875 results match your criteria CBE life sciences education[Journal]


Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion.

CBE Life Sci Educ 2019 Mar;18(1):mr1

Department of Mathematics and Natural Sciences, Harris-Stowe State University, St. Louis, MO 63103.

The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. Read More

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http://dx.doi.org/10.1187/cbe.18-03-0042DOI Listing
March 2019
1.894 Impact Factor

A Model for Holistic Review in Graduate Admissions That Decouples the GRE from Race, Ethnicity, and Gender.

CBE Life Sci Educ 2019 Mar;18(1):ar7

Deans' Office, The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences, Houston, TX 77030.

Graduate schools around the United States are working to improve access to science, technology, engineering, and mathematics (STEM) in a manner that reflects local and national demographics. The admissions process has been the focus of examination, as it is a potential bottleneck for entry into STEM. Standardized tests are widely used as part of the decision-making process; thus, we examined the Graduate Record Examination (GRE) in two models of applicant review: metrics-based applicant review and holistic applicant review to understand whether it affected applicant demographics at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences. Read More

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http://dx.doi.org/10.1187/cbe.18-06-0103DOI Listing

The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants.

Authors:
Star W Lee

CBE Life Sci Educ 2019 Mar;18(1):ar5

Department of Evolution, Ecology, & Organismal Biology, University of California, Riverside, Riverside, CA 92521.

There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs' teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. Read More

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http://dx.doi.org/10.1187/cbe.18-07-0137DOI Listing

Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding.

CBE Life Sci Educ 2019 Mar;18(1):ar6

Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada.

The excessive "jargon" load in biology may be a hurdle for developing conceptual understanding as well as achieving core competencies such as scientific literacy and communication. Little work has been done to characterize student understanding of biology--specific jargon. To address this issue, we aimed to determine the types of biology jargon terms that students struggle with most, the alignment between students' perceived understanding and performance defining the terms, and common errors in student-provided definitions. Read More

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http://dx.doi.org/10.1187/cbe.17-07-0118DOI Listing

Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence.

CBE Life Sci Educ 2019 Mar;18(1):ar4

Institute of Medical Science, University of Toronto, Toronto, ON M5S 1A8, Canada.

This paper discusses the results of two experiments assessing undergraduate students' beliefs about the random nature of molecular environments. Experiment 1 involved the implementation of a pilot adaptive assessment ( n = 773) and focus group discussions with undergraduate students enrolled in first- through third-year biology courses; experiment 2 involved the distribution of the redesigned adaptive assessment to the same population of students in three consecutive years ( n = 1170). The overarching goal of the study was to provide a detailed characterization of learners' perceptions and beliefs regarding molecular agency, environments, and diffusion and whether or not those beliefs change over time. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0267DOI Listing

GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs.

CBE Life Sci Educ 2019 Mar;18(1):ar1

School of Life Sciences, Arizona State University, Tempe, AZ 85287.

The Vision and Change report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these concepts was an important first step, departments also need ways to measure the extent to which students understand these concepts. Here, we present the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment as a tool to measure student understanding of the core concepts at key time points in a biology degree program. Read More

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http://dx.doi.org/10.1187/cbe.18-07-0117DOI Listing

Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students.

CBE Life Sci Educ 2019 Mar;18(1):ar2

Department of Biology, Emory University, Atlanta, GA 30322.

Past studies on the differential effects of active learning based on students' prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. Read More

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http://dx.doi.org/10.1187/cbe.18-08-0152DOI Listing

Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses.

CBE Life Sci Educ 2019 Mar;18(1):ar3

Department of Chemistry, Portland State University, Portland, OR 97201.

Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive introductory biology and chemistry courses, and whether perceptions relate to course type, performance, or student status. Read More

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https://www.lifescied.org/doi/10.1187/cbe.17-12-0289
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http://dx.doi.org/10.1187/cbe.17-12-0289DOI Listing
March 2019
2 Reads

The Graph Rubric: Development of a Teaching, Learning, and Research Tool.

