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


Factors Contributing to the Success of NIH-Designated Underrepresented Minorities in Academic and Nonacademic Research Positions.

CBE Life Sci Educ 2018 Jun;17(2):ar32

Department of Microbiology and Immunology, Cornell University, Ithaca, NY 14853.

We report the outcomes of a survey of underrepresented minorities (URMs) in life science academic (e.g., faculty) and nonacademic (e. Read More

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Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.

CBE Life Sci Educ 2018 Jun;17(2):ar34

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

In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions). Read More

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Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

CBE Life Sci Educ 2018 Jun;17(2):ar32

School of Molecular Biosciences, Washington State University, Pullman, WA 99164-1227.

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Read More

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Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions.

CBE Life Sci Educ 2018 Jun;17(2):ar33

Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322.

While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure-property and structure-function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively. Fourteen university students concurrently enrolled in introductory chemistry and biology courses were interviewed to explore their perceptions regarding 1) the meaning of structure, properties, and function; 2) the presentation of these concepts in their courses; and 3) how these concepts might be related. Read More

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A Mixed-Methods Investigation of Clicker Implementation Styles in STEM.

CBE Life Sci Educ 2018 Jun;17(2):ar30

Center for Integrative Research on Cognition, Learning, and Education.

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. Read More

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June 2018
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A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student.

CBE Life Sci Educ 2018 Jun;17(2):ar31

Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281.

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. Read More

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June 2018
2 Reads

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.

CBE Life Sci Educ 2018 Jun;17(2):ar18

School of Biology and Ecology, University Maine, Orono, ME 04469.

A new assessment tool, Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. Read More

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June 2018
3 Reads

Validating Common Measures of Self-Efficacy and Career Attitudes within Informal Health Education for Middle and High School Students.

CBE Life Sci Educ 2018 Jun;17(2):ar26

Office of the Dean, John A. Burns School of Medicine, University of Hawaii Honolulu, HI 96813.

A common challenge in the evaluation of K-12 science education is identifying valid scales that are an appropriate fit for both a student's age and the educational outcomes of interest. Though many new scales have been validated in recent years, there is much to learn about the appropriate educational contexts and audiences for these measures. This study investigated two such scales, the DEVISE Self-Efficacy for Science scale and the Career Interest Questionnaire (CIQ), within the context of two related health sciences projects. Read More

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Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

CBE Life Sci Educ 2018 Jun;17(2):ar28

Department of Chemistry, University of Michigan, Ann Arbor, MI 48109.

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. Read More

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A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

CBE Life Sci Educ 2018 Jun;17(2):es5

School of Biology and Ecology, University of Maine, Orono, ME 04469.

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. Read More

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June 2018
3 Reads

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students.

CBE Life Sci Educ 2018 Jun;17(2):ar27

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

The faculty and student populations in academia are not representative of the diversity in the U.S.

Population: Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Read More

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How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE).

CBE Life Sci Educ 2018 Jun;17(2):es4

Department of Chemistry, Purdue University, West -Lafayette, IN 47906.

Course-based undergraduate research experiences (CUREs) have been described in a range of educational contexts. Although various anticipated learning outcomes (ALOs) have been proposed, processes for identifying them may not be rigorous or well documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. In this essay, we offer a user-friendly and rigorous approach based on evidence and an easy process to identify ALOs, namely, a five-step Process for Identifying Course-Based Undergraduate Research Abilities (PICURA), consisting of a content analysis, an open-ended survey, an interview, an alignment check, and a two-tiered Likert survey. Read More

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Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

CBE Life Sci Educ 2018 Jun;17(2):ar19

Center for Educational Innovation, University of Minnesota, Minneapolis, MN 55414.

Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. Read More

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Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership.

CBE Life Sci Educ 2018 Jun;17(2):ar20

Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602.

Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students' intentions to pursue research-related careers remain unexplored. Read More

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Teaching Assistant Attention and Responsiveness to Student Reasoning in Written Work.

CBE Life Sci Educ 2018 Jun;17(2):ar25

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

Instructors communicate what they value about students' written work through their comments and feedback, and this feedback has the potential to direct how students approach writing assignments. In this study, we examined how graduate student teaching assistants (TAs) attended and responded to students' written lab reports in an introductory biology course. We collected and analyzed marked lab reports from five TAs and interviewed them about their marking decisions. Read More

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A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines.

CBE Life Sci Educ 2018 Jun;17(2):es2

Department of Biology, Utah Valley University, Orem, UT 84058.

Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). Read More

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Working and Learning in a Field Excursion.

CBE Life Sci Educ 2018 Jun;17(2):ar24

bioCEED-Centre of Excellence in Biology Education, Department of Biology, University of Bergen, 5006 Bergen, Norway.

