Which individual is acknowledged in the afterward for providing beta-testing and review of the textbook?
Explanation
This question tests the reader's ability to locate specific information within the acknowledgements section of the afterward.
Other questions
What was the initial motivation for the author to create the textbook project described in the afterward?
The textbook was developed with assistance from a grant from which multi-institutional collaboration?
How many Massachusetts colleges and universities are part of the ROTEL project collaboration?
Which of the following is one of the three main goals the author had in mind when writing the textbook?
What is the stated mission of the ROTEL project?
The afterward mentions that the textbook project was influenced by events in the spring of what year?
Which of the following Open Educational Resources (OER) is NOT listed as a source from which images and text were remixed?
What is the third goal of the textbook, related to accessibility?
The author participated in a 5-week intensive workshop that looked at racial equity in STEM, sponsored by what organization?
What is the first goal listed by the author for the textbook's mission?
Who is credited in the acknowledgements for inspiring conversations about equity, practical suggestions, and encouragement?
According to the author, what does the second goal of the textbook, 'Remember that people are not model organisms,' entail?
What does the author identify as a key feature of the textbook's accessibility related to long-term use by students?
The ROTEL project's mission mentions providing stipends for faculty for what purpose?
Which OER source mentioned was authored by Mary Ann Clark, Matthew Douglas, and Jung Choi?
The afterward mentions two major societal events in the spring of 2020 that influenced the textbook project. What were they?
The ROTEL publishing team is acknowledged in the afterward. Which of the following individuals is NOT listed as part of that team?
What is the author's stated view on the relationship between a scientist's background and their work?
Which OER source listed in the afterward was published in 2009 and created by Nickle and Isabelle Barrette-Ng?
The ROTEL project's mission is to create OER that reflect what aspect of students' lives?
Who does the author thank for 'stepping up and filling in at home' while the project was being worked on?
The afterward describes the textbook as a 'work in progress' and asks for what from readers?
The HHMI STEM Racial Equity Project is acknowledged for providing what to the author?
The author connects the textbook's second goal, about people not being model organisms, to learning about biology from what source?
The OER source 'OpenStax Microbiology' lists several authors. Which of the following is NOT one of them?
The full title of the HHMI-sponsored workshop attended by the author was the 'STEM Racial Equity...'
The afterward was written by Amanda Simons from which university?
The ROTEL project focuses on benefiting all students, but it particularly emphasizes which student group?
The author states that 'people are more than just a phenotype.' This statement is part of which of the textbook's three main goals?
How long was the HHMI-sponsored STEM Racial Equity Institute workshop that the author participated in?
The OER source 'Open Genetics Lectures' was a derivative of work originally created for a biology course at which university?
What is the acronym for 'Remixing Open Textbooks through an Equity Lens'?
The author's desire to create an accessible online textbook was contrasted with the problems of what other format?
What course level was the author's Genetics course for which the textbook was initially developed?
Who are listed as the original creators of the Biology 207 materials from which 'Open Genetics Lectures' and 'Online Open Genetics' were derived?
The author's project 'quickly moved beyond' its initial motivation. What was this shift in focus?
How many goals does the author explicitly state were in mind for the textbook's mission?
The author's final question to the reader encourages them to consider their background as a scientist as a what?
According to the description of the textbook's third goal, what type of content is possible in an online textbook that is not possible in a printed one?
The author states that in addition to social and cultural pressures, we should consider what else has influenced our knowledge of genetics?
What is the second OER source listed in the acknowledgements, authored by Mary Ann Clark, Matthew Douglas, and Jung Choi?
What did the author say can often be misapplied to biological differences?
Like all science, the author notes that this project was influenced by and builds on what?
Which project's mission is to specifically benefit students at 'our six institutions'?
The author began the afterward by describing her students juggling job loss, extra work hours, and caring for family members during what event?
In her final paragraph, who does the author thank first?
The author ends the afterward by challenging readers to consider not only what research questions they will ask, but also what?
The afterward implies that equity in STEM education is multifaceted. It began with a financial concern but quickly grew to include what other major aspect?
Which two OER sources listed in the afterward are described as derivatives of work originally created for Biology 207 at the University of Alberta?