984 results match your criteria Cbe-life Sciences Education[Journal]


A Hierarchical Mentoring Program Increases Confidence and Effectiveness in Data Analysis and Interpretation for Undergraduate Biology Students.

CBE Life Sci Educ 2020 Sep;19(3):ar23

Department of Ecology and Evolutionary Biology, University of California, Irvine, CA 92697.

Science instructors are increasingly incorporating teaching techniques that help students develop core competencies such as critical-thinking and communication skills. These core competencies are pillars of career readiness that prepare undergraduate students to successfully transition to continuing education or the workplace, whatever the field. Course-based undergraduate research experiences that culminate in written research papers can be effective at developing critical-thinking and communication skills but are challenging to implement as class size (and student-to-instructor ratio) grows. Read More

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http://dx.doi.org/10.1187/cbe.19-10-0201DOI Listing
September 2020

Highlighting Prosocial Affordances of Science in Textbooks to Promote Science Interest.

CBE Life Sci Educ 2020 Sep;19(3):ar24

Department of Psychology, San Diego State University, San Diego, CA 92182.

The prevalent stereotype that scientific fields do not afford opportunities to fulfill goals of helping others deters student interest and participation in science. We investigated whether introductory college science textbooks that highlight the prosocial utility value of science can be used to change beliefs about the affordances of scientific work. In study 1, undergraduate students who were randomly assigned to read a science textbook chapter with added prosocial utility value expressed greater beliefs that the science topic afforded prosocial goals and increased interest in the scientific topic, compared with two control conditions. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0176DOI Listing
September 2020

"How Well Does Your Structural Equation Model Fit Your Data?": Is Marcoulides and Yuan's Equivalence Test the Answer?

CBE Life Sci Educ 2020 Sep;19(3):es5

Department of Instructional Technology & Learning Sciences, Utah State University, Logan, UT 84322.

Structural equation modeling is an ideal data analytical tool for testing complex relationships among many analytical variables. It can simultaneously test multiple mediating and moderating relationships, estimate latent variables on the basis of related measures, and address practical issues such as nonnormality and missing data. To test the extent to which a hypothesized model provides an appropriate characterization of the collective relationships among its variables, researchers must assess the "fit" between the model and the sample's data. Read More

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http://dx.doi.org/10.1187/cbe.20-01-0016DOI Listing
September 2020

Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.

CBE Life Sci Educ 2020 Jun;19(2):ar20

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

Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the relationship between anxiety and active learning in the context of community college science courses. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0186DOI Listing

Communicating Complex STEM Program Evaluation to Diverse Stakeholders.

CBE Life Sci Educ 2020 Jun;19(2):es4

STEM Program Evaluation and Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06511.

Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations can be overwhelming to audiences that are not familiar with the program's structure or engaged in the evaluation process. The goal of this methods essay is to help both evaluators and discipline-based education researchers improve communication about program evaluation with a variety of stakeholders. Read More

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http://dx.doi.org/10.1187/cbe.19-06-0108DOI Listing

Gender Differences in Student Participation in an Active-Learning Classroom.

CBE Life Sci Educ 2020 Jun;19(2):ar12

Plant Pathology Department, Washington State University, Pullman, WA 99163.

Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Read More

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http://dx.doi.org/10.1187/cbe.19-03-0048DOI Listing

Scientific Societies Fostering Inclusive Scientific Environments through Travel Awards: Current Practices and Recommendations.

CBE Life Sci Educ 2020 Jun;19(2):es3

Biophysical Society, Rockville, MD 20852.

Diversity-focused committees continue to play essential roles in the efforts of professional scientific societies to foster inclusion and facilitate the professional development of underrepresented minority (URM) young scientists in their respective scientific disciplines. Until recently, the efforts of these committees have remained independent and disconnected from one another. Funding from the National Science Foundation has allowed several of these committees to come together and form the Alliance to Catalyze Change for Equity in STEM Success, herein referred to as ACCESS. Read More

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http://dx.doi.org/10.1187/cbe.19-11-0262DOI Listing

"Accepting Evolution Means You Can't Believe in God": Atheistic Perceptions of Evolution among College Biology Students.