CBE Life Sci Educ 2018 Dec;17(4):ar65

Department of Biological Sciences, Purdue University, West Lafayette, IN 47907.

As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Read More

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http://dx.doi.org/10.1187/cbe.18-01-0007DOI Listing
December 2018
1 Read

Short-Term Research Experience (SRE) in the Traditional Lab: Qualitative and Quantitative Data on Outcomes.

CBE Life Sci Educ 2018 Dec;17(4):ar64

Natural Reserve System, University of California San Diego, La Jolla, CA 92093.

The San Diego Biodiversity Project introduces undergraduate students at four different 2- and 4-year schools to a short-term research experience (SRE) that was implemented as a module in the last third of a traditional laboratory course. The study assesses the qualities of this SRE for students using three different methods. Twenty-one participants were interviewed about their experiences in the traditional and research components of their course. Read More

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https://www.lifescied.org/doi/10.1187/cbe.18-03-0046
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http://dx.doi.org/10.1187/cbe.18-03-0046DOI Listing
December 2018
3 Reads

Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders.

CBE Life Sci Educ 2018 Dec;17(4):mr1

Kewalo Marine Laboratory, Pacific Biosciences Research Center, University of Hawai'i at Mānoa, Honolulu, HI 96813.

Climate change is impacting the Pacific Islands first and most drastically, yet few native islanders are trained to recognize, analyze, or mitigate the impacts in these islands. To understand the reasons why low numbers of Native Hawaiians and Pacific Islanders enter colleges, enroll in science, technology, engineering, and mathematics (STEM) courses, or undertake life sciences/STEM careers, 25 representatives from colleges and schools in seven U.S. Read More

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http://dx.doi.org/10.1187/cbe.18-06-0091DOI Listing
December 2018
2 Reads

Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum That Increases Undergraduates' Scientific Agency and Skills.

CBE Life Sci Educ 2018 Dec;17(4):ar63

Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721.

Providing opportunities for science, technology, engineering, and mathematics undergraduates to engage in authentic scientific practices is likely to influence their view of science and may impact their decision to persist through graduation. Laboratory courses provide a natural place to introduce students to scientific practices, but existing curricula often miss this opportunity by focusing on confirming science content rather than exploring authentic questions. Integrating authentic science within laboratory courses is particularly challenging at high-enrollment institutions and community colleges, where access to research-active faculty may be limiting. Read More

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http://dx.doi.org/10.1187/cbe.18-06-0090DOI Listing
December 2018
1 Read

Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning.

CBE Life Sci Educ 2018 Dec;17(4):ar61

Center for Integration of Science and Industry, Bentley University, Waltham, MA 02452.

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Read More

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http://dx.doi.org/10.1187/cbe.17-03-0057DOI Listing
December 2018
1 Read

Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class.

CBE Life Sci Educ 2018 Dec;17(4):ar60

Center for Evolution and Medicine, Arizona State University, Tempe, AZ 85281.

Group work is often a key component of student-centered pedagogies, but there is conflicting evidence about what types of groups provide the most benefit for undergraduate students. We investigated student learning outcomes and attitudes toward working in groups when students were assigned to groups using different methods in a large-enrollment, student-centered class. We were particularly interested in how students entering the class with different levels of competence in biology performed in homogeneous or heterogeneous groups, and what types of group compositions were formed using different methods of group formation. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0283DOI Listing
December 2018
2 Reads

Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research.

CBE Life Sci Educ 2018 Dec;17(4):ar62

Department of Anthropology, University of Wyoming, Laramie, WY 82071.

We argue that cultural capital plays an underexamined role in students' recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. Read More

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https://www.lifescied.org/doi/10.1187/cbe.17-11-0229
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http://dx.doi.org/10.1187/cbe.17-11-0229DOI Listing
December 2018
12 Reads

Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts.

