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Tatapudy S, Potter R, Bostrom L, Colgan A, Self CJ, Smith J, Xu S, Theobald EJ. Visualizing Inequities: A Step Toward Equitable Student Outcomes. CBE LIFE SCIENCES EDUCATION 2024; 23:es9. [PMID: 39321155 DOI: 10.1187/cbe.24-02-0086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/27/2024]
Abstract
The underrepresentation and underperformance of low-income, first-generation, gender minoritized, Black, Latine, and Indigenous students in Science, Technology, Engineering, and Mathematics (STEM) occurs for a variety of reasons, including, that students in these groups experience opportunity gaps in STEM classes. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes. However, these data can be hard to access, process, and visualize in ways that make patterns of inequities clear. To address this need, we developed an R-Shiny application that allows authenticated users to visualize inequities in student performance. An explorable example can be found here: https://theobaldlab.shinyapps.io/visualizinginequities/. In this essay, we use publicly retrieved data as an illustrative example to detail 1) how individual instructors, groups of instructors, and institutions might use this tool for guided self-reflection and 2) how to adapt the code to accommodate data retrieved from local sources. All of the code is freely available here: https://github.com/TheobaldLab/VisualizingInequities. We hope faculty, administrators, and higher-education policymakers will make visible the opportunity gaps in college courses, with the explicit goal of creating transformative, equitable education through self-reflection, group discussion, and structured support.
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Affiliation(s)
- Sumitra Tatapudy
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Rachel Potter
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Linnea Bostrom
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Anne Colgan
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Casey J Self
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Julia Smith
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Shangmou Xu
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Elli J Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
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Woodbury J, Offerdahl E. Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning. CBE LIFE SCIENCES EDUCATION 2024; 23:ar39. [PMID: 39172966 PMCID: PMC11440738 DOI: 10.1187/cbe.24-02-0090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/24/2024]
Abstract
Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.
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Affiliation(s)
- Jacob Woodbury
- School of Molecular Biosciences, Washington State University, Pullman, WA 99163
| | - Erika Offerdahl
- School of Molecular Biosciences, Washington State University, Pullman, WA 99163
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Stieha V, Earl B, Hagens H, Haynes M, Ulappa A, Bond L, Oxford JT. An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:621-638. [PMID: 38932697 PMCID: PMC11427012 DOI: 10.1152/advan.00247.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 04/16/2024] [Accepted: 06/18/2024] [Indexed: 06/28/2024]
Abstract
Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.NEW & NOTEWORTHY This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses.
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Affiliation(s)
- Vicki Stieha
- Department of Organizational Performance and Workplace Learning, Boise State University, Boise, Idaho, United States
| | - Brittnee Earl
- Center for Teaching and Learning, Boise State University, Boise, Idaho, United States
| | - Harrisen Hagens
- Program Evaluation and Research Lab, Boise State University, Boise, Idaho, United States
| | - Meagan Haynes
- Program Evaluation and Research Lab, Boise State University, Boise, Idaho, United States
| | - Amy Ulappa
- Department of Biological Sciences, Boise State University, Boise, Idaho, United States
| | - Laura Bond
- Biomolecular Research Center, Boise State University, Boise, Idaho, United States
| | - Julia Thom Oxford
- Department of Biological Sciences, Boise State University, Boise, Idaho, United States
- Biomolecular Research Center, Boise State University, Boise, Idaho, United States
- Center of Biomedical Research Excellence in Matrix Biology, Boise State University, Boise, Idaho, United States
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Supriya K, Bang C, Ebie J, Pagliarulo C, Tucker D, Villegas K, Wright C, Brownell S. Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities. CBE LIFE SCIENCES EDUCATION 2024; 23:ar30. [PMID: 38900940 PMCID: PMC11440740 DOI: 10.1187/cbe.21-11-0320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/22/2024] [Accepted: 06/06/2024] [Indexed: 06/22/2024]
Abstract
Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores.
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Affiliation(s)
- K. Supriya
- Research for Inclusive STEM Education Center, School of Life Sciences, and
- Center for Education Innovation and Learning in the Sciences, University of California Los Angeles, Los Angeles, CA 90095
| | - Christofer Bang
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Jessica Ebie
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | | | - Derek Tucker
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Kaela Villegas
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Christian Wright
- Research for Inclusive STEM Education Center, School of Life Sciences, and
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, and
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Kaifi R, Alshamrani KM, Al-Nasser S, Omair A, Althaqafy MS. The Relation Between Theoretical and Practical Exams for Health Sciences Students at King Saud Bin Abdulaziz University for Health Sciences- Jeddah. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:419-430. [PMID: 38774481 PMCID: PMC11108077 DOI: 10.2147/amep.s456501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 05/10/2024] [Indexed: 05/24/2024]
Abstract
Introduction A comprehensive approach to assessment is essential to ensure that all students' learning competencies are measured accurately. Therefore, multiple methods of assessment have been developed to address this matter. This Study aims to assess the correlation between health sciences students' performance on theoretical and practical exams. Methods A correlational study design was conducted. The academic performance of 352 students across theoretical/practical courses was tested. SPSS version 29.0 was used for analysis. Spearman's rho correlation (Rs), Wilcoxon, and Mann Whitney were computed at p<0.05. Results The theoretical performance was strongly correlated with the practical performance of all programs pooled together (Rs (352) = 0.67, p<0.001). Also, there was a strong correlation between theoretical and practical performance for male students (Rs (181) = 0.72, p<0.001), while a moderate correlation for female students (Rs (171) = 0.53, p<0.001). Mann-Whitney test revealed significant mean performance difference by gender both at theoretical (U = 9284, p<0.0001) and practical (U = 11,373, p < 0.0001) levels. Conclusion There were significant correlations between theoretical knowledge and practical skills across the selected four programs.; The mean student's performance was better in the practical skills than in the theoretical knowledge assessment, and female students surpassed male students in both practical and theoretical assessments in the four programs offered to both genders.
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Affiliation(s)
- Reham Kaifi
- Department of Radiological Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Medical Imaging Department, Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Khalid M Alshamrani
- Department of Radiological Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Medical Imaging Department, Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Sami Al-Nasser
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Aamir Omair
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Majid S Althaqafy
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Infection Prevention and Control Department, King Abdulaziz Medical City, Jeddah, Saudi Arabia
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
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Edwards BA, Bowen C, Barnes ME, Brownell SE. Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses. CBE LIFE SCIENCES EDUCATION 2024; 23:ar7. [PMID: 38215392 PMCID: PMC10956612 DOI: 10.1187/cbe.23-01-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 11/21/2023] [Accepted: 12/15/2023] [Indexed: 01/14/2024]
Abstract
The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.
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Affiliation(s)
- Baylee A. Edwards
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona 85281
| | - Chloe Bowen
- Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University Murfreesboro, Tennessee, 37132
| | - M. Elizabeth Barnes
- Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University Murfreesboro, Tennessee, 37132
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona 85281
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Severe E, Stalnaker J, Hubbard A, Hafen CH, Bailey EG. To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation. PLoS One 2024; 19:e0297771. [PMID: 38319943 PMCID: PMC10846701 DOI: 10.1371/journal.pone.0297771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 01/12/2024] [Indexed: 02/08/2024] Open
Abstract
Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing on students recruited from science classrooms. We analyzed the data using an inductive approach and found three main themes: (1) A wide variety of external factors impact students' decision to participate, including instructor characteristics and choices, peer influences, and course material characteristics; (2) Students weigh these factors in complex ways, and this internal calculus varies by student; and (3) Women put greater emphasis on fearing peer judgment, and men may be more motivated by course material considerations. Most of the external factors we identified as important for student participation have been described previously, and we validate that previous literature. We add to the literature by a more complex discussion of how students weigh these different factors and how complex the classroom ecosystem can be. We end by framing our results within the Expectancy Value Theory of motivation, discussing limitations, and providing implications for science college instructors to promote broad and equitable participation.