This study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. Read More

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Further Effects of Phylogenetic Tree Style on Student Comprehension in an Introductory Biology Course.

CBE Life Sci Educ 2018 Jun;17(2):ar17

Department of Biological Sciences, North Dakota State University, Fargo, ND 58108.

Phylogenetic trees have become increasingly important across the life sciences, and as a result, learning to interpret and reason from these diagrams is now an essential component of biology education. Unfortunately, students often struggle to understand phylogenetic trees. Style (i. Read More

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Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

Authors:
Linda C Hodges

CBE Life Sci Educ 2018 Jun;17(2):es3

Faculty Development Center, University of Maryland, Baltimore County, Baltimore, MD 21250.

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. Read More

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Reading Quizzes Improve Exam Scores for Community College Students.

CBE Life Sci Educ 2018 Jun;17(2):ar21

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

To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. Read More

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Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

CBE Life Sci Educ 2018 Jun;17(2):ar23

Department of Physiology and Developmental Biology, Brigham Young University, Provo, UT 84602.

Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student. Read More

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Competing Discourses of Scientific Identity among Postdoctoral Scholars in the Biomedical Sciences.

CBE Life Sci Educ 2018 Jun;17(2):ar29

Physiology and Biophysics, University of Washington, Seattle, WA 98195.

The postdoctoral period is generally one of low pay, long hours, and uncertainty about future career options. To better understand how postdocs conceive of their present and future goals, we asked researchers about their scientific identities while they were in their postdoctoral appointments. We used discourse analysis to analyze interviews with 30 scholars from a research-intensive university or nearby research institutions to better understand how their scientific identities influenced their career goals. Read More

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Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology.

CBE Life Sci Educ 2018 Jun;17(2):ar22

Wisconsin Institute for Science Education and Community Engagement, University of Wisconsin-Madison, Madison, WI 53706.

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Read More

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Peer Instruction.

CBE Life Sci Educ 2018 Jun;17(2):fe5

Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203.

Peer instruction, a form of active learning, is generally defined as an opportunity for peers to discuss ideas or to share answers to questions in an in-class environment, where they also have opportunities for further interactions with their instructor. When implementing peer instruction, instructors have many choices to make about group design, assignment format, and grading, among others. Ideally, these choices can be informed by research about the impact of these components of peer instruction on student learning. Read More

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Language Matters: Considering Microaggressions in Science.

CBE Life Sci Educ 2018 ;17(1)

Department of Biology, San Francisco State University, San Francisco, CA 94132

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January 2018
2 Reads

Helping Practitioners and Researchers Identify and Use Education Research Literature.

CBE Life Sci Educ 2018 ;17(1)

Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203.

Evidence-based teaching practices are being encouraged to increase student skills and understanding in the sciences. Finding, interpreting, and applying education literature to a specific context are barriers to adopting these evidence-based practices. Here, we introduce a new feature, This feature identifies literature associated with specific pedagogies, which we distill to practical recommendations for teaching. Read More

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January 2018
2 Reads

Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences.

CBE Life Sci Educ 2018 ;17(1)

University of California, San Francisco, San Francisco, CA 94143

The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. Read More

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January 2018
3 Reads

Āwhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Māori and Pacific Success in STEM Disciplines.

CBE Life Sci Educ 2018 ;17(1)

Āwhina Research, Wellington 6012, New Zealand.

Māori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Rōpū Āwhina (Āwhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce Māori and Pacific professionals in STEM disciplines who contribute to Māori and Pacific community development and leadership. A hierarchical Bayesian approach was used to estimate posterior standardized completion rates for 3-year undergraduate and 2-year postgraduate degrees undertaken by non-Māori-Pacific and Māori-Pacific students. Read More

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January 2018
3 Reads

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy.

CBE Life Sci Educ 2018 ;17(1)

Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706.

To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U. Read More

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January 2018
4 Reads

How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction.

CBE Life Sci Educ 2018 ;17(1)

Department of Chemistry, Purdue University, West Lafayette, IN 47907

To keep biochemistry instruction current and relevant, it is crucial to expose students to cutting-edge scientific research and how experts reason about processes governed by thermodynamics and kinetics such as protein folding and dynamics. This study focuses on how experts explain their research into this topic with the intention of informing instruction. Previous research has modeled how expert biologists incorporate research methods, social or biological context, and analogies when they talk about their research on mechanisms. Read More

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January 2018
3 Reads

Alternative Perspectives on Students' Reasoning about Emergent Processes.

Authors:
Julia Gouvea

CBE Life Sci Educ 2018 ;17(1)

Tufts University, Medford, MA 02155

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January 2018
2 Reads

Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

CBE Life Sci Educ 2018 ;17(1)

Department of Genetics, University of Georgia, Athens, GA 30602

Active-learning strategies improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. Read More

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January 2018
2 Reads

Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching.