CBE Life Sci Educ 2018 Dec;17(4):ar58

Department of Chemistry, University of Massachusetts Boston, Boston, MA 02125.

The solving of problems in biochemistry often uses concepts from multiple disciplines such as chemistry and biology. Chemical identity (CI) is a foundational concept in the field of chemistry, and the knowledge, thinking, and practices associated with CI are used to answer the following questions: "What is this substance?" and "How is it different from other substances?" In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work. These responses informed the development of creative exercises (CEs) given to second--semester biochemistry students. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0271DOI Listing
December 2018
8 Reads

Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation.

CBE Life Sci Educ 2018 Dec;17(4):ar57

Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309.

Course-based undergraduate research experiences (CUREs) provide students opportunities to engage in research in a course. Aspects of CURE design, such as providing students opportunities to make discoveries, collaborate, engage in relevant work, and iterate to solve problems are thought to contribute to outcome achievement in CUREs. Yet how each of these elements contributes to specific outcomes is largely unexplored. Read More

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http://dx.doi.org/10.1187/cbe.18-03-0036DOI Listing
December 2018
7 Reads

Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning.

CBE Life Sci Educ 2018 Dec;17(4):es16

Dean's Office, College of Science and Mathematics, North Dakota State University, Fargo, ND 58108.

For decades, formative assessment has been identified as a high-impact instructional practice that positively affects student learning. Education reform documents such as Vision and Change: A Call to Action expressly identify frequent, ongoing formative assessment and feedback as a key instructional practice in student-centered learning environments. Historically, effect sizes between 0. Read More

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http://dx.doi.org/10.1187/cbe.18-02-0029DOI Listing
December 2018
1 Read

"Is This Class Hard?" Defining and Analyzing Academic Rigor from a Learner's Perspective.

CBE Life Sci Educ 2018 Dec;17(4):ar59

Department of Biological Sciences, Bethel University, St. Paul, MN 55112.

Despite its value in higher education, academic rigor is a challenging construct to define for instructor and students alike. How do students perceive academic rigor in their biology course work? Using qualitative surveys, we asked students to identify "easy" or "hard" courses and define which aspects of these learning experiences contributed to their perceptions of academic rigor. The 100-level students defined hard courses primarily in affective terms, responding to stressors such as fast pacing, high workload, unclear relevance to their life or careers, and low faculty support. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0278DOI Listing
December 2018
1 Read

A Low-Intensity, Hybrid Design between a "Traditional" and a "Course-Based" Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application.

CBE Life Sci Educ 2018 Dec;17(4):ar53

Department of Biology, University of Kentucky, Lexington, KY 40506.

Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the "STEMCats Research Experience" (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. Read More

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http://dx.doi.org/10.1187/cbe.17-11-0248DOI Listing
December 2018
1 Read

Department-Level Instructional Change: Comparing Prescribed versus Emergent Strategies.

CBE Life Sci Educ 2018 Dec;17(4):ar56

Department of Physics and Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, MI 49008.

Academic departments are thought to be highly productive units of change in higher education. This paper investigates department-level instructional change via case studies analyzed with two change frameworks. One framework embodies prescribed change, emphasizing leader actions. Read More

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https://www.lifescied.org/doi/10.1187/cbe.17-02-0031
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http://dx.doi.org/10.1187/cbe.17-02-0031DOI Listing
December 2018
7 Reads

Culture and Equity in Science Classrooms.

CBE Life Sci Educ 2018 Dec;17(4):fe8

Department of Education, Tufts University, Medford, MA 02155.

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https://www.lifescied.org/doi/10.1187/cbe.18-07-0124
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http://dx.doi.org/10.1187/cbe.18-07-0124DOI Listing
December 2018
8 Reads

The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction?

CBE Life Sci Educ 2018 Dec;17(4):ar55

Department of Biological Sciences, Wright State University, Dayton, OH 45435.

