Office Address
3-154 Molecular and Cellular Biology
515 Delaware Street SE
Minneapolis, MN 55455
United States
A. Kelly
Lane
Assistant Professor
Biology Teaching and Learning
At the undergraduate level, we investigate how the current approaches to teaching biology can reinforce essentialist thinking especially in regards to race and gender. We study how students can come away with incorrect knowledge of biological concepts, which can reinforce essentialist ideologies and alienate students with marginalized identities. At the graduate level, we study how common structures in biology graduate programs impact students' mental health and exacerbate and cause inequities in mentorship quality and students' sense of belonging.
Selected publications
Pokorny, A., Ballen, C. J., Drake, A. G., Driessen, E. P., Fagbodun, S., Gibbens, B., ... & Lane, A. K. (2023). “Out of my control”: science undergraduates report mental health concerns and inconsistent conditions when using remote proctoring software. International Journal for Educational Integrity, 19(1), 22.
Lane, A. K., Earl, B., Feola, S., Lewis, J. E., McAlpin, J. D., Mertens, K., ... & Prevost, L. B. (2022). Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty. International Journal of STEM Education, 9(1), 53.
Casper, A. A., Rebolledo, N., Lane, A. K., Jude, L., & Eddy, S. L. (2022). “It’s completely erasure”: a qualitative exploration of experiences of transgender, nonbinary, gender nonconforming, and questioning students in biology courses. CBE—Life Sciences Education, 21(4), ar69. DOI:10.1187/cbe.21-12-0343
Cooper, K. M., Auerbach, A. J. J., Bader, J. D., Beadles-Bohling, A. S., Brashears, J. A., Cline, E., ... & Brownell, S. E. (2020). Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology. CBE—Life Sciences Education, 19(3), es6. DOI:10.1187/cbe.20-04-0062
Lane, A. K., McAlpin, J. D., Earl, B., Feola, S., Lewis, J. E., Mertens, K., ... & Stains, M. (2020). Innovative teaching knowledge stays with users. Proceedings of the National Academy of Sciences, 117(37), 22665-22667.
Active grant awards
IGE: Track 2: Comparing rotations and direct admissions pathways to graduate education in the sciences: an assessment of policy and practice; NSF IGE, PI Lane, $995,095, Award Number: 2429128, 2024-2029 (estimated)
Collaborative Research: A qualitative inquiry into sex/gender narratives in undergraduate biology and their impacts on transgender, non-binary, and gender non-conforming students; NSF EHR: ECR, PI Lane, $387,605, Award Number: 2201809, 2022-2025 (estimated)
Developing an Assessment to Address Undergraduate Biology Student Understanding of Genetics and Race; NSF IUSE: PI Lane, $299,736, Award Number: 2141979, 2022-2025 (estimated)