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Affiliation(s)
- Emilee Severe
- Department of Biology, Brigham Young University, Provo, Utah, United States of America
| | - Jack Stalnaker
- Department of Biology, Brigham Young University, Provo, Utah, United States of America
| | - Anika Hubbard
- Department of Biology, Brigham Young University, Provo, Utah, United States of America
| | - Courtni H. Hafen
- Department of Biology, Brigham Young University, Provo, Utah, United States of America
| | - Elizabeth G. Bailey
- Department of Biology, Brigham Young University, Provo, Utah, United States of America
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Esparza D, Hernández-Gaytan AA, Olimpo JT. Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences. CBE LIFE SCIENCES EDUCATION 2023; 22:ar53. [PMID: 37991869 PMCID: PMC10756035 DOI: 10.1187/cbe.22-03-0054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 08/28/2023] [Accepted: 09/13/2023] [Indexed: 11/24/2023]
Abstract
While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.
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Affiliation(s)
- David Esparza
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
| | | | - Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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Alvares SM, Shlichta JG, McFarland JL, Theobald EJ. Assessing Community College Biology Student Perceptions of Being Called on in Class. CBE LIFE SCIENCES EDUCATION 2023; 22:ar51. [PMID: 37906686 PMCID: PMC10756043 DOI: 10.1187/cbe.23-05-0068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 08/30/2023] [Accepted: 09/22/2023] [Indexed: 11/02/2023]
Abstract
Random call has been proposed as an inclusive and equitable practice that engages students in learning. However, this inclusion may come with a cost. In some contexts, students experience anxiety and distress when being called on. Recently, focus has shifted to critical components of random call that may mitigate this cost. We examined how community college (CC) students perceive being called on by addressing 1) benefits that help their learning and 2) characterizing the anxiety students experience through this practice. To do this, we surveyed students in six biology courses taught by six faculty members over six academic quarters. We analyzed survey responses from 383 unique students (520 total responses) using mixed methods. Qualitative responses were coded and consensus codes revealed that students saw benefits to being called on, including paying attention and coming prepared. Qualitative codes also revealed different types of anxiety, both distress and eustress. Analysis of Likert scale survey data revealed perceptions of increased student interaction with their peers in warm random call classes. Furthermore, warm random call may increase participation in class discussions, and it is not correlated with increased extreme anxiety. These data suggest warm random call used in smaller, community college classes, may contribute to students' positive perceptions of being called on.
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Affiliation(s)
| | | | | | - Elli J. Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
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10
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Farrar VS, Aguayo BYC, Caporale N. Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors. CBE LIFE SCIENCES EDUCATION 2023; 22:ar52. [PMID: 37906692 PMCID: PMC10756041 DOI: 10.1187/cbe.23-03-0041] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 09/15/2023] [Accepted: 09/27/2023] [Indexed: 11/02/2023]
Abstract
Despite the existent gender parity in undergraduate biology degree attainment, gendered differences in outcomes are prevalent in introductory biology courses. Less is known about whether these disparities persist at the upper-division level, after most attrition is assumed to have occurred. Here, we report the consistent presence of gender equity gaps across 35 offerings (10 years) of a large-enrollment upper-division biology course at a research-intensive public university. Multilevel modeling showed that women's grades were lower than men's, regardless of prior GPA. These gender gaps were present even when controlling for students' race/ethnicity, socioeconomic status, first-generation college-going status, international status, and transfer status. Class size, gender representation in the classroom, and instructor gender did not significantly relate to course grades. Student questionnaires in a subset of offerings indicated gendered differences in course anxiety, science identity, and science self-efficacy, which correlated with grade outcomes. These results suggest that women experience differential outcomes in upper-division biology, which may negatively influence their persistence in STEM fields postgraduation. Our findings suggest that gender disparities are a systemic problem throughout the undergraduate biology degree and underscore the need for further examination and transformation of upper-division courses to support all students, even at late stages of their degrees.
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Affiliation(s)
- Victoria S. Farrar
- Department of Neurobiology, Physiology and Behavior, University of California Davis, Davis, CA 95616
| | | | - Natalia Caporale
- Department of Neurobiology, Physiology and Behavior, University of California Davis, Davis, CA 95616
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Ghosh A, Cohen KA, Jans L, Busch CA, McDanal R, Yang Y, Cooper KM, Schleider JL. A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial. JMIR Ment Health 2023; 10:e48926. [PMID: 37995114 DOI: 10.2196/48926] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 09/15/2023] [Accepted: 10/06/2023] [Indexed: 11/24/2023] Open
Abstract
BACKGROUND Increasingly, college science courses are transitioning from a traditional lecture format to active learning because students learn more and fail less frequently when they engage in their learning through activities and discussions in class. Fear of negative evaluation (FNE), defined as a student's sense of dread associated with being unfavorably evaluated while participating in a social situation, discourages undergraduates from participating in small group discussions, whole class discussions, and conversing one-on-one with instructors. OBJECTIVE This study aims to evaluate the acceptability of a novel digital single-session intervention and to assess the feasibility of implementing it in a large enrollment college science course taught in an active learning way. METHODS To equip undergraduates with skills to cope with FNE and bolster their confidence, clinical psychologists and biology education researchers developed Project Engage, a digital, self-guided single-session intervention for college students. It teaches students strategies for coping with FNE to bolster their confidence. Project Engage provides biologically informed psychoeducation, uses interactive elements for engagement, and helps generate a personalized action plan. We conducted a 2-armed randomized controlled trial to evaluate the acceptability and the preliminary effectiveness of Project Engage compared with an active control condition that provides information on available resources on the college campus. RESULTS In a study of 282 upper-level physiology students, participants randomized to complete Project Engage reported a greater increase in overall confidence in engaging in small group discussions (P=.01) and whole class discussions (P<.001), but not in one-on-one interactions with instructors (P=.05), from baseline to immediately after intervention outcomes, compared with participants in an active control condition. Project Engage received a good acceptability rating (1.22 on a scale of -2 to +2) and had a high completion rate (>97%). CONCLUSIONS This study provides a foundation for a freely available, easily accessible intervention to bolster student confidence for contributing in class. TRIAL REGISTRATION OSF Registries osf.io/4ca68 http://osf.io/4ca68.