CBE Life Sci Educ 2020 Jun;19(2):ar21

School of Life Sciences, Arizona State University, Tempe, AZ 85282.

Although many scientists agree that evolution does not make claims about God/god(s), students might assume that evolution is atheistic, and this may lead to lower evolution acceptance. In study 1, we surveyed 1081 college biology students at one university about their religiosity and evolution acceptance and asked what religious ideas someone would have to reject if that person were to accept evolution. Approximately half of students wrote that a person cannot believe in God/religion and accept evolution, indicating that these students may have atheistic perceptions of evolution. Read More

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http://dx.doi.org/10.1187/cbe.19-05-0106DOI Listing

The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty.

CBE Life Sci Educ 2020 Jun;19(2):ar22

Feinberg School of Medicine, Northwestern University, Chicago, IL 60611.

We describe here the development and validation of the Academic Career Readiness Assessment (ACRA) rubric, an instrument that was designed to provide more equity in mentoring, transparency in hiring, and accountability in training of aspiring faculty in the biomedical life sciences. We report here the results of interviews with faculty at 20 U.S. Read More

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http://dx.doi.org/10.1187/cbe.19-11-0235DOI Listing

An Exploratory Study of Students with Depression in Undergraduate Research Experiences.

CBE Life Sci Educ 2020 Jun;19(2):ar19

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

Depression is a top mental health concern among undergraduates and has been shown to disproportionately affect individuals who are underserved and underrepresented in science. As we aim to create a more inclusive scientific community, we argue that we need to examine the relationship between depression and scientific research. While studies have identified aspects of research that affect graduate student depression, we know of no studies that have explored the relationship between depression and undergraduate research. Read More

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http://dx.doi.org/10.1187/cbe.19-11-0217DOI Listing

Learning Assessment (ERLA): Validity Evidence for an Instrument to Measure Undergraduate and Graduate Research Trainee Development.

CBE Life Sci Educ 2020 Jun;19(2):ar18

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

Expanding the scope of previous undergraduate research assessment tools, the Learning Assessment (ERLA) measures undergraduate and graduate research trainee learning gains in the seven areas of trainee development in the evidence-based conceptual framework: Research Comprehension and Communication Skills, Practical Research Skills, Research Ethics, Researcher Identity, Researcher Confidence and Independence, Equity and Inclusion Awareness and Skills, and Professional and Career Development Skills. In this paper, we present multiple sources of validity evidence for the ERLA trainee self-assessment and mentor assessment of trainee learning gains. Evidence of internal structure of the initial scales via exploratory factor analysis ( = 193; = 130) revealed seven factors that align with the conceptual framework. Read More

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http://dx.doi.org/10.1187/cbe.19-07-0146DOI Listing

The Tyranny of Content: "Content Coverage" as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It.

CBE Life Sci Educ 2020 Jun;19(2):ar17

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

Instructors have inherited a model for conscientious instruction that suggests they must cover all the material outlined in their syllabus, and yet this model frequently diverts time away from allowing students to engage meaningfully with the content during class. We outline the historical forces that may have conditioned this teacher-centered model as well as the disciplinary pressures that inadvertently reward it. As a way to guide course revision and move to a learner-centered teaching approach, we propose three evidence-based strategies that instructors can adopt: 1) identify the core concepts and competencies for your course; 2) create an organizing framework for the core concepts and competencies; and 3) teach students how to learn in your discipline. Read More

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http://dx.doi.org/10.1187/cbe.19-04-0079DOI Listing

Uncovering Factors Influencing Instructors' Decision Process when Considering Implementation of a Course-Based Research Experience.

CBE Life Sci Educ 2020 Jun;19(2):ar13

Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111.

Course-based undergraduate research experiences (CUREs) are an effective way to expose large numbers of students to authentic research, yet most laboratory courses still use traditional "cookbook" methods. While barriers to using CUREs have been captured postimplementation, little is known about the decision mindset before implementation or what features of CURE design may mitigate perceived barriers. Perception of an innovation (such as a CURE) influences the likelihood of its adoption, and diffusion of innovations theory posits that the decision to adopt is largely influenced by five perceived features of an innovation: relative advantage, compatibility, complexity, observability, and trialability. Read More

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http://dx.doi.org/10.1187/cbe.19-10-0208DOI Listing

Recent Research on Students' Identities: Advancing Theory and Practice to Disrupt Inequities.