Modern genetics is a relatively new domain, but it is increasingly important for students to have a firm grasp on the content, because genetic technologies are becoming more commonplace. In a previous study, we used the Learning Progression-based Assessment of Modern Genetics to assess high school students' knowledge of genetics concepts after an intensive inquiry-based genetics instructional period. Given that this type of intensive inquiry-based instruction is unique, we are now investigating how students' knowledge of genetics changes after instruction (i. Read More

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https://www.lifescied.org/doi/10.1187/cbe.16-10-0310
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http://dx.doi.org/10.1187/cbe.16-10-0310DOI Listing
December 2018
10 Reads

Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills.

CBE Life Sci Educ 2018 Dec;17(4):ar54

Department of Biology, University of Nebraska at Omaha, Omaha, NE 68182-0040.

The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). Read More

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http://dx.doi.org/10.1187/cbe.18-03-0038DOI Listing
December 2018
1 Read

Transforming STEM Education through Collaborative Leadership at Historically Black Colleges and Universities.

CBE Life Sci Educ 2018 09;17(3):es13

Department of Biology and Center for Outreach in Alzheimer's, Aging, and Community Health, North Carolina A&T State University, Greensboro, NC 27411.

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http://dx.doi.org/10.1187/cbe.18-06-0088DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234816PMC
September 2018
1 Read

Student Integration into STEM Careers and Culture: A Longitudinal Examination of Summer Faculty Mentors and Project Ownership.

CBE Life Sci Educ 2018 09;17(3):ar50

Psychology Department, West Virginia University, Morgantown, WV 26506-6212.

It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. Read More

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http://dx.doi.org/10.1187/cbe.18-02-0022DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234807PMC
September 2018
1 Read

Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?

CBE Life Sci Educ 2018 09;17(3):ar41

Department of Environmental and Life Sciences, Karlstad University, 65188 Karlstad, Sweden.

This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0274DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234811PMC
September 2018
5 Reads

Sustaining STEM Initiatives: The Challenge of a Worthy Investment.

CBE Life Sci Educ 2018 09;17(3):es15

Office of Strategic Initiatives, Louisiana State University, Baton Rouge, LA 70803.

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http://dx.doi.org/10.1187/cbe.18-06-0086DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234815PMC
September 2018
2 Reads

Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices.

CBE Life Sci Educ 2018 09;17(3):ar47

Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06511.

Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors' perspectives on learning, however, may or may not be aligned with this. Read More

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https://www.lifescied.org/doi/10.1187/cbe.17-05-0084
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http://dx.doi.org/10.1187/cbe.17-05-0084DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234810PMC
September 2018
8 Reads

Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes.

CBE Life Sci Educ 2018 09;17(3):ar49

Lyman Briggs College, Michigan State University, East Lansing, MI 48824.

Real-world processes are complex and require ideas from multiple disciplines to be explained. However, many science courses offer limited opportunities for students to synthesize scientific ideas into coherent explanations. In this study, we investigated how students constructed causal explanations of complex phenomena to better understand the ways they approach this practice. Read More

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http://dx.doi.org/10.1187/cbe.17-10-0225DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234831PMC
September 2018
16 Reads

When Group Work Doesn't Work: Insights from Students.

CBE Life Sci Educ 2018 09;17(3):ar42

Department of Plant Biology, University of Georgia, Athens, GA 30602.

Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. Read More

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http://dx.doi.org/10.1187/cbe.17-09-0199DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234829PMC
September 2018
12 Reads

Building a Sustainable National Infrastructure to Expand Research Mentor Training.

CBE Life Sci Educ 2018 09;17(3):ar48

Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705.

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. Read More

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http://dx.doi.org/10.1187/cbe.18-03-0034DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234808PMC
September 2018
2 Reads

Special Collection of Perspectives on Broadening Participation.

