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CBE Life Sciences Education

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https://www.readbyqxmd.com/read/28495937/an-analysis-of-the-perceptions-and-resources-of-large-university-classes
#1
Ceilidh Barlow Cash, Jessa Letargo, Steffen P Graether, Shoshanah R Jacobs
Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28495936/aspect-a-survey-to-assess-student-perspective-of-engagement-in-an-active-learning-classroom
#2
Benjamin L Wiggins, Sarah L Eddy, Leah Wener-Fligner, Karen Freisem, Daniel Z Grunspan, Elli J Theobald, Jerry Timbrook, Alison J Crowe
The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28495935/metacognition-in-upper-division-biology-students-awareness-does-not-always-lead-to-control
#3
Kathryn Morris Dye, Julie Dangremond Stanton
Students with awareness and control of their own thinking can learn more and perform better than students who are not metacognitive. Metacognitive regulation is how you control your thinking in order to learn. It includes the skill of evaluation, which is the ability to appraise your approaches to learning and then modify future plans based on those appraisals. We asked when, why, and how upper-division biology students evaluated their approaches to learning. We used self-evaluation assignments to identify students with potentially high metacognition and conducted semistructured interviews to collect rich qualitative data from them...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28495934/how-should-i-study-for-the-exam-self-regulated-learning-strategies-and-achievement-in-introductory-biology
#4
Amanda J Sebesta, Elena Bray Speth
In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28495933/curriculum-alignment-with-vision-and-change-improves-student-scientific-literacy
#5
Anna Jo Auerbach, Elisabeth E Schussler
The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28495932/effectiveness-and-adoption-of-a-drawing-to-learn-study-tool-for-recall-and-problem-solving-minute-sketches-with-folded-lists
#6
Paul D Heideman, K Adryan Flores, Lu M Sevier, Kelsey E Trouton
Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450449/a-call-to-develop-course-based-undergraduate-research-experiences-cures-for-nonmajors-courses
#7
Cissy J Ballen, Jessamina E Blum, Sara Brownell, Sadie Hebert, James Hewlett, Joanna R Klein, Erik A McDonald, Denise L Monti, Stephen C Nold, Krista E Slemmons, Paula A G Soneral, Sehoya Cotner
Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450448/broadening-participation-in-biology-education-research-engaging-community-college-students-and-faculty
#8
Jeffrey N Schinske, Virginia L Balke, M Gita Bangera, Kevin M Bonney, Sara E Brownell, Robert S Carter, Douglas Curran-Everett, Erin L Dolan, Samantha L Elliott, Linnea Fletcher, Beatriz Gonzalez, Joseph J Gorga, James A Hewlett, Stacey L Kiser, Jenny L McFarland, Anjali Misra, Apryl Nenortas, Smith M Ngeve, Pamela A Pape-Lindstrom, Shannon B Seidel, Matthew C Tuthill, Yue Yin, Lisa A Corwin
Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450447/fair-play-a-study-of-scientific-workforce-trainers-experience-playing-an-educational-video-game-about-racial-bias
#9
Anna Kaatz, Molly Carnes, Belinda Gutierrez, Julia Savoy, Clem Samuel, Amarette Filut, Christine Maidl Pribbenow
Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450446/how-question-types-reveal-student-thinking-an-experimental-comparison-of-multiple-true-false-and-free-response-formats
#10
Joanna K Hubbard, Macy A Potts, Brian A Couch
Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover experimental design to identify differences in how multiple-true-false (MTF) and free-response (FR) exam questions reveal student thinking regarding specific conceptions. We report that correct response rates correlate across the two formats but that a higher percentage of students provide correct responses for MTF questions...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450445/the-case-for-biocalculus-design-retention-and-student-performance
#11
Carrie Diaz Eaton, Hannah Callender Highlander
Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450444/conceptual-elements-a-detailed-framework-to-support-and-assess-student-learning-of-biology-core-concepts
#12
Tawnya Cary, Janet Branchaw
The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450443/correction-for-time-to-credit-gender-inequities-of-first-year-phd-students-in-the-biological-sciences
#13
(no author information available yet)
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28450442/teaching-as-brain-changing-exploring-connections-between-neuroscience-and-innovative-teaching
#14
Melinda T Owens, Kimberly D Tanner
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28408409/broadening-participation-in-the-sciences-within-and-from-africa-purpose-challenges-and-prospects
#15
Iruka N Okeke, Chinedum P Babalola, Denis K Byarugaba, Abdoulaye Djimde, Omolaja R Osoniyi
Many of Africa's challenges have scientific solutions, but there are fewer individuals engaged in scientific activity per capita on this continent than on any other. Only a handful of African scientists use their skills to capacity or are leaders in their disciplines. Underrepresentation of Africans in scientific practice, discourse, and decision making reduces the richness of intellectual contributions toward hard problems worldwide. This essay outlines challenges faced by teacher-scholars from sub-Saharan Africa as we build scientific expertise...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28408408/students-use-of-optional-online-reviews-and-its-relationship-to-summative-assessment-outcomes-in-introductory-biology
#16
Shana K Carpenter, Shuhebur Rahman, Terry J S Lund, Patrick I Armstrong, Monica H Lamm, Robert D Reason, Clark R Coffman
Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front)...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28408407/using-next-generation-sequencing-to-explore-genetics-and-race-in-the-high-school-classroom
#17
Xinmiao Yang, Mark R Hartman, Kristin T Harrington, Candice M Etson, Matthew B Fierman, Donna K Slonim, David R Walt
With the development of new sequencing and bioinformatics technologies, concepts relating to personal genomics play an increasingly important role in our society. To promote interest and understanding of sequencing and bioinformatics in the high school classroom, we developed and implemented a laboratory-based teaching module called "The Genetics of Race." This module uses the topic of race to engage students with sequencing and genetics. In the experimental portion of this module, students isolate their own mitochondrial DNA using standard biotechnology techniques and collect next-generation sequencing data to determine which of their classmates are most and least genetically similar to themselves...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28408406/a-problem-sorting-task-detects-changes-in-undergraduate-biological-expertise-over-a-single-semester
#18
Anne-Marie Hoskinson, Jessica Middlemis Maher, Cody Bekkering, Diane Ebert-May
Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking introductory biology students to sort biological problems, we investigated whether they changed how they organized and linked biological ideas over one semester of introductory biology...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28408405/communicating-science-through-a-novel-type-of-journal
#19
Michelle T Juarez, Chloe M Kenet, Chiandredi N Johnson
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28389429/integrating-concepts-in-biology-textbook-increases-learning-assessment-triangulation-using-concept-inventory-card-sorting-and-mcat-instruments-followed-by-longitudinal-tracking
#20
Douglas B Luckie, Anne-Marie Hoskinson, Caleigh E Griffin, Andrea L Hess, Katrina J Price, Alex Tawa, Samantha M Thacker
The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook Integrating Concepts in Biology (ICB), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth of student mastery of fundamental concepts in organismal and cellular topics when confronting misconceptions as distractors. ICB students had higher gains in all six topic categories (+43% vs...
2017: CBE Life Sciences Education
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