Authors:
Julia Gouvea

CBE Life Sci Educ 2020 Jun;19(2):fe3

Tufts University, Medford, MA 02155.

Students' identities shape and are shaped by learning experiences inside and outside classrooms. Three recent papers present theoretical frameworks for understanding the complex dynamics of identity development with implications for equity in science and mathematics education. Read More

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http://dx.doi.org/10.1187/cbe.20-03-0051DOI Listing

Developing the DELTA: Capturing Cultural Changes in Undergraduate Departments.

CBE Life Sci Educ 2020 Jun;19(2):ar15

Department of Physics and Astronomy, San José State University, San Jose, CA 95192-0106.

Departments are now recognized as an important locus for sustainable change on university campuses. Making sustainable changes typically requires a shift in culture, but culture is complex and difficult to measure. For this reason, cultural changes are often studied using qualitative methods that provide rich, detailed data. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0180DOI Listing

Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race.

Authors:
Karen G Hales

CBE Life Sci Educ 2020 Jun;19(2):es2

Department of Biology, Davidson College, Davidson, NC 28035.

The study of genetics centers on how encoded information in DNA underlies similarities and differences between individuals and how traits are inherited. Genetics topics covered in a wide variety of undergraduate biology classrooms can relate to various identities held by students such as gender identity, disability, and race/ethnicity, among others. An instructor's sensitive approaches and deliberate language choices regarding these topics has the potential to make the critical difference between welcoming or alienating students and can set a tone that communicates to all students the importance of diversity. Read More

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http://dx.doi.org/10.1187/cbe.19-08-0156DOI Listing

Diving into the Details: Constructing a Framework of Random Call Components.

CBE Life Sci Educ 2020 Jun;19(2):ar14

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

Random call is a randomized approach to select a student or group of students to share their thinking with the whole class. There are potential costs and benefits of random call in undergraduate courses, yet we lack insight about how this strategy is actually implemented and why instructors choose to use it. We interviewed 12 college biology instructors who use random call in courses with 50 or more students. Read More

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http://dx.doi.org/10.1187/cbe.19-07-0130DOI Listing

Resources for Teaching and Assessing the Biology Core Concepts.

CBE Life Sci Educ 2020 Jun;19(2):es1

School of Life Sciences, Arizona State University, Tempe, AZ 85281.

The report called for the biology community to mobilize around teaching the core concepts of biology. This essay describes a collection of resources developed by several different groups that can be used to respond to the report's call to transform undergraduate education at both the individual course and departmental levels. First, we present two frameworks that help articulate the core concepts, the and the Conceptual Elements (CE) Framework, which can be used in mapping the core concepts onto existing curricula and designing new curricula that teach the biology core concepts. Read More

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http://dx.doi.org/10.1187/cbe.19-11-0243DOI Listing

Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning.

CBE Life Sci Educ 2020 Jun;19(2):ar16

Department of Biological Sciences, University of Toronto, Scarborough, Toronto, Ontario M1C1A4, Canada.

We previously developed an online multiple-choice question authoring, learning, and self-assessment tool that we termed Quizzical. Here we report statistical analyses over two consecutive years of Quizzical use in a large sophomore-level introductory molecular biology course. Students were required to author two questions during the term and were also afforded opportunities to earn marks for quiz participation. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0189DOI Listing

Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report.

CBE Life Sci Educ 2020 Jun;19(2):mr1

Center for Research in Mathematics and Science Education, University of California, San Diego, and San Diego State University, San Diego, CA 92120.

The 2019 Undergraduate Biology Education Research Gordon Research Conference (UBER GRC), titled "Achieving Widespread Improvement in Undergraduate Education," brought together a diverse group of researchers and practitioners working to identify, promote, and understand widespread adoption of evidence-based teaching, learning, and success strategies in undergraduate biology. Graduate students and postdocs had the additional opportunity to present and discuss research during a Gordon Research Seminar (GRS) that preceded the GRC. This report provides a broad overview of the UBER GRC and GRS and highlights major themes that cut across invited talks, poster presentations, and informal discussions. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0188DOI Listing
June 2020
1.894 Impact Factor

The Impact of High School Life Science Teachers' Subject Matter Knowledge and Knowledge of Student Misconceptions on Students' Learning.

