Gonzalez, Edward L. F.Lewis, C. T.Slayback-Barry, D.Yost, Robert W.2019-02-192019-02-192016Gonzalez, E.L.F, Lewis, C.T., Slayback-Barry, D. & Yost, R.W. (2016). Classroom use of narrative and documentary film leads to an enhanced understanding of culture and diversity in science. Bioscene: Journal of College Biology Teaching, 42(1), 39-42.https://hdl.handle.net/1805/18424Association of College and Biology EducatorsFor a first-year seminar, Windows on Science, the authors developed a cooperative learning activity around film designed to meet two of the campus-wide Principles of Undergraduate Learning. The teaching method utilizes the power of storytelling by screening narrative and documentary films. In the process, the methodology helps students to realize the contributions of many cultures, specifically African Americans, to our knowledge of science and the advancement of scientific methodology. Additionally, students are exposed to issues that focus on ethical conduct in the sciences and that provide an opportunity to discuss the leadership role that women have played in advancing science and technology. A pedagogical approach using narrative and documentary film in a freshman science course is an effective means for promoting an understanding of the endeavors and contributions of minorities and women in science, and for developing an increased awareness of issues concerning diversity and ethics.en-USAfrican AmericansScience InstructionScience EducationMulticultural EducationEthicsDocumentariesFilmsScientistsTeaching MethodsScience CurriculumCultural PluralismScientific MethodologyPersonal NarrativesSeminarsUndergraduate StudyUndergraduate StudentsArticle