Change, Technically – Détails, épisodes et analyse

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Change, Technically

Dr. Ashley Juavinett and Dr. Cat Hicks

Technologie

Sciences

Éducation

Fréquence : 1 épisode/7j. Total Éps: 3

Ashley Juavinett, PhD and Cat Hicks, PhD explore technical skills, the science of innovation, STEM pathways, and our beliefs about who gets to be technical—so you can be a better leader and we can all build a better future.

Ashley, a neuroscientist, and Cat, a psychologist for software teams, tell stories of change from classrooms to workplaces.

Also, they're married.

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🇩🇪 Allemagne - technology
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04/09/2024
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https://twitter.com/grimalkina
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What’s neuroscience got to do with it?

vendredi 6 septembre 2024 • Durée 36:35

Neuroscience is the hottest STEM field. Why? What does a neuroscientist actually do? Is the brain some mechanically deterministic box configured at birth? Cat knows Ashley has the answers, and now you will, too.

Credits
Ashley Juavinett, host + producer
Cat Hicks, host + producer
Danilo Campos, producer + editor

For an incisive breakdown of “the crimes against dopamine” please read the piece of that title by Mark Humphries.

The myth of mental illness book that Ashley mentioned was written in 1961 and we don’t really think it’s worth reading.

The longitudinal fMRI study that Ashley contributed to while in graduate school: Stewart JL, Juavinett AL, May AC, Davenport PW, Paulus MP (2015) Do you feel alright? Attenuated neural processing of aversive interoceptive stimuli in current stimulant users. Psychophysiology 52:249–262.

This is the Twitter/X account that highlights when a study happens IN MICE: https://x.com/justsaysinmice. And here’s the creator’s motivation: https://jamesheathers.medium.com/in-mice-explained-77b61b598218

The study that recorded from someone’s brain while they died is Vicente et al. (2022) Enhanced Interplay of Neuronal Coherence and Coupling in the Dying Human Brain. Frontiers in Aging Neuroscience 14. See also this commentary about their claims.

We once again mentioned field-specific ability beliefs. Here’s Cat’s blogpost on her own research.

This study explores the basic dynamics of field-specific ability beliefs and shows their connection to gender inequities in academic disciplines: Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265.

Learn more about Ashley:

Learn more about Cat:

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Who's technical?

Saison 1 · Épisode 2

vendredi 30 août 2024 • Durée 40:27

What makes someone technical? What are our preconceptions about "technical" skills? How do those beliefs influence outcomes, and the success of who we include? Ashley and Cat dig in.

Credits
Ashley Juavinett, host + producer
Cat Hicks, host + producer
Danilo Campos, producer + editor

On Communities of Practice, Ashley has published a paper on the impact of the program she co-directs:

Zuckerman, A. L., Juavinett, A. L., Macagno, E. R., Bloodgood, B. L., Gaasterland, T., Artis, D., & Lo, S. M. (2022). A case study of a novel summer bridge program to prepare transfer students for research in biological sciences. Disciplinary and Interdisciplinary Science Education Research, 4(1), 27. Available here: https://link.springer.com/article/10.1186/s43031-022-00067-w

On Ambient Belonging, here is a great representative article that includes the evidence Ashley was sharing about the impact that stereotypical cues can have for women in technical spaces:

Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: how stereotypical cues impact gender participation in computer science. Journal of personality and social psychology, 97(6), 1045. PDF here:

https://sparq.stanford.edu/sites/g/files/sbiybj19021/files/media/file/cheryan_et_al._2009_-_ambient_belonging.pdf

The cogsci paper Cat mentioned is this one: Fendinger, N. J., Dietze, P., & Knowles, E. D. (2023). Beyond cognitive deficits: how social class shapes social cognition. Trends in Cognitive Sciences, 27(6), 528-538.

Here's an article that's a good introduction to Alison Gopnik's Child as Scientist work: Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. , (6102), 1623-1627.

You can do it, too

vendredi 23 août 2024 • Durée 37:39

What does it take to make STEM work more accessible and effective? Ashley and Cat introduce their work and their values by answering this question.

Credits
Ashley Juavinett, host + producer
Cat Hicks, host + producer
Danilo Campos, producer + editor

Ashley on teaching coding to neuroscientists:

Juavinett, A. L. (2022). The next generation of neuroscientists needs to learn how to code, and we need new ways to teach them. Neuron, 110(4), 576-578.

Zuckerman, A. L., & Juavinett, A. L. (2024, March). When Coding Meets Biology: The Tension Between Access and Authenticity in a Contextualized Coding Class. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1 (pp. 1491-1497). PDF here: https://dl.acm.org/doi/pdf/10.1145/3626252.3630966

Sense of Belonging is a widely-studied concept across the psychological sciences. Cat’s work on Developer Thriving includes a measure of Belonging on software teams:

Hicks, C. M., Lee, C. S., & Ramsey, M. (2024). Developer Thriving: four sociocognitive factors that create resilient productivity on software teams. IEEE Software. PDF here: https://ieeexplore.ieee.org/abstract/document/10491133

This recent article provides a helpful commentary, summarizing an impressive collaboration across 22 campuses and 26k+ students: Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., ... & Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college?. Science, 380(6644), 499-505. PDF here: https://www.greggmuragishi.com/uploads/5/7/1/5/57150559/walton_et_al_2023.pdf

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