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CBE Life Sciences Education

Zakiya S Wilson-Kennedy, Margaret I Kanipes, Goldie S Byrd
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
Paul R Hernandez, Patricia D Hopkins, Krysta Masters, Lisa Holland, Betty M Mei, Michelle Richards-Babb, Kimberly Quedado, Natalie J Shook
It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture...
September 2018: CBE Life Sciences Education
Sara J Wahlberg, Niklas M Gericke
This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon...
September 2018: CBE Life Sciences Education
Melissa B Crawford, Tyrslai M Williams, Zakiya Wilson-Kennedy, Linda Hooper-Bui, Megan Stone, Isiah M Warner
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
Oriana R Aragón, Sarah L Eddy, Mark J Graham
Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors' perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning...
September 2018: CBE Life Sciences Education
Emily E Scott, Charles W Anderson, K K Mashood, Rebecca L Matz, Sonia M Underwood, Vashti Sawtelle
Real-world processes are complex and require ideas from multiple disciplines to be explained. However, many science courses offer limited opportunities for students to synthesize scientific ideas into coherent explanations. In this study, we investigated how students constructed causal explanations of complex phenomena to better understand the ways they approach this practice. We interviewed 12 undergraduate science majors and asked them to explain real-world phenomena. From these interviews, we developed a characterization framework that described the reasoning patterns we found...
September 2018: CBE Life Sciences Education
Yunjeong Chang, Peggy Brickman
Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Students in both high- and low-performance groups still complained of unequal contributions while praising the social support provided by groups...
September 2018: CBE Life Sciences Education
Kimberly C Spencer, Melissa McDaniels, Emily Utzerath, Jenna Griebel Rogers, Christine A Sorkness, Pamela Asquith, Christine Pfund
An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training...
September 2018: CBE Life Sciences Education
Kenneth D Gibbs
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
John T Matsui
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
Elli Theobald
Discipline-based education researchers have a natural laboratory-classrooms, programs, colleges, and universities. Studies that administer treatments to multiple sections, in multiple years, or at multiple institutions are particularly compelling for two reasons: first, the sample sizes increase, and second, the implementation of the treatments can be intentionally designed and carefully monitored, potentially negating the need for additional control variables. However, when studies are implemented in this way, the observations on students are not completely independent; rather, students are clustered in sections, terms, years, or other factors...
September 2018: CBE Life Sciences Education
Angelique Kritzinger, Juan-Claude Lemmens, Marietjie Potgieter
Higher education faces the challenge of high student attrition, which is especially disconcerting if associated with low participation rates, as is the case in South Africa. Recently, the use of learning analytics has increased, enabling institutions to make data-informed decisions to improve teaching, learning, and student success. Most of the literature thus far has focused on "at-risk" students. The aim of this paper is twofold: to use learning analytics to define a different group of students, termed the "murky middle" (MM), early enough in the academic year to provide scope for targeted interventions; and to describe the learning strategies of successful students to guide the design of interventions aimed at improving the prospects of success for all students, especially those of the MM...
September 2018: CBE Life Sciences Education
Emma C Goodwin, Jane N Cao, Miles Fletcher, Justin L Flaiban, Erin E Shortlidge
Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development...
September 2018: CBE Life Sciences Education
Margaret Werner-Washburne
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
Christopher Thompson, Joseph Sanchez, Michael Smith, Judy Costello, Amrita Madabushi, Natasha Schuh-Nuhfer, Rommel Miranda, Brian Gaines, Kathleen Kennedy, Michael Tangrea, David Rivers
The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry-academic partnerships with undergraduate institutions exist in the region...
September 2018: CBE Life Sciences Education
Mallory A Jackson, Alina Tran, Mary Pat Wenderoth, Jennifer H Doherty
Practice exams are a type of deliberate practice that have been shown to improve student course performance. Deliberate practice differs from other types of practice, because it is targeted, mentally challenging, can be repeated, and requires feedback. Providing frequent instructor feedback to students, particularly in large classes, can be prohibitive. A possible solution is to have students grade practice exams using an instructor-generated rubric, receiving points only for completion. Students can either grade their own or a peer's work...
September 2018: CBE Life Sciences Education
Karen Whitworth, Sarah Leupen, Chistopher Rakes, Mauricio Bustos
Student learning in biology may be impaired by instructional environments that emphasize technical methodology over analysis. We hypothesized that time gained by experimenting with accurate computer simulations could be used to engage students in analytical, creative learning. The effects of treatments that combined a week of simulated lab instruction with a week of standard lab instruction in different order (E-to-S and S-to-E) were examined using a controlled experimental design with random assignment of lab sections and hierarchical linear modeling analysis to account for possible clustering within sections...
September 2018: CBE Life Sciences Education
Irene V Hulede
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
James A Hewlett
No abstract text is available yet for this article.
September 2018: CBE Life Sciences Education
Derek C Braun, M Diane Clark, Amber E Marchut, Caroline M Solomon, Megan Majocha, Zachary Davenport, Raja S Kushalnagar, Jason Listman, Peter C Hauser, Cara Gormally
Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals...
September 2018: CBE Life Sciences Education
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