you it wasn’t possible to successfully teach an anatomy course in an online format. Well, I proved myself wrong. We are fortunate to have resources that make it possible for students to have virtual access to resources that support their learning in an online environment. PAL 4.0 is a perfect tool for helping students learn anatomy and, paired with the assessment tools available in Mastering A&P, provides the perfect partner to your online course.

Independent & supplemental learning. A favorite feature of students is the ability to create their own flashcards. Additionally, faculty can create a customized list of structures for students to review in PAL 4.0, and then create questions in Mastering around this list.

There are so many ways PAL 4.0 can be incorporated into your course to better support students’ learning. Have you thought of other ways to use PAL 4.0? We would love to hear about it!

74% of women believe all types of bias and discrimination are still making it difficult to find new career opportunities, according to the findings in our Global Learner Survey. This International Women’s Day, we envision a world without bias, one that is inclusive and equal, where differences are celebrated. Drs Lourdes Norman McKay & Lisa Urry are educators, authors, and biologists working towards equality in their fields. Below they share their experiences as women in science and their hopes for the future.  

What was it like for you in the early stages of your career as a woman in science? 

Lourdes: I would say early on it was it was rather challenging. I wouldn't say it was academically difficult for me so much as it was an emotional challenge. I ended up constantly having to prove myself, over and over again, much more so than a lot of my male peers. It’s a recurring theme I hear from other women scientists, so it's nice that I wasn't alone, but it's also disappointing that that's still often the case for women in STEM. 

Lisa: When I was in graduate school in the nineties, it was tough for women. I remember there was a class of graduate students a few years behind me – 30 students, eight of which were women - that came to me for help. They all occupied the same office and there were four men in particular that were harassing them badly during the entire year. 

They felt like they should be able to handle it themselves, but they ended up coming to us and we publicly acknowledged this and let everybody know it was not OK. I followed up with those four women, and I think only one or two of them are still in biology. And those four guys are all still in biology.  

There were a lot of subtle biases against women, and even now women's voices don't get heard as often.  

Are you seeing the same challenges for young women entering STEM now? 

Lourdes: A big thing that still is facing women in STEM is the career or family versus career and family, which is disappointing. So many women are having to make decisions between those things rather than being given the chance to blend them successfully.  

I said to one of my young coworkers, you shouldn't apologize so much for being a mother. And it's not that she was really apologizing for being a mother but that was the situation she was struggling with emotionally. She didn't want to it come across as “dropping the ball” now that she had a child. 

I remind young women in the workplace not to be so apologetic. It's OK that your child is sick, and it's OK if you get sick, and it's OK if you take a day off. We're human beings, and we should not have to feel that we have to do twice as much to prove ourselves.  

Lisa: There still is a lot of bias and it's still something we have to be really careful about. And not only against women but transgender and non-gender binary people. 50% of the students don't identify as binary genders at my school, and it's really important to have all these voices at the table. 

There’s a study by a group of women researchers who were studying birds and birdsong. They found something no one had ever found before – female birds have their own songs. Usually, these research teams have been all men, who had found the male bird song but hadn’t identified any female birds. None. And it just goes to show science is not objective, it's subjective. And I think it's important for the progress of biology that we include all people and have a wide variety of voices and viewpoints at the table. We need Black biologists, we need women biologists, we need people that are not as represented.  

What are you hopeful for?  

Lourdes: I'm hopeful for a time when your gender is not important at all to the career that you choose. And I would say this for men and women. You know, a lot of men want to go into nursing and it's a feminized area, just like teaching is, and there shouldn't be any sort of perception as to who is a nurse who is a teacher. And there should also definitely not be any perception as to who is a scientist. 

I look forward to the day when a young woman who says she's a scientist isn't told, “Well, you don't look like a scientist.” To be accepted in the discipline she's pursuing. To avoid harassment and all the challenges that so many women in STEM report and have experienced, myself included. So, I want that for my daughter and for all the young women out there who pursue this career path. And I think hearing those voices from women encourages more women to speak out about how we want to see our workplaces change; how we want to see STEM change. And that's important because it changes the culture, and it can change behavior. 

Lisa: I'm hopeful for institutions supporting women as they're starting their careers, making them feel included, wanted, and that their contributions are valued because they have unique contributions to make. And this includes trans people, LGBTQ+, disabled people, BIPOC, and groups of people that have been marginalized, pushed aside – not made to feel welcome in biology and other sciences. It's really important to value all biologists and not just the ones who are established white men. 

Hear more about how we can #BreakTheBias in STEM in our webinar Intentionally Cultivating STEM Identity to Promote Diversity & Inclusion featuring Dr. Lourdes Norman-McKay. 

Although women fill 47% of U.S. jobs, they only hold 24% of jobs in the science, technology, engineering, and mathematics (STEM) fields.* Despite an increase in awareness regarding gender inequity, women are still underrepresented in STEM careers.

It’s time to bridge the gender gap and open the doors into the scientific and engineering fields for women. Hear from Dr. Catherine Murphy, professor of chemistry at the University of Illinois, co-author of Chemistry – The Central Science,and senior editor of the Journal of Physical Chemistry, about her STEM journey and how to overcome obstacles that women in these fields face.

Why did you choose to study chemistry?

I always liked nature and science from a young age and had great chemistry teachers in junior high and high school, so I became a chemistry major in college.

How have you dealt with competition and the gender gap in the STEM field?

My advice is to do good work and eventually reasonable people will recognize it. I was the first woman hired on the tenure track at my previous university (University of South Carolina in 1993), and the faculty there really were excellent at making sure I had good mentoring.

How has technology changed your life, particularly in STEM education?

Technology makes it possible for me to work anywhere, all the time. That’s both good and bad! I use a little technology when I teach classes, so students can text answers rather than raise their hand.

What advice would you give to women wanting to enter a STEM field?

You can do it! Double down on math and read widely to find your technical interests. Don’t let one not-great instructor in an intro class discourage what could be a lifetime of scientific joy.

Learn more about Professor Murphy

Get inspired

Follow our Nevertheless Podcast series celebrating women who are using tech to transform teaching and learning. Hear their stories and how they persisted to create change.

*Source: Department of Commerce, Economics and Statistics Administration, 2017 report