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Affiliation(s)
- Arka Ghosh
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Center for Behavioral Intervention Technologies, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
| | - Katherine A Cohen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
| | - Laura Jans
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
| | - Carly A Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ, United States
| | - Riley McDanal
- Department of Psychology, Stony Brook University, Stony Brook, NY, United States
| | - Yuanyuan Yang
- Department of Psychology, University of Kansas, Lawrence, KS, United States
| | - Katelyn M Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ, United States
| | - Jessica L Schleider
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Center for Behavioral Intervention Technologies, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
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12
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Busch CA, Wiesenthal NJ, Mohammed TF, Anderson S, Barstow M, Custalow C, Gajewski J, Garcia K, Gilabert CK, Hughes J, Jenkins A, Johnson M, Kasper C, Perez I, Robnett B, Tillett K, Tsefrekas L, Goodwin EC, Cooper KM. The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses. CBE LIFE SCIENCES EDUCATION 2023; 22:ar31. [PMID: 37347813 PMCID: PMC10424224 DOI: 10.1187/cbe.22-10-0195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 05/05/2023] [Accepted: 05/19/2023] [Indexed: 06/24/2023]
Abstract
Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how they are impacted by FNE in college science courses. To address this gap, we surveyed 566 undergraduates from one university in the U.S. Southwest who were enrolled in life sciences courses where they had opportunities to speak in front of the whole class. Participants were asked a suite of questions regarding their experiences with FNE in large-enrollment college science courses. We found that first-generation college students, LGBTQ+ students, and students with disabilities reported disproportionately high levels of FNE compared with their counterparts. Additionally, students reported that FNE can cause them to overthink their responses and participate less in class. Participants rated being cold called and presenting alone as forms of whole-class participation that elicit the highest levels of FNE. This research highlights the impact of FNE on undergraduates and provides student-generated recommendations to reduce FNE in active-learning science courses.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
| | | | - Tasneem F. Mohammed
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
| | - Shauna Anderson
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Margaret Barstow
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Cydney Custalow
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Jas Gajewski
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Kristin Garcia
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Cynthia K. Gilabert
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Joseph Hughes
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Aliyah Jenkins
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Miajah Johnson
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Cait Kasper
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Israel Perez
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Brieana Robnett
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Kaytlin Tillett
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Lauren Tsefrekas
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Emma C. Goodwin
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
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13
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Sloane JD, Wheeler LB, Manson JS. Teaching nature of science in introductory biology: Impacts on students' acceptance of biological evolution. PLoS One 2023; 18:e0289680. [PMID: 37561782 PMCID: PMC10414625 DOI: 10.1371/journal.pone.0289680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 07/25/2023] [Indexed: 08/12/2023] Open
Abstract
The present study investigates the impact of explicit, reflective Nature of Science instruction on students' evolution acceptance, understanding of evolution as a theory, and understanding of Nature of Science in an introductory biology course. Results revealed similar improvement in evolution acceptance in both the treatment and control groups, but also that Nature of Science instruction had disproportionately large impacts on evolution acceptance for women and individuals who already had high acceptance. We also found evidence of relationships between understanding and acceptance of evolution and Nature of Science understanding, particularly the creativity aspect of Nature of Science. Together, these results suggest that targeted Nature of Science instruction can have differential impacts on students with particular characteristics, such as women and individuals with high acceptance, but also point to the need to consider additional interventions that can reach men and individuals with low acceptance.
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Affiliation(s)
- Jeremy D Sloane
- Biology Department, Skidmore College, Saratoga Springs, New York, United States of America
| | - Lindsay B Wheeler
- Center for Teaching Excellence, University of Virginia, Charlottesville, Virginia, United States of America
| | - Jessamyn S Manson
- Department of Biology, University of Virginia, Charlottesville, Virginia, United States of America
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14
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Park HJ, Turetsky KM, Dahl JL, Pasek MH, Germano AL, Harper JO, Purdie-Greenaway V, Cohen GL, Cook JE. Investigating Cortisol in a STEM Classroom: The Association Between Cortisol and Academic Performance. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231188277. [PMID: 37530549 DOI: 10.1177/01461672231188277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
Science, technology, engineering, and mathematics (STEM) education can be stressful, but uncertainty exists about (a) whether stressful academic settings elevate cortisol, particularly among students from underrepresented racial/ethnic groups, and (b) whether cortisol responses are associated with academic performance. In four classes around the first exam in a gateway college STEM course, we investigated participants' (N = 271) cortisol levels as a function of race/ethnicity and tested whether cortisol responses predicted students' performance. Regardless of race/ethnicity, students' cortisol, on average, declined from the beginning to the end of each class and across the four classes. Among underrepresented minority (URM) students, higher cortisol responses predicted better performance and a lower likelihood of dropping the course. Among non-URM students, there were no such associations. For URM students, lower cortisol responses may have indicated disengagement, whereas higher cortisol responses may have indicated striving. The implication of cortisol responses can depend on how members of a group experience an environment.
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15
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Rugambuka IB, Mazzuki BD. University student-teachers' diversity and attitudes toward classroom participation. Heliyon 2023; 9:e16364. [PMID: 37274672 PMCID: PMC10238682 DOI: 10.1016/j.heliyon.2023.e16364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 05/08/2023] [Accepted: 05/14/2023] [Indexed: 06/06/2023] Open
Abstract
This study examined student-teachers' diversity and attitudes toward classroom participation in a Tanzanian university. A mixed research approach was used to answer three research questions: student-teachers' attitudes toward classroom participation, attitude differences based on their diversity, and the reasons for their attitudes toward classroom participation. The study involved 701 student-teachers in their second and third years of study. Data were collected through questionnaires and focus group discussions and were analysed using Statistical Package for Social Science and MAXQDA software. Results indicated that student-teachers cooperated with colleagues in groups rather than the whole classroom. The results also indicated diversity in classroom participation by gender, programme, and year of study. Further, it was revealed that student-teachers' attitudes toward classroom participation were based on prior experiences, cultural aspects, linguistic barriers, lecturer pedagogical practices, and teaching context. It is concluded that the student-teachers' attitudes toward classroom participation were variably associated with their diversity, and the reasons for the attitudes were mediated internally and externally. Therefore, it is recommended that lectures be conducted by employing apt techniques for fostering active participation to enrich the classroom with student-teachers and lecturers' voices in knowledge construction and sharing. The techniques should be gender, programme, and year of study sensitive while integrating students-teachers' internal and external mediating factors to create interactive classroom moments that encourage knowledge creation and sharing among the classroom members.
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Affiliation(s)
- Innocent Buberwa Rugambuka
- Dares Salaam University College of Education, A Constituent College of the University of Dar es Salaam, Tanzania
| | - Blandina Daniel Mazzuki
- Dares Salaam University College of Education, A Constituent College of the University of Dar es Salaam, Tanzania
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16
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Hesse DW, Ramsey LM, Bruner LP, Vega-Castillo CS, Teshager D, Hill JR, Bond MT, Sperr EV, Baldwin A, Medlock AE. Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender. MEDICAL SCIENCE EDUCATOR 2023; 33:353-357. [PMID: 37261018 PMCID: PMC10226948 DOI: 10.1007/s40670-023-01743-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/18/2023] [Indexed: 06/02/2023]
Abstract
Gender gaps in academic performance have been reported at a variety of educational levels including several national standardized exams for medical education, with men scoring higher than women. These gaps potentially impact medical school acceptance and residency matching and may be influenced by curricular design. Performance data for our 4-year integrated hybrid curriculum, which features a large proportion of active learning, revealed a gender gap with men performing better early in the curriculum and on the first national standardized exam. This gap in performance almost entirely disappeared for years 2-4 of the curriculum and the second national standardized exam.
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Affiliation(s)
- DeLoris Wenzel Hesse
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
- Department of Cellular Biology, University of Georgia, Athens, GA USA
| | - Lynn M. Ramsey
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
| | - Lia Pierson Bruner
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
- Department of Family and Community Medicine, Medical College of Georgia, Augusta University, Augusta, GA USA
| | | | - Dina Teshager
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
| | - Janette R. Hill
- College of Education, Learning, Design, & Technology, University of Georgia, Athens, GA USA
| | - Mary T. Bond
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
- Department of Medicine: General Internal Medicine, Medical College of Georgia, Augusta University, Augusta, GA USA
| | - Edwin V. Sperr
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
| | - Amy Baldwin
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
- Department of Biochemistry and Molecular Biology, Medical College of Georgia, Augusta University, Augusta, GA USA
| | - Amy E. Medlock
- Augusta University/University of Georgia Medical Partnership, Athens, GA USA
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA USA
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17
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Antecedents Predicting Students’ Active Use of Learning Strategies in Schools of Low SES Context within the Framework of Self-Determination Theory. Eur J Investig Health Psychol Educ 2023; 13:568-579. [PMID: 36975396 PMCID: PMC10047763 DOI: 10.3390/ejihpe13030044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 02/26/2023] [Accepted: 03/04/2023] [Indexed: 03/08/2023] Open
Abstract
Meeting a student’s autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students’ learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students’ use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.