CBE Life Sci Educ 2020 Mar;19(1):ar9

Science Education Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, MA 02138.

One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. Read More

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http://dx.doi.org/10.1187/cbe.19-08-0164DOI Listing

Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience.

CBE Life Sci Educ 2020 Mar;19(1):ar10

Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968.

Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students' science identity development, science self-efficacy, motivation, and ability to "think like a scientist." Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. Read More

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http://dx.doi.org/10.1187/cbe.19-04-0082DOI Listing

Evaluation of the Second Edition of : A Customizable Curriculum for Apprentice-Style Undergraduate and Graduate Research Training Programs and Courses.

CBE Life Sci Educ 2020 Mar;19(1):ar11

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

The second edition of (ER) is a collection of customizable active-learning activities, resources, and assessment and evaluation tools for use in undergraduate and graduate research training programs and courses. Results from two design and development research studies examining the effectiveness of the second edition of the ER curriculum and a 2-day ER facilitator training workshop are reported. Pilot testing of the second edition of the curriculum at 20 sites across the country (42 unique implementations) with 78 facilitators and 565 undergraduate and graduate research trainees provides evidence that the ER activities are clear and complete and that they were effective in helping trainees gain knowledge or improve their ability to do research. Read More

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http://dx.doi.org/10.1187/cbe.19-04-0073DOI Listing

Crossing Boundaries: Steps Toward Measuring Undergraduates' Interdisciplinary Science Understanding.

CBE Life Sci Educ 2020 Mar;19(1):ar8

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

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students' interdisciplinary science understanding. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0168DOI Listing

Development of the BioCalculus Assessment (BCA).

CBE Life Sci Educ 2020 Mar;19(1):ar6

National Institute for Mathematical and Biological Synthesis (NIMBioS), University of Tennessee, Knoxville, TN 37996.

We describe the development and initial validity assessment of the 20-item BioCalculus Assessment (BCA), with the objective of comparing undergraduate life science students' understanding of calculus concepts in different courses with alternative emphases (with and without focus on biological applications). The development process of the BCA included obtaining input from a large network of scientists and educators as well as students in calculus and biocalculus courses to accumulate evidential support of the instrument's content validity and response processes of test takers. We used the Rasch model to examine the internal structure of scores from students who have experienced calculus instruction in the two methods. Read More

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http://dx.doi.org/10.1187/cbe.18-10-0216DOI Listing

Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course.

CBE Life Sci Educ 2020 Mar;19(1):ar7

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

Group activities as part of active-learning pedagogies are thought to be effective in promoting student learning in part because of the quality of discussion they engender in student teams. Not much is known, however, about which instructional factors are most important in achieving productive conversation or how these factors may differ among different collaborative pedagogies. We explored what provokes meaningful group discussions in a university physiology course taught using team-based learning (TBL). Read More

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http://dx.doi.org/10.1187/cbe.19-06-0112DOI Listing

Recent Research in Science Teaching and Learning.

Authors:
Sarah L Eddy

CBE Life Sci Educ 2020 Mar;19(1):fe2

Florida International University, Miami, FL 33199.

The feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring classroom talk and how it impacts conceptual learning; one identifying a unique influence on evolution acceptance: statistical understanding; and the last a genetics lesson that reduces racial bias. Read More

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http://dx.doi.org/10.1187/cbe.19-12-0277DOI Listing

Knowledge or Abilities? How Undergraduates Define Intelligence.

CBE Life Sci Educ 2020 Mar;19(1):ar5

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

Whether students view intelligence as a fixed or malleable trait (i.e., their "mindset") has significant implications for their responses to failure and academic outcomes. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0169DOI Listing

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy.

CBE Life Sci Educ 2020 Mar;19(1):ar4

Biology Department, High Point University, High Point, NC 27268.

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. Read More

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http://dx.doi.org/10.1187/cbe.19-07-0134DOI Listing

Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in Physiology.

