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CBE Life Sciences Education

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https://www.readbyqxmd.com/read/28232589/how-is-science-being-taught-measuring-evidence-based-teaching-practices-across-undergraduate-science-departments
#1
Michael J Drinkwater, Kelly E Matthews, Jacob Seiler
While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28232588/a-bridge-to-active-learning-a-summer-bridge-program-helps-students-maximize-their-active-learning-experiences-and-the-active-learning-experiences-of-others
#2
Katelyn M Cooper, Michael Ashley, Sara E Brownell
National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28232587/what-s-in-a-prerequisite-a-mixed-methods-approach-to-identifying-the-impact-of-a-prerequisite-course
#3
Brian K Sato, Amanda K Lee, Usman Alam, Jennifer V Dang, Samantha J Dacanay, Pedro Morgado, Giorgia Pirino, Jo Ellen Brunner, Leanne A Castillo, Valerie W Chan, Judith H Sandholtz
Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing. Through interviews and an online survey, students highlighted a number of positive attributes of prerequisites, including their role in knowledge acquisition, along with negative impacts, such as perhaps needlessly increasing time to degree and adding to the cost of education...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28232586/experiences-of-judeo-christian-students-in-undergraduate-biology
#4
M Elizabeth Barnes, Jasmine M Truong, Sara E Brownell
A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28213585/fidelity-of-implementation-an-overlooked-yet-critical-construct-to-establish-effectiveness-of-evidence-based-instructional-practices
#5
Marilyne Stains, Trisha Vickrey
The discipline-based education research (DBER) community has been invested in the research and development of evidence-based instructional practices (EBIPs) for decades. Unfortunately, investigations of the impact of EBIPs on student outcomes typically do not characterize instructors' adherence to an EBIP, often assuming that implementation was as intended by developers. The validity of such findings is compromised, since positive or negative outcomes can be incorrectly attributed to an EBIP when other factors impacting implementation are often present...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28213584/using-the-biology-card-sorting-task-to-measure-changes-in-conceptual-expertise-during-postsecondary-biology-education
#6
Sarah A Bissonnette, Elijah D Combs, Paul H Nagami, Victor Byers, Juliana Fernandez, Dinh Le, Jared Realin, Selina Woodham, Julia I Smith, Kimberly D Tanner
While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non-biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS)...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28213583/why-work-with-undergraduate-researchers-differences-in-research-advisors-motivations-and-outcomes-by-career-stage
#7
Charles N Hayward, Sandra L Laursen, Heather Thiry
Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors' perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28213582/a-scale-up-mock-up-comparison-of-student-learning-gains-in-high-and-low-tech-active-learning-environments
#8
Paula A G Soneral, Sara A Wyse
Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi--experimental setup...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28213581/a-program-aimed-toward-inclusive-excellence-for-underrepresented-undergraduate-women-in-the-sciences
#9
Laura A Katz, Kathryn M Aloisio, Nicholas J Horton, Minh Ly, Sara Pruss, Kate Queeney, Cate Rowen, Patricia Marten DiBartolo
Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared Scholars' outcomes over time with those of underrepresented students before program launch and to relevant peer comparison groups. Since its launch, AEMES Scholars have achieved significantly higher gateway life sciences course grade point averages (GPAs), rates of persistence in life and natural sciences, and participation in natural sciences advanced research relative to baseline...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188283/the-deaf-mentoring-survey-a-community-cultural-wealth-framework-for-measuring-mentoring-effectiveness-with-underrepresented-students
#10
Derek C Braun, Cara Gormally, M Diane Clark
Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not underrepresented individuals. We describe the development of a next-generation mentoring survey built upon capital theory and critical race theory. It emphasizes community cultural wealth, thought to be instrumental to the success of individuals from minority communities...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188282/efficacy-of-a-meiosis-learning-module-developed-for-the-virtual-cell-animation-collection
#11
Eric E Goff, Katie M Reindl, Christina Johnson, Phillip McClean, Erika G Offerdahl, Noah L Schroeder, Alan R White
Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188281/what-s-in-a-name-the-importance-of-students-perceiving-that-an-instructor-knows-their-names-in-a-high-enrollment-biology-classroom
#12
Katelyn M Cooper, Brian Haney, Anna Krieg, Sara E Brownell
Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188280/small-changes-using-assessment-to-direct-instructional-practices-in-large-enrollment-biochemistry-courses
#13
Xiaoying Xu, Jennifer E Lewis, Jennifer Loertscher, Vicky Minderhout, Heather L Tienson
Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188279/deaf-hard-of-hearing-and-hearing-signing-undergraduates-attitudes-toward-science-in-inquiry-based-biology-laboratory-classes
#14
Cara Gormally
For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students' attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English)...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188278/correction-for-bridging-the-undergraduate-curriculum-using-an-integrated-course-embedded-undergraduate-research-experience-icure
#15
(no author information available yet)
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188277/correction-for-do-we-need-to-design-course-based-undergraduate-research-experiences-for-authenticity
#16
(no author information available yet)
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188276/correction-for-student-buy-in-to-active-learning-in-a-college-science-course
#17
(no author information available yet)
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28188275/you-ll-find-answers-here
#18
Rachel Fink
No abstract text is available yet for this article.
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28130273/lighten-the-load-scaffolding-visual-literacy-in-biochemistry-and-molecular-biology
#19
Erika G Offerdahl, Jessie B Arneson, Nicholas Byrne
The development of scientific visual literacy has been identified as critical to the training of tomorrow's scientists and citizens alike. Within the context of the molecular life sciences in particular, visual representations frequently incorporate various components, such as discipline-specific graphical and diagrammatic features, varied levels of abstraction, and spatial arrangements of visual elements to convey information. Visual literacy is achieved when an individual understands the various ways in which a discipline uses these components to represent a particular way of knowing...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28130272/life-science-professional-societies-expand-undergraduate-education-efforts
#20
Marsha Lakes Matyas, Elizabeth A Ruedi, Katie Engen, Amy L Chang
The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students...
2017: CBE Life Sciences Education
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