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18
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Kahlon G, Waheed F, Owens MT. What College Biology Students Know about How Vaccines Work. CBE LIFE SCIENCES EDUCATION 2022; 21:ar75. [PMID: 36206329 PMCID: PMC9727621 DOI: 10.1187/cbe.20-12-0294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Revised: 08/15/2022] [Accepted: 09/09/2022] [Indexed: 06/16/2023]
Abstract
Vaccines are an important and societally relevant biology topic, but it is unclear how much college biology students know about how vaccines work and what inaccurate ideas they have about that process. Therefore, we asked more than 600 college students taking biology courses at various levels to explain, "How does a vaccine work?" in a free-response format. Based on authoritative sources and responses from immunology and other biology faculty, we created a rubric to gauge the basic knowledge and accuracy present in student responses. Basic knowledge was defined as knowing that vaccines mimic the pathogen, elicit an active immune response, and provide protection against future infection. Accuracy was defined as the absence of scientifically inaccurate ideas. We found that advanced biology majors score significantly higher in basic knowledge and accuracy when compared with all other student groups, but there were no differences between entering biology majors, pre-health majors, and non-pre-health majors. We also uncovered a variety of inaccurate ideas, with the most common being that vaccines contain the original, unmodified pathogen. These results provide a new way to gauge college student understanding of how a vaccine works and enrich our understanding of what college students know about this process.
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Affiliation(s)
- Gavina Kahlon
- Department of Neurobiology, University of California, San Diego, La Jolla, CA 92093
| | - Fareshta Waheed
- Department of Neurobiology, University of California, San Diego, La Jolla, CA 92093
| | - Melinda T. Owens
- Department of Neurobiology, University of California, San Diego, La Jolla, CA 92093
- Joint Doctoral Program in Math & Science Education, University of California, San Diego and San Diego State University, La Jolla, CA 92093
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19
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Huseby M. The Rotating Front Row Increases Student-Reported Participation during Discussion. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00316-21. [PMID: 36532208 PMCID: PMC9753614 DOI: 10.1128/jmbe.00316-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 09/06/2022] [Indexed: 06/17/2023]
Abstract
Discussion is a common method to engage students in large-enrollment lectures. Many instructors rely on voluntary participation from students, which can lead to inequitable student contributions and exposure to a narrow scope of opinions. Mandatory participation for which points are earned or lost can lead to student disengagement and have the unintended consequence of marginalizing students. A technique known as the rotating front row blends mandatory participation with student flexibility to provide space for all voices while lowering barriers in traditional discussions. Field tests in microbiology-based lectures showed a majority of nonmicrobiology majors (77.1%) and microbiology majors (76.1%) reported an increase in participation within discussions after engaging in the rotating front row. A slight majority of nonmajors (55.7%) and majors (55.1%) reported an increased understanding of the course material covered during participation in the rotating front row. Student responses indicated the rotating front row alleviated anxiety surrounding public speaking while deepening understanding of the course material. The rotating front row is an inclusive technique in which students hear multiple perspectives and an equitable technique that ensures all voices are given an opportunity to contribute within discussions.
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Affiliation(s)
- Medora Huseby
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
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20
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Cortes KL, Reid JW, Fallin R, Hao J, Shah L, Ray HE, Rushton GT. A Longitudinal Study Identifying the Characteristics and Content Knowledge of Those Seeking Certification to Teach Secondary Biology in the United States. CBE LIFE SCIENCES EDUCATION 2022; 21:ar63. [PMID: 36112618 PMCID: PMC9727610 DOI: 10.1187/cbe.21-08-0220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 04/28/2022] [Accepted: 07/26/2022] [Indexed: 06/15/2023]
Abstract
Teacher content knowledge has been identified as a key prerequisite to effective instruction, and current educational policies require measurement of teacher content knowledge to assess candidacy for licensure. The primary instruments used in the United States are the Praxis Subject Assessment exams, which are designed to measure the subject-specific content knowledge needed to be a teacher. The Praxis Biology Subject Assessment exam, used by 42 U.S. states in the past decade, is the most common national measure used to determine biology content knowledge for teacher certification. Demographic and performance data from examinees (N = 43,798) who took the Praxis Biology Subject Assessment from 2006 to 2015 were compared to present a much-needed picture of who is seeking certification to teach biology, how different groups of aspiring biology teachers have performed, and how demographic makeup of prospective biology teachers compares with reports in previous studies describing the composition of the biology teacher workforce. Results indicate the majority of students self-reported as White (76%), female (66%), having undergraduate grade point averages (GPAs) at or above a 3.0 (76%) and majoring in biology (45%). Additionally, the demographic data were included in a linear regression model to determine the factors that explained the most variance in performance of the examinee. The model revealed substantial differences in average performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate GPAs, and census regions. This suggests that if the examinee is a White science, technology, engineering, and mathematics major, man with a 3.5 or higher undergraduate GPA, resides in the western United States, or plans to teach in a suburban school, the examinee will on average outperform their counterparts on the exam. From our analyses, we suggest several measures for the improvement of the biology teaching workforce and establish potential issues in the teacher pipeline that may impact the quality and diversity of U.S. biology teachers.
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Affiliation(s)
| | - Joshua W. Reid
- Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, TN 37132
| | - Rebekah Fallin
- Analytics and Data Science Institute, Kennesaw State University, Kennesaw, GA 30144
| | - Jie Hao
- Analytics and Data Science Institute, Kennesaw State University, Kennesaw, GA 30144
| | - Lisa Shah
- Department of Chemistry, Stony Brook University, Stony Brook, NY 11794
| | - Herman E. Ray
- Analytics and Data Science Institute, Kennesaw State University, Kennesaw, GA 30144
| | - Gregory T. Rushton
- Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, TN 37132
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21
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Robnett RD, Ballen CJ, Fagbodun S, Lane K, McCoy SJ, Robinson L, Weems EI, Cotner S. Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course. PLoS One 2022; 17:e0273301. [PMID: 36260556 PMCID: PMC9581347 DOI: 10.1371/journal.pone.0273301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 08/05/2022] [Indexed: 11/06/2022] Open
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.
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Affiliation(s)
- Rachael D. Robnett
- Department of Psychology, University of Nevada Las Vegas, Las Vegas, NV, United States of America
| | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL, United States of America
| | - Sheritta Fagbodun
- Department of Biology, Tuskegee University, Tuskegee, AL, United States of America
| | - Kelly Lane
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN, United States of America
| | - Sophie J. McCoy
- Department of Biological Science, Florida State University, Tallahassee, FL, United States of America
| | - Lecia Robinson
- Department of Biology, Tuskegee University, Tuskegee, AL, United States of America
| | - Ebony I. Weems
- Department of Biological and Environmental Sciences, Alabama Agricultural and Mechanical University, Huntsville, AL, United States of America
| | - Sehoya Cotner
- Department of Biological Sciences, University of Bergen (Norway), Bergen, Norway
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN, United States of America
- * E-mail:
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22
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Chi VHI, Kadandale P. All Groups Are Not Created Equal: Class-Based Learning Communities Enhance Exam Performance and Reduce Gaps. CBE LIFE SCIENCES EDUCATION 2022; 21:ar52. [PMID: 35880968 PMCID: PMC9582818 DOI: 10.1187/cbe.21-09-0240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 04/25/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
Abstract
Having students work in small groups has been shown to promote better student outcomes, even in large lecture classes. On an institutional scale, the creation of learning communities that span multiple classes has also been proven to improve student outcomes. Research has shown that both interventions can help narrow the performance gaps that are often observed for students from certain demographic backgrounds. However, both have their drawbacks. When used solely for discussions in class, students in small groups rarely continue working together outside lecture in an intentional manner. Grading based on group performance leads to the perception of unfairness due to "weak" or "poor" members or disproportionate workloads. Learning communities, on the other hand, require a fair amount of administrative support to implement. Here, we describe a novel course and incentive structure that allows individual instructors to create sustainable learning communities in their classes. This course structure is relatively easy to implement, requiring very few changes to existing courses, and is adaptable to a variety of contexts, including remote teaching. Finally, we show that such learning communities provide additional learning gains for students and demonstrate that these class-based learning communities help narrow performance gaps for minoritized students.