CBE Life Sci Educ 2018 ;17(1)

Department of Genetics, University of Georgia, Athens, GA 30602

Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. Read More

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January 2018
6 Reads

Benefit-Cost Analysis of Undergraduate Education Programs: An Example Analysis of the Freshman Research Initiative.

CBE Life Sci Educ 2018 ;17(1)

Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602

Institutions and administrators regularly have to make difficult choices about how best to invest resources to serve students. Yet economic evaluation, or the systematic analysis of the relationship between costs and outcomes of a program or policy, is relatively uncommon in higher education. This type of evaluation can be an important tool for decision makers considering questions of resource allocation. Read More

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January 2018
3 Reads

Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations.

CBE Life Sci Educ 2018 ;17(1)

Biology Department, Pacific Lutheran University, Tacoma, WA 98447

Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. Read More

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January 2018
8 Reads

Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course.

CBE Life Sci Educ 2018 ;17(1)

Center for Teaching and Learning, Yale University, New Haven, CT 06511.

There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' ( = 245) in the instructor-defined as perceptions of their instructor's understanding, acceptance, and care-and students' attitudes toward learning within an anatomy and physiology course featuring active learning. Read More

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January 2018
2 Reads

Group Work.

CBE Life Sci Educ 2018 ;17(1)

Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203

Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by (). Read More

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January 2018
2 Reads

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers.

CBE Life Sci Educ 2018 ;17(1)

Department of Psychology, California State University San Marcos, San Marcos, CA 92096.

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. Read More

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January 2018
5 Reads

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

CBE Life Sci Educ 2018 ;17(1)

Biology Department, Boston College, Chestnut Hill, MA 02467.

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. Read More

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January 2018
4 Reads

Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills.

CBE Life Sci Educ 2018 ;17(1)

School of Molecular Biosciences, Washington State University, Pullman, WA 99164.

identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of undergraduate instruction. Read More

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January 2018
2 Reads

Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners.

CBE Life Sci Educ 2017 Dec;17(1)

Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623

In this article, we begin to unpack the phenomenon of representational competence by exploring how arrow symbols are used in introductory biology textbook figures. Out of 1214 figures in an introductory biology textbook, 632 (52%) of them contained arrows that were used to represent many different concepts or processes. Analysis of these figures revealed little correlation between arrow style and meaning. Read More

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December 2017
3 Reads

Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations.

CBE Life Sci Educ 2018 ;17(1)

Department of Biology Education, University of Kiel, 24118 Kiel, Germany

Energy is an important concept in all natural sciences, and a challenging one for school science education. Students' conceptual knowledge of energy is often low, and they entertain misconceptions. Educational research in science and mathematics suggests that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students' knowledge of abstract concepts such as energy. Read More

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January 2018
3 Reads

Energy Connections and Misconnections across Chemistry and Biology.

CBE Life Sci Educ 2018 ;17(1)

Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322.

Despite the number of university students who take courses in multiple science disciplines, little is known about how they connect concepts between disciplines. Energy is a concept that underlies all scientific phenomena and, as such, provides an appropriate context in which to investigate student connections and misconnections across disciplines. In this study, university students concurrently enrolled in introductory chemistry and biology were interviewed to explore their perceptions of the integration of energy both within and across the disciplines, and how they attempted to accommodate and reconcile different disciplinary approaches to energy, to inform future, interdisciplinary course reform. Read More

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January 2018
3 Reads

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.

CBE Life Sci Educ 2018 ;17(1)

Department of Biology, Duke University, Durham, NC 27708.

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. Read More

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January 2018
5 Reads

Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.

CBE Life Sci Educ 2018 ;17(1)

Department of Biology, San Francisco State University, San Francisco, CA 94132

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. Read More

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January 2018
12 Reads

Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course.

CBE Life Sci Educ 2018 ;17(1)

Biology Department, Boston College, Chestnut Hill, MA 02467

National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Read More

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January 2018
3 Reads

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.

CBE Life Sci Educ 2017 ;16(4)

Association of American Universities, Washington, DC 20005

Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. Read More

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January 2017
7 Reads

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification.

CBE Life Sci Educ 2017 ;16(4)

Department of Biochemistry & Molecular Biology, Michigan State University East Lansing, MI 48824.

National calls for improving science education (e.g., ) emphasize the need to learn disciplinary core ideas through scientific practices. Read More

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January 2017
6 Reads

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

CBE Life Sci Educ 2017 ;16(4)

School of Biological Sciences, University of Nebraska, Lincoln, NE 68588

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Read More

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January 2017
6 Reads