CBE Life Sci Educ 2020 Mar;19(1):ar3

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

When a student explains a biological phenomenon, does the answer reflect only the or does it also reflect a ? To gain insight into students' dynamic knowledge, we leveraged three analytic frameworks-structures-behaviors-functions (SBF), mental models (MM), and conceptual dynamics (CD). To assess the stability of student knowledge, we asked undergraduate students to explain the same physiological phenomenon three times-once verbally, once after drawing, and once after interpreting a diagram. The SBF analysis illustrated fine-grained dynamic knowledge between tasks. Read More

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http://dx.doi.org/10.1187/cbe.18-08-0160DOI Listing

Modeling in the Classroom: Making Relationships and Systems Visible.

CBE Life Sci Educ 2020 Mar;19(1):fe1

Biology Department, Saint Louis University, St. Louis, MO 63103.

As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms (https://lse. Read More

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http://dx.doi.org/10.1187/cbe.19-11-0255DOI Listing

Conceptual Characterization of Threshold Concepts in Student Explanations of Evolution by Natural Selection and Effects of Item Context.

CBE Life Sci Educ 2020 Mar;19(1):ar1

Department of Science and Technology, Linköping University, SE-601 74 Norrköping, Sweden.

Evolutionary theory explains a wide range of biological phenomena. Proper understanding of evolutionary mechanisms such as natural selection is therefore an essential goal for biology education. Unfortunately, natural selection has time and again proven difficult to teach and learn, and students' resulting understanding is often characterized by misconceptions. Read More

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http://dx.doi.org/10.1187/cbe.19-03-0056DOI Listing

Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books.

CBE Life Sci Educ 2020 Mar;19(1):ar2

Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130.

As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. Read More

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http://dx.doi.org/10.1187/cbe.19-05-0091DOI Listing

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs.

CBE Life Sci Educ 2019 12;18(4):ar65

STEM CORE, Science, Technology, Engineering, and Math Careers through Outreach, Research, & Education, University of Oregon, Eugene, OR 97403.

In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K-12 teachers. Read More

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http://dx.doi.org/10.1187/cbe.19-03-0069DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889846PMC
December 2019

Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom.

CBE Life Sci Educ 2019 12;18(4):ar63

Department of Psychology, Northeastern University, Boston, MA 02115-5000.

Researchers have identified patterns of intuitive thinking that are commonly used to understand and reason about the biological world. These (anthropic, teleological, and essentialist thinking), while useful in everyday life, have also been associated with misconceptions about biological science. Although construal-based thinking is pervasive among students, we know little about the prevalence of construal-consistent language in the university science classroom. Read More

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http://dx.doi.org/10.1187/cbe.19-04-0076DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889842PMC
December 2019

Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.

CBE Life Sci Educ 2019 12;18(4):ar64

Department of Biological Sciences, University of New Hampshire, Durham, NH 03824.

Quantitative skills are an important competency for undergraduate biology students and should be incorporated early and frequently in an undergraduate's career. Community colleges (CCs) are responsible for teaching introductory biology to a large proportion of biology and prehealth students, and quantitative skills are critical for their careers. However, we know little about the challenges and affordances that CC instructors encounter when incorporating quantitative skills into their courses. Read More

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http://dx.doi.org/10.1187/cbe.19-01-0003DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889844PMC
December 2019

Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.

CBE Life Sci Educ 2019 12;18(4):ar62

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

College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors' teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Read More

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http://dx.doi.org/10.1187/cbe.19-06-0114DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889841PMC
December 2019

"Where's My Mentor?!" Characterizing Negative Mentoring Experiences in Undergraduate Life Science Research.

CBE Life Sci Educ 2019 12;18(4):ar61

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

Undergraduate research experiences in science, technology, engineering, and mathematics fields are championed for promoting students' personal and professional development. Mentorship is an integral part of undergraduate research, as effective mentorship maximizes the benefits undergraduates realize from participating in research. Yet almost no research examines instances in which mentoring is less effective or even problematic, even though prior research on mentoring in workplace settings suggests negative mentoring experiences are common. Read More

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http://dx.doi.org/10.1187/cbe.19-02-0036DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889840PMC
December 2019
4 Reads

"What Will I Experience in My College STEM Courses?" An Investigation of Student Predictions about Instructional Practices in Introductory Courses.