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Affiliation(s)
- Vivian Hye-In Chi
- Department of Molecular Biology and Biochemistry, University of California Irvine, Irvine, CA 92697
| | - Pavan Kadandale
- Department of Molecular Biology and Biochemistry, University of California Irvine, Irvine, CA 92697
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23
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Dumitru OD, Thorson KR, West TV. Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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24
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Shukla SY, Theobald EJ, Abraham JK, Price RM. Reframing Educational Outcomes: Moving beyond Achievement Gaps. CBE LIFE SCIENCES EDUCATION 2022; 21:es2. [PMID: 35294255 PMCID: PMC9508913 DOI: 10.1187/cbe.21-05-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 12/20/2021] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
The term "achievement gap" has a negative and racialized history, and using the term reinforces a deficit mindset that is ingrained in U.S. educational systems. In this essay, we review the literature that demonstrates why "achievement gap" reflects deficit thinking. We explain why biology education researchers should avoid using the phrase and also caution that changing vocabulary alone will not suffice. Instead, we suggest that researchers explicitly apply frameworks that are supportive, name racially systemic inequities and embrace student identity. We review four such frameworks-opportunity gaps, educational debt, community cultural wealth, and ethics of care-and reinterpret salient examples from biology education research as an example of each framework. Although not exhaustive, these descriptions form a starting place for biology education researchers to explicitly name systems-level and asset-based frameworks as they work to end educational inequities.
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Affiliation(s)
- Sarita Y. Shukla
- School of Educational Studies, University of Washington, Bothell, Bothell, WA 98011-8246
| | - Elli J. Theobald
- Department of Biology, University of Washington, Seattle, Seattle, WA 98195
| | - Joel K. Abraham
- Department of Biological Science, California State University–Fullerton, Fullerton, CA 92831
| | - Rebecca M. Price
- School of Interdisciplinary Arts & Sciences, University of Washington, Bothell, Bothell, WA 98011-8246
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25
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Busch CA, Mohammed TF, Nadile EM, Cooper KM. Aspects of online college science courses that alleviate and exacerbate undergraduate depression. PLoS One 2022; 17:e0269201. [PMID: 35648764 PMCID: PMC9159593 DOI: 10.1371/journal.pone.0269201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 05/14/2022] [Indexed: 11/19/2022] Open
Abstract
Depression is a top mental health concern among college students, yet there is a lack of research exploring how online college science courses can exacerbate or alleviate their depression. We surveyed 2,175 undergraduates at a large research-intensive institution about the severity of their depression in large-enrollment online science courses. The survey also explored aspects of online science courses that exacerbate or alleviate depression and we used regression analyses to assess whether demographics predicted responses. Over 50% of undergraduates reported experiencing depression and LGBTQ+ students, financially unstable students, and lower division students were more likely to experience severe rather than mild depression compared to their counterparts. Students reported difficulty building relationships and struggling to perform well online as aspects of online science courses that exacerbated their depression and the flexible nature of online courses and caring instructors as aspects of online courses that alleviated their depression. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Tasneem F. Mohammed
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Erika M. Nadile
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
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26
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Edwards BA, Roberts JA, Bowen C, Brownell SE, Barnes ME. An exploration of how gender, political affiliation, or religious identity is associated with comfort and perceptions of controversial topics in bioethics. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:268-278. [PMID: 35175827 PMCID: PMC8957324 DOI: 10.1152/advan.00008.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Revised: 02/14/2022] [Accepted: 02/14/2022] [Indexed: 06/14/2023]
Abstract
Bioethics is an important aspect of understanding the relationship between science and society, but studies have not yet examined undergraduate student experiences and comfort in bioethics courses. In this study, we investigated undergraduate bioethics students' support of and comfort when learning three controversial bioethics topics: gene editing, abortion, and physician-assisted suicide (PAS). Furthermore, student identity has been shown to influence how students perceive and learn about controversial topics at the intersection of science and society. So, we explored how students' religious affiliation, gender, or political affiliation was associated with their support of and comfort when learning about gene editing, abortion, and PAS. We found that most students entered bioethics with moderated viewpoints on controversial topics but that there were differences in students' tendency to support each topic based on their gender, religion, and political affiliation. We also saw differences in student comfort levels based on identity: women reported lower comfort than men when learning about gene editing, religious students were less comfortable than nonreligious students when learning about abortion and PAS, and nonliberal students were less comfortable than liberal students when learning about abortion. Students cited that the controversy surrounding these topics and a personal hesitancy to discuss them caused discomfort. These findings indicate that identity impacts comfort and support in a way similar to that previously shown in the public. Thus, it may be important for instructors to consider student identity when teaching bioethics topics to maximize student comfort, ultimately encouraging thoughtful consideration and engagement with these topics.
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Affiliation(s)
- Baylee A Edwards
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona
| | - Julie A Roberts
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona
| | - Chloe Bowen
- Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University Murfreesboro, Tennessee
| | - Sara E Brownell
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona
| | - M Elizabeth Barnes
- Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University Murfreesboro, Tennessee
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27
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Busch CA, Supriya K, Cooper KM, Brownell SE. Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course. CBE LIFE SCIENCES EDUCATION 2022; 21:ar37. [PMID: 35580002 PMCID: PMC9508908 DOI: 10.1187/cbe.21-06-0162] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 03/17/2022] [Accepted: 04/08/2022] [Indexed: 05/31/2023]
Abstract
Sharing personal information can help instructors build relationships with students, and instructors revealing concealable stigmatized identities (CSIs) may be particularly impactful. One CSI is the LGBTQ+ identity, but there has been no research on the student-perceived impact of an instructor revealing this identity. In this exploratory study conducted at an institution in the U.S. Southwest, an instructor revealed that she identifies as LGBTQ+ to her undergraduate biology course in less than 3 seconds. We surveyed students (n = 475) after 8 weeks to assess whether they remembered this, and if so, how they perceived it affected them. We used regression models to assess whether students with different identities perceived a disproportionate impact of the reveal. Most students perceived the instructor revealing her LGBTQ+ identity positively impacted them; regression results showed LGBTQ+ students and women perceived greater increased sense of belonging and confidence to pursue a science career. Students overwhelmingly agreed that instructors revealing their LGBTQ+ identities to students is appropriate. This study is the first to indicate the perceived impact of an instructor revealing her LGBTQ+ identity to students in the United States and suggests that a brief intervention could positively affect students.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - K. Supriya
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
- Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA 90095
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
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Forrester C, Schwikert S, Foster J, Corwin L. Undergraduate R Programming Anxiety in Ecology: Persistent Gender Gaps and Coping Strategies. CBE LIFE SCIENCES EDUCATION 2022; 21:ar29. [PMID: 35426729 PMCID: PMC9508917 DOI: 10.1187/cbe.21-05-0133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 02/22/2022] [Accepted: 03/03/2022] [Indexed: 06/14/2023]
Abstract
The ability to program in R, an open-source statistical program, is increasingly valued across job markets, including ecology. The benefits of teaching R to undergraduates are abundant, but learning to code in R may induce anxiety for students, potentially leading to negative learning outcomes and disengagement. Anecdotes suggest a gender differential in programming anxiety, with women experiencing greater anxiety. Currently, we do not know the extent to which programming anxiety exists in our undergraduate biology classrooms, whether it differs by gender, and what instructors can do to alleviate it. Instructor immediacy has been shown to mediate related anxieties such as quantitative and computer anxiety. Likewise, students' use of adaptive coping strategies may mitigate anxieties. We investigated students' R anxiety within a lower-division ecology course and explored its relationships with gender, instructor immediacy, classroom engagement, and reported coping strategies. Women reported significantly higher R anxiety than men, a gap that narrowed, yet persisted over the semester. In addition, several specific coping skills were associated with decreases in R anxiety and increases in self-concept and sense of control; these differed by gender identity. Our findings can guide future work to identify interventions that lessen programming anxiety in biology classes, especially for women.
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Affiliation(s)
| | - Shane Schwikert
- Office of Information Technology, University of Colorado Boulder, Boulder, CO 80309
| | | | - Lisa Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309
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29
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Nichols SC, Xia YY, Parco M, Bailey EG. Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:00281-21. [PMID: 35496681 PMCID: PMC9053025 DOI: 10.1128/jmbe.00281-21] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 11/16/2021] [Indexed: 05/07/2023]
Abstract
Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.
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Affiliation(s)
| | - Yongyong Y. Xia
- Department of Biology, Brigham Young University, Provo, Utah, USA
| | - Mikaylie Parco
- Department of Biology, Brigham Young University, Provo, Utah, USA
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30
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Cromer SJ, D’Silva KM, Phadke NA, Lord E, Rigotti NA, Baer HJ. Gender Differences in the Amount and Type of Student Participation During In-Person and Virtual Classes in Academic Medicine Learning Environments. JAMA Netw Open 2022; 5:e2143139. [PMID: 35019985 PMCID: PMC8756329 DOI: 10.1001/jamanetworkopen.2021.43139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
This cohort study examines gender differences in the amount and type of student participation during in-person and virtual classes in graduate-level academic medicine learning environments.
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Affiliation(s)
- Sara J. Cromer
- Division of Endocrinology, Diabetes, and Metabolism, Massachusetts General Hospital, Boston
- Harvard Medical School, Boston, Massachusetts
| | - Kristin M. D’Silva
- Harvard Medical School, Boston, Massachusetts
- Division of Rheumatology, Allergy, and Immunology, Massachusetts General Hospital, Boston
| | - Neelam A. Phadke
- Harvard Medical School, Boston, Massachusetts
- Division of Rheumatology, Allergy, and Immunology, Massachusetts General Hospital, Boston
| | - Emma Lord
- Northeastern University, Boston, Massachusetts
| | - Nancy A. Rigotti
- Harvard Medical School, Boston, Massachusetts
- Division of General Internal Medicine, Massachusetts General Hospital, Boston
| | - Heather J. Baer
- Harvard Medical School, Boston, Massachusetts
- Division of General Medicine and Primary Care, Brigham and Women’s Hospital, Boston, Massachusetts
- Department of Epidemiology, Harvard T.H. Chan School of Public Health, Boston, Massachusetts
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31
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Moon S, Jackson MA, Doherty JH, Wenderoth MP. Evidence-based teaching practices correlate with increased exam performance in biology. PLoS One 2021; 16:e0260789. [PMID: 34847190 PMCID: PMC8631643 DOI: 10.1371/journal.pone.0260789] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 11/16/2021] [Indexed: 12/05/2022] Open
Abstract
Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom’s Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students’ GPA at start of the term, and students’ demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom’s levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom’s level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom’s levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students’ learning by incorporating these evidence-based teaching practices.
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Affiliation(s)
- Sungmin Moon
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Mallory A. Jackson
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Jennifer H. Doherty
- Department of Biology, University of Washington, Seattle, Washington, United States of America
| | - Mary Pat Wenderoth
- Department of Biology, University of Washington, Seattle, Washington, United States of America
- * E-mail:
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32
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Patrick L, Howell LA, Wischusen EW. Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach. Sci Prog 2021; 104:368504211033500. [PMID: 34843418 PMCID: PMC10358578 DOI: 10.1177/00368504211033500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students' perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.
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Affiliation(s)
- Lorelei Patrick
- Department of Biological Sciences, Louisiana State University, Baton Rouge, LA, USA
- Department of Biological Sciences, Fort Hays State University, Hays, KS, USA
| | - Leigh Anne Howell
- Department of Biological Sciences, Louisiana State University, Baton Rouge, LA, USA
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33
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Odom S, Boso H, Bowling S, Brownell S, Cotner S, Creech C, Drake AG, Eddy S, Fagbodun S, Hebert S, James AC, Just J, St Juliana JR, Shuster M, Thompson SK, Whittington R, Wills BD, Wilson AE, Zamudio KR, Zhong M, Ballen CJ. Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. CBE LIFE SCIENCES EDUCATION 2021; 20:ar40. [PMID: 34283633 PMCID: PMC8715812 DOI: 10.1187/cbe.20-11-0260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.
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Affiliation(s)
- Sara Odom
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Halle Boso
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Scott Bowling
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sara Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Sehoya Cotner
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | - Catherine Creech
- Department of Biology, Mt. Hood Community College, Gresham, OR 97030
| | - Abby Grace Drake
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Sarah Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | | | - Sadie Hebert
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | - Avis C James
- Department of Biology, New Mexico State University, Las Cruces, NM 88003
| | - Jan Just
- Department of Biology, Portland Community College, Portland, OR 97217
| | - Justin R St Juliana
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Michele Shuster
- Department of Biology, New Mexico State University, Las Cruces, NM 88003
| | - Seth K Thompson
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | | | - Bill D Wills
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Alan E Wilson
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Kelly R Zamudio
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Min Zhong
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Cissy J Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
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34
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Gin LE, Guerrero FA, Brownell SE, Cooper KM. COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE LIFE SCIENCES EDUCATION 2021; 20:ar36. [PMID: 34114885 PMCID: PMC8715823 DOI: 10.1187/cbe.21-02-0028] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Revised: 04/26/2021] [Accepted: 05/04/2021] [Indexed: 05/08/2023]
Abstract
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.
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Affiliation(s)
- Logan E. Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Frank A. Guerrero
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
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35
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Schramm T, Jose A, Schmiemann P. Modeling and Measuring Tree-Reading Skills in Undergraduate and Graduate Students. CBE LIFE SCIENCES EDUCATION 2021; 20:ar32. [PMID: 34100648 PMCID: PMC8715814 DOI: 10.1187/cbe.20-06-0131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 04/08/2021] [Accepted: 04/15/2021] [Indexed: 06/12/2023]
Abstract
Evolutionary trees are central to learning about evolutionary processes, yet students at all educational levels struggle to read and interpret them. The synthetic tree-reading model (STREAM), based on published and not yet empirically tested models, was tested to determine whether the assumed hierarchy of the model could be substantiated and how far students' skills could be distinguished empirically. We developed a tree-reading test instrument based on STREAM and assessed it with 592 undergraduate and graduate biology students. Following item response theory, we conducted a dimensional analysis and evaluated item difficulty. Investigating item difficulty and the resulting Wright map showed that skill levels displayed a broad scatter of overlapping item difficulty. Furthermore, the skill level assumed easiest was actually the third most difficult. No conclusive evidence of the hierarchical nature of the model was obtained. Dimensional analysis showed that a five-dimensional model outperformed all other reasonable models, corroborating that the skills could be arranged in empirically differentiable groups. Consequently, we revised the STREAM by discarding the hierarchical organization, using a five-dimensional organization instead. Comparison of the revised STREAM with another recently published approach showed that, although these two instruments have a different focus, they are supplemental approaches that show comparable results.
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Affiliation(s)
- Thilo Schramm
- Department of Biology Education, University of Duisburg-Essen, 45141 Essen, Germany
| | - Anika Jose
- Department of Biology Education, University of Duisburg-Essen, 45141 Essen, Germany
| | - Philipp Schmiemann
- Department of Biology Education, University of Duisburg-Essen, 45141 Essen, Germany
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36
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Priulla A, D’Angelo N, Attanasio M. An analysis of Italian university students’ performance through segmented regression models: gender differences in STEM courses. GENUS 2021. [DOI: 10.1186/s41118-021-00118-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
AbstractThis paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.
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37
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Adkins-Jablonsky SJ, Shaffer JF, Morris JJ, England B, Raut S. A Tale of Two Institutions: Analyzing the Impact of Gamified Student Response Systems on Student Anxiety in Two Different Introductory Biology Courses. CBE LIFE SCIENCES EDUCATION 2021; 20:ar19. [PMID: 33797283 PMCID: PMC8734391 DOI: 10.1187/cbe.20-08-0187] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Anxiety can impact overall performance and persistence in college. Student response systems (SRSs), real-time active-learning technologies used to engage students and gauge their understanding, have been shown to elicit anxiety for some students. Kahoot! is an SRS technology that differs from others in that it involves gamification, the use of gamelike elements. Recent studies have explored the impact of active-learning strategies on student anxiety across different institutions, but there is little known about how Kahoot! impacts student perceived anxiety, especially in comparison with other active-learning strategies. In two complementary yet parallel studies of introductory biology courses at a western research-intensive institution (n = 694) and a southeastern research-intensive institution (n = 60), we measured students' perceived anxiety. We then explored how students were influenced by nongraded Kahoot! play and other elements of instruction. Using previously developed and course-specific pre- and post-course surveys, we found students at both universities agreed that nongraded Kahoot! play caused less anxiety compared with other pedagogical practices, such as working in small groups or reading the textbook. After playing Kahoot!, lower-performing students demonstrated greater engagement and lower levels of anxiety compared with their peers, suggesting that Kahoot! may be a particularly engaging active-learning strategy for these students.
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Affiliation(s)
| | - Justin F. Shaffer
- Department of Chemical and Biological Engineering, Colorado School of Mines, Golden, CO 80401
| | - J. Jeffrey Morris
- Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294
| | - Ben England
- Department of Biology, Saint Louis University, St. Louis, MO 63103
| | - Samiksha Raut
- Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294
- *Address correspondence to: Samiksha Raut ()
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38
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Almasri F, Hewapathirana GI, Ghaddar F, Lee N, Ibrahim B. Measuring attitudes towards biology major and non-major: Effect of students' gender, group composition, and learning environment. PLoS One 2021; 16:e0251453. [PMID: 33989311 PMCID: PMC8121319 DOI: 10.1371/journal.pone.0251453] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Accepted: 04/27/2021] [Indexed: 11/21/2022] Open
Abstract
This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.
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Affiliation(s)
- Firas Almasri
- Centre for Education Studies, University of Warwick, Coventry, United Kingdom.,Department of Mathematics and Natural Sciences, Gulf University for Science and Technology, Hawally, Kuwait
| | | | - Fatme Ghaddar
- Department of Computer Science, Gulf University for Science and Technology, Hawally, Kuwait
| | - Nick Lee
- Centre for Education Studies, University of Warwick, Coventry, United Kingdom
| | - Bashar Ibrahim
- Centre for Education Studies, University of Warwick, Coventry, United Kingdom.,European Virus Bioinformatics Center, Jena, Germany.,Department of Mathematics and Computer Science, University of Jena, Jena, Germany
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39
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Wester ER, Walsh LL, Arango-Caro S, Callis-Duehl KL. Student Engagement Declines in STEM Undergraduates during COVID-19-Driven Remote Learning. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:22.1.50. [PMID: 33884093 PMCID: PMC8046661 DOI: 10.1128/jmbe.v22i1.2385] [Citation(s) in RCA: 40] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 01/13/2021] [Indexed: 05/05/2023]
Abstract
We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students' sense of belonging and self-efficacy; and emotional engagement, including students' attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester. We found that while overall behavioral engagement did not change, students participated less frequently in class discussions but met with professors more often outside of class. We saw no significant change in cognitive engagement, indicating that while students' sense of belonging and self-efficacy ideally increases over the course of the semester, in this case, it did not. Most alarmingly, we found a significant decrease in emotional engagement, with students reporting a drastic decline in positive attitudes toward science. Students' reported stress levels remained unchanged, and students reported a slight increase in their perceived value of the science course they were taking. These data shed light on how the transition to online learning had an overall negative impact on undergraduate student engagement in science courses.
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Affiliation(s)
- Emma R. Wester
- Donald Danforth Plant Science Center, St. Louis, MO 63132
- St. Louis University, St. Louis, MO 63103
| | - Lisa L. Walsh
- Donald Danforth Plant Science Center, St. Louis, MO 63132
| | | | - Kristine L. Callis-Duehl
- Donald Danforth Plant Science Center, St. Louis, MO 63132
- St. Louis University, St. Louis, MO 63103
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40
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Cooper KM, Schinske JN, Tanner KD. Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE LIFE SCIENCES EDUCATION 2021; 20:fe1. [PMID: 33444105 DOI: 10.1187/cbe20-08-0200] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The think-pair-share is a common teaching tool, but how critical is the "share" step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class.
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Affiliation(s)
- Katelyn M Cooper
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | | | - Kimberly D Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
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Cooper KM, Schinske JN, Tanner KD. Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE LIFE SCIENCES EDUCATION 2021; 20:fe1. [PMID: 33444105 PMCID: PMC8108495 DOI: 10.1187/cbe.20-08-0200] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 10/30/2020] [Accepted: 11/13/2020] [Indexed: 05/09/2023]
Abstract
The think-pair-share is a common teaching tool, but how critical is the "share" step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class.
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Affiliation(s)
| | | | - Kimberly D. Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
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Barnes ME, Maas SA, Roberts JA, Brownell SE. Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students. CBE LIFE SCIENCES EDUCATION 2021; 20:ar9. [PMID: 33444108 PMCID: PMC8108500 DOI: 10.1187/cbe.20-09-0213] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
Recent research has begun to explore the experiences of Christian undergraduates and faculty in biology to illuminate reasons for their underrepresentation. In this study, we focused on the experiences of graduate students and explored Christianity as a concealable stigmatized identity (CSI) in the biology community. We constructed interview questions using this CSI framework, which originates in social psychology, to research the experiences of those with stigmatized identities that could be hidden. We analyzed interviews from 33 Christian graduate students who were enrolled in biology programs and found that many Christian graduate students believe the biology community holds strong negative stereotypes against Christians and worry those negative stereotypes will be applied to them as individuals. We found that students conceal their Christian identities to avoid negative stereotypes and reveal their identities to counteract negative stereotypes. Despite these experiences, students recognize their value as boundary spanners between the majority secular scientific community and majority Christian public. Finally, we found that Christian students report that other identities they have, including ethnicity, gender, nationality, and LGBTQ+ identities, can either increase or decrease the relevance of their Christian identities within the biology community.
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Affiliation(s)
- M. Elizabeth Barnes
- Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132
| | - Samantha A. Maas
- Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Julie A. Roberts
- Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Sara E. Brownell
- Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85282
- *Address correspondence to: Sara E. Brownell ()
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Chewaka Gamtessa L. Correlation Between Academic and Clinical Practice Performance of Nursing Students at a Pediatrics and Child Health Nursing Course; Mizan-Tepi University, Ethiopia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:155-162. [PMID: 33623467 PMCID: PMC7894428 DOI: 10.2147/amep.s294650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Members of the nursing profession face problems in relating knowledge with practice. However, there was no study on the correlation between academic and practice performance of pediatrics nursing in Ethiopia. METHODS A cross-sectional study was conducted at Mizan-Tepi University using 396 nursing students' academic and practice achievements on a pediatric nursing course. SPSS version 21.0 was used for analysis. Spearman's rho correlation (rs), one way ANOVA, independent t-test and determination coefficient (R2) were computed at p<0.05. RESULTS The academic performance was strongly correlated with practice performance of the 2015 (rs (394) = 0.7, p<0.001) and 2017 (rs (394) = 0.7, p<0.001) batches of regular students. However, there was a moderate correlation between academic and practice performance for the batch of 2016 regular students (rs(394) = 0.43, p<0.001). There was a moderate correlation between academic and practice performance of the 2015 (rs (394) = 0.6) and 2016 (rs (394) = 0.51, p<0.001) batches of summer students. Linear regression analysis showed that academic performance explained 17.9% to 44.1% of variability in practice performance of the regular students. The linear regression analysis also showed that academic performance explained 26.5% to 41.2% of the variability in the practice performance of summer students. Independent T-test revealed significant mean performance difference by admission type (academic (t (144.7) = 6.43, p<0.001) and practice (t (115.5) = 5.71, p<0.001)). The mean performance difference significantly varied with sex both at academic (t (394) = 3.38, p=0.001) and practice (t (394) = 4.57, p<0.001) levels. CONCLUSION There was a moderate to strong correlation between academic and practice performance. In addition to academic performance, variation in practice was also explained by other factors which deserve more study. Enhancing academic performance can further increase practice performance. In general, the achievements of regular and male students at pediatrics was statistically significantly higher than their counterparts. Hence, female and summer nursing students deserve extra support from nurse educators to enhance their performance.
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Affiliation(s)
- Lalisa Chewaka Gamtessa
- Department of Nursing, College of Health Sciences, Mizan-Tepi University, Mizan-Aman, Ethiopia
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44
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Atieh EL, York DM, Muñiz MN. Beneath the Surface: An Investigation of General Chemistry Students' Study Skills to Predict Course Outcomes. JOURNAL OF CHEMICAL EDUCATION 2021; 98:281-292. [PMID: 34024936 PMCID: PMC8136589 DOI: 10.1021/acs.jchemed.0c01074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
As the conversation in higher education shifts from diversity to inclusion, the attrition rates of students in the STEM fields continues to be a point of discussion. Combined with the demand for expansion in the STEM workforce, various retention reforms have been proposed, implemented, and in some cases integrated into policy following evidence of success. Still, new findings, technological advances, and socio-cultural shifts inevitably necessitate an on-going investigation as to how students approach learning. Among other factors, students who enter college without effective study skills are at much greater risk of being unsuccessful in their coursework. In order to construct an equitable learning environment, a mechanism must be developed to provide underprepared students with access to resources or interventions designed to refine the skills they need to be successful in the course. Early, reliable assessments can provide predictions of individual student outcomes in order to guide the development and implementation of such targeted interventions. In the present study, a model is developed to predict students' odds of success based their study approaches, as measured by their responses to twelve survey items from an existing instrument used in the Chemistry Education Research literature designed to measure students' deep and surface learning approaches. The model's prediction specificity ranges from 66.5% to 86.9% by semester. Two distinct sets of lower-performing students are identified in the data: those who align predominantly with surface approaches to learning versus those who indicate using both deep and surface approaches to learning. This supports the idea of a tailored approach to interventions, rather than a one-size-fits-all solution. Results from this instrument were correlated to students' reported study methods and beliefs.
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Call on me! Undergraduates' perceptions of voluntarily asking and answering questions in front of large-enrollment science classes. PLoS One 2021; 16:e0243731. [PMID: 33434226 PMCID: PMC7802933 DOI: 10.1371/journal.pone.0243731] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Accepted: 11/27/2020] [Indexed: 01/19/2023] Open
Abstract
Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.
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Nadile EM, Williams KD, Wiesenthal NJ, Stahlhut KN, Sinda KA, Sellas CF, Salcedo F, Rivera Camacho YI, Perez SG, King ML, Hutt AE, Heiden A, Gooding G, Gomez-Rosado JO, Ford SA, Ferreira I, Chin MR, Bevan-Thomas WD, Barreiros BM, Alfonso E, Zheng Y, Cooper KM. Gender Differences in Student Comfort Voluntarily Asking and Answering Questions in Large-Enrollment College Science Courses. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00100-21. [PMID: 34594434 PMCID: PMC8439613 DOI: 10.1128/jmbe.00100-21] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2020] [Accepted: 03/01/2021] [Indexed: 05/10/2023]
Abstract
Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized reason for this gender gap is that women may be less comfortable participating. However, no studies have examined students' comfort with asking and answering questions in large-enrollment science courses, identified what about these practices might make students uncomfortable, or explored whether there are gender differences with regard to student comfort. To answer these questions, we surveyed 417 undergraduates at an R1 institution about their experiences asking and answering questions in large-enrollment college science courses. Students answered questions about the extent to which they felt comfortable both asking and answering questions and selected possible factors that could make them uncomfortable participating. Using binary logistic regression, we tested whether student demographics predicted their opinions about these practices. Over half of students reported feeling uncomfortable both asking and answering questions in front of college science classes, and women were significantly less comfortable than men both asking and answering questions. Furthermore, we identified student confidence regarding their knowledge of the material and a concern that other students would judge them as some of the primary factors that could cause students to feel uncomfortable asking and answering questions in front of the whole class. This work highlights factors that instructors can target in hopes of maximizing student comfort participating in large-enrollment college science courses.
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Affiliation(s)
- Erika M. Nadile
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, USA
| | - Keonti D. Williams
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Nicholas J. Wiesenthal
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Katherine N. Stahlhut
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Krystian A. Sinda
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Christopher F. Sellas
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Flor Salcedo
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Yasiel I. Rivera Camacho
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Shannon G. Perez
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Meagan L. King
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Airyn E. Hutt
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Alyssa Heiden
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - George Gooding
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Jomaries O. Gomez-Rosado
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Sariah A. Ford
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Isabella Ferreira
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Megan R. Chin
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - William D. Bevan-Thomas
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Briana M. Barreiros
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Emilie Alfonso
- BSC 4932: Undergraduate Biology Education Research Class, Department of Biology, University of Central Florida, Orlando, Florida, USA
| | - Yi Zheng
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, USA
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Walsh LL, Lichti DA, Zambrano-Varghese CM, Borgaonkar AD, Sodhi JS, Moon S, Wester ER, Callis-Duehl KL. Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic. INTERNATIONAL JOURNAL FOR EDUCATIONAL INTEGRITY 2021; 17:23. [PMCID: PMC8594954 DOI: 10.1007/s40979-021-00089-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Accepted: 08/24/2021] [Indexed: 06/18/2023]
Abstract
Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.
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Affiliation(s)
- Lisa L. Walsh
- Donald Danforth Plant Science Center, St. Louis, MO USA
| | - Deborah A. Lichti
- Interdisciplinary Science Learning Laboratories, University of Delaware, Newark, DE USA
| | | | - Ashish D. Borgaonkar
- School