Authors:
Kenneth D Gibbs

CBE Life Sci Educ 2018 09;17(3):ed1

Division of Training, Workforce Development, and Diversity, National Institute of General Medical Sciences, Bethesda, MD 20892.

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http://dx.doi.org/10.1187/cbe.18-07-0114DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234825PMC
September 2018
1 Read

"Outsiders at the Table"-Diversity Lessons from the Biology Scholars Program at the University of California, Berkeley.

Authors:
John T Matsui

CBE Life Sci Educ 2018 09;17(3):es11

Biology Scholars Program, University of California, Berkeley, Berkeley, CA 94720.

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http://dx.doi.org/10.1187/cbe.17-12-0276DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234806PMC
September 2018
1 Read

Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research.

Authors:
Elli Theobald

CBE Life Sci Educ 2018 09;17(3):rm2

Department of Biology, University of Washington, Seattle, WA 98195.

Discipline-based education researchers have a natural laboratory-classrooms, programs, colleges, and universities. Studies that administer treatments to multiple sections, in multiple years, or at multiple institutions are particularly compelling for two reasons: first, the sample sizes increase, and second, the implementation of the treatments can be intentionally designed and carefully monitored, potentially negating the need for additional control variables. However, when studies are implemented in this way, the observations on students are not completely independent; rather, students are clustered in sections, terms, years, or other factors. Read More

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http://dx.doi.org/10.1187/cbe.17-12-0280DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234830PMC
September 2018
1 Read

Learning Strategies for First-Year Biology: Toward Moving the "Murky Middle".

CBE Life Sci Educ 2018 09;17(3):ar42

Department of Chemistry, University of Pretoria, Pretoria 0002, South Africa.

Higher education faces the challenge of high student attrition, which is especially disconcerting if associated with low participation rates, as is the case in South Africa. Recently, the use of learning analytics has increased, enabling institutions to make data-informed decisions to improve teaching, learning, and student success. Most of the literature thus far has focused on "at-risk" students. Read More

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http://dx.doi.org/10.1187/cbe.17-10-0211DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234818PMC
September 2018
2 Reads

Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

CBE Life Sci Educ 2018 09;17(3):ar43

Biology Department, Portland State University, Portland, OR 97201.

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers's diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption. Read More

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https://www.lifescied.org/doi/10.1187/cbe.17-12-0281
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http://dx.doi.org/10.1187/cbe.17-12-0281DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234819PMC
September 2018
16 Reads

Principles of Intentional Mentoring.

CBE Life Sci Educ 2018 09;17(3):es8

University of New Mexico Initiative to Maximize Student Development, Biology Department, University of New Mexico, Albuquerque, NM 87131.

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http://dx.doi.org/10.1187/cbe.18-05-0074DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234832PMC
September 2018
1 Read

Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry.

CBE Life Sci Educ 2018 09;17(3):es12

Department of Biology, Loyola University Maryland, Baltimore, MD 21210.

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry-academic partnerships with undergraduate institutions exist in the region. Read More

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https://www.lifescied.org/doi/10.1187/cbe.18-03-0047
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http://dx.doi.org/10.1187/cbe.18-03-0047DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234802PMC
September 2018
14 Reads

Peer vs. Self-Grading of Practice Exams: Which Is Better?

CBE Life Sci Educ 2018 09;17(3):es44

Department of Biology, University of Washington, Seattle, WA 98105.

Practice exams are a type of deliberate practice that have been shown to improve student course performance. Deliberate practice differs from other types of practice, because it is targeted, mentally challenging, can be repeated, and requires feedback. Providing frequent instructor feedback to students, particularly in large classes, can be prohibitive. Read More

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http://dx.doi.org/10.1187/cbe.18-04-0052DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234814PMC
September 2018
2 Reads

Interactive Computer Simulations as Pedagogical Tools in Biology Labs.

CBE Life Sci Educ 2018 09;17(3):ar46

Department of Biological Sciences, University of Maryland Baltimore County, Baltimore, MD 21250.