CBE Life Sci Educ 2019 12;18(4):ar60

Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14853.

The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. Read More

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http://dx.doi.org/10.1187/cbe.19-05-0084DOI Listing
December 2019

Recent Progress in Learning Progressions Research.

CBE Life Sci Educ 2019 12;18(4):fe6

Tufts University, Medford, MA 02155.

Learning progressions (LPs) are hypothetical models that describe how learning in a domain may unfold over time. Over the past decade, LPs have grown in popularity. At the same time, there have been advances in LP research. Read More

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http://dx.doi.org/10.1187/cbe.19-09-0181DOI Listing
December 2019

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis.

CBE Life Sci Educ 2019 12;18(4):ar59

Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT 84322.

Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Read More

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http://dx.doi.org/10.1187/cbe.19-05-0089DOI Listing
December 2019
4 Reads

Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance.

CBE Life Sci Educ 2019 12;18(4):ar58

Department of Biology, Monte L. Bean Museum.

Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. Read More

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http://dx.doi.org/10.1187/cbe.19-04-0080DOI Listing
December 2019

Where Do Our Graduates Go? A Tool Kit for Tracking Career Outcomes of Biomedical PhD Students and Postdoctoral Scholars.

CBE Life Sci Educ 2019 12;18(4):le3

Graduate Division, University of California, San Francisco, San Francisco, CA 94158.

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http://dx.doi.org/10.1187/cbe.19-08-0150DOI Listing
December 2019
10 Reads

STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change.

CBE Life Sci Educ 2019 12;18(4):mr4

Center for Research on Instructional Change in Postsecondary Education, Western Michigan University, Kalamazoo, MI 49008-5288.

Research suggests that science, technology, engineering, and mathematics (STEM) departments are a productive unit of focus for systemic change efforts. In particular, they are relatively coherent units of culture, and cultural changes are critical to creating sustainable improvements. However, the STEM disciplines are often treated as a monolith in change literature, and unique aspects of these different disciplinary cultures-and consequences for change efforts-remain somewhat underdeveloped. Read More

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http://dx.doi.org/10.1187/cbe.19-02-0038DOI Listing
December 2019

Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos.

CBE Life Sci Educ 2019 12;18(4):ar55

Department of Integrative Biology and Physiology.

Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, "coding online asynchronous lectures" (COAL), to analyze open-ended student survey responses. Read More

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http://dx.doi.org/10.1187/cbe.18-08-0171DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6829069PMC
December 2019
6 Reads

Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance.

CBE Life Sci Educ 2019 12;18(4):ar54

Department of Psychology, University of California, San Diego, La Jolla, CA 92093.

Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Read More

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http://dx.doi.org/10.1187/cbe.18-12-0248DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6818465PMC
December 2019

Expert-Novice Comparison Reveals Pedagogical Implications for Students' Analysis of Primary Literature.

CBE Life Sci Educ 2019 12;18(4):ar56

Department of Biology, University of North Georgia, Dahlonega, GA 30597.

Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. Read More

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http://dx.doi.org/10.1187/cbe.18-05-0077DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6829068PMC
December 2019

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.

CBE Life Sci Educ 2019 12;18(4):ar53

Department of Statistics and Applied Probability, University of California, Santa Barbara, Santa Barbara, CA 93106.

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Read More

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http://dx.doi.org/10.1187/cbe.18-08-0155DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6818464PMC
December 2019

The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE.

CBE Life Sci Educ 2019 12;18(4):ar57

School of Life Sciences, Arizona State University, Tempe, AZ 85287-4501.

Course-based undergraduate research experiences (CUREs) have been shown to lead to multiple student benefits, but much is unknown about how CUREs lead to specific student outcomes. In this study, we examined the extent to which students making "broadly relevant novel discoveries" impacted student project ownership by comparing the experiences of students in a CURE and a traditional lab course. The CURE and traditional lab were similar in most aspects; students were exposed to an identical curriculum taught by the same instructor. Read More

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http://dx.doi.org/10.1187/cbe.19-06-0113DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6829067PMC
December 2019

Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes.

CBE Life Sci Educ 2019 12;18(4):ar52

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

Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. Read More

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http://dx.doi.org/10.1187/cbe.19-05-0098DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812576PMC
December 2019