University of Minnesota – Twin Cities, PhD, 2019
Bemidji State University, MS, 2012
BIOL 1120 – General Biology: Evolution and Ecology
BIOL 1400 – Cellular Principles
BIOL 1500 – Diversity of Life
BIOL 6330 – Current Topics in Biology
BIOL 6450 – Trajectories in Biology
Dr. Hillary Barron’s research focuses on creating equitable and culturally responsive science learning opportunities for students. She works with faculty and teaching assistants in academic biology to create teaching strategies that center culturally relevant pedagogy, funds of knowledge, and social justice science issues. Her framework for this work, Culturally Responsive Undergraduate Science Education (CRUSE), is a novel approach to biology education. Dr. Barron is a descendent of the White Earth Band of Ojibwe, and is passionate about blending Indigenous and Western Science.
Barron, H.A., Brown, J.C., Cotner, S. (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. Journal of Research in Science Teaching, 58(9). 1320-1358. DOI: 10.1002/tea.21711
Patrick, L.E., Barron, H.A., Brown, J.C., & Cotner, S.H. (2021). Building Excellence in Scientific Teaching: In training STEM TAs, how important is the evidence for evidence-based teaching? Journal of Microbiology Education, 22(1). 1-18.
Donham, C., Barron, H. A., Alkhouri, J., Kumarath, M. C., Alejandro, W., Menke, E., & Kranzfelder, P. (2021). I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during COVID-19 pandemic. bioRxiv. DOI: 10.1002/tea.21711
Barron, H.A., (2021, November). Culturally Responsive Undergraduate Science Education: A training program for justice-focused science teaching. Bio-TAP Annual Conference. Recording available here.
Barron, H.A., (2021, September). Culturally Responsive Undergraduate Science Education: A model for equitable and anti-racist science teaching in academic biology. Invited seminar: Purdue University.