Student learning in biology may be impaired by instructional environments that emphasize technical methodology over analysis. We hypothesized that time gained by experimenting with accurate computer simulations could be used to engage students in analytical, creative learning. The effects of treatments that combined a week of simulated lab instruction with a week of standard lab instruction in different order (E-to-S and S-to-E) were examined using a controlled experimental design with random assignment of lab sections and hierarchical linear modeling analysis to account for possible clustering within sections. Read More

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http://dx.doi.org/10.1187/cbe.17-09-0208DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234821PMC
September 2018
1 Read

Preparing Students for Success in STEM: Role of Professional Societies.

Authors:
Irene V Hulede

CBE Life Sci Educ 2018 09;17(3):es14

Education Department, American Society for Microbiology, Washington, DC 20036.

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http://dx.doi.org/10.1187/cbe.17-11-0243DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234827PMC
September 2018
2 Reads

Broadening Participation in Undergraduate Research Experiences (UREs): The Expanding Role of the Community College.

Authors:
James A Hewlett

CBE Life Sci Educ 2018 09;17(3):es9

Finger Lakes Community College, Canandaigua, NY 14424.

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http://dx.doi.org/10.1187/cbe.17-11-0238DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234833PMC
September 2018
1 Read

Welcoming Deaf Students into STEM: Recommendations for University Science Education.

CBE Life Sci Educ 2018 09;17(3):es10

Department of Science, Technology, and Mathematics, Gallaudet University, Washington, DC 20002.

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. Read More

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http://dx.doi.org/10.1187/cbe.17-05-0081DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234809PMC
September 2018
2 Reads

Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention.

CBE Life Sci Educ 2018 09;17(3):ar45

Center for Health Disparities and Molecular Medicine, Loma Linda University, Loma Linda, CA 92350.

Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Read More

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http://dx.doi.org/10.1187/cbe.16-12-0350DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234805PMC
September 2018
10 Reads

Transition Experiences in MD-PhD Programs.

CBE Life Sci Educ 2018 09;17(3):ar41

Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA 22904.

MD-PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD-PhD students' experiences during each transition. This study examined transition experiences reported by 48 MD-PhD students who had experienced at least one of these transitions during their training. Read More

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http://dx.doi.org/10.1187/cbe.17-08-0187DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234812PMC
September 2018
2 Reads

Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills.

CBE Life Sci Educ 2018 09;17(3):ar39

Department of Chemistry and Physics, Birmingham-Southern College, Birmingham, AL 35254.

Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Read More

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http://dx.doi.org/10.1187/cbe.16-11-0332DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234813PMC
September 2018
2 Reads

Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment.

CBE Life Sci Educ 2018 09;17(3):ar38

Department of Mathematics and Natural Sciences, College of Letters and Sciences, National University, San Diego, CA 92037.

A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Read More

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http://dx.doi.org/10.1187/cbe.17-07-0129DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234803PMC
September 2018
2 Reads

Error-Discovery Learning Boosts Student Engagement and Performance, while Reducing Student Attrition in a Bioinformatics Course.

CBE Life Sci Educ 2018 09;17(3):ar40

Center for Education Innovation and Learning Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095.

We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors-who cannot see what every student is actually thinking on each concept in each class-and for students-who often cannot tell precisely whether their thinking is right or wrong, let alone exactly how to fix it. We tested a strategy for eliminating these blind spots by having students answer open-ended, conceptual problems using a Web-based platform, and measured the effects on student attrition, engagement, and performance. In 4 years of testing both in class and using an online platform, this approach revealed (and provided specific resolution lessons for) more than 200 distinct conceptual errors, dramatically increased average student engagement, and reduced student attrition by approximately fourfold compared with the original lecture course format (down from 48. Read More

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http://dx.doi.org/10.1187/cbe.17-04-0061DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234822PMC
September 2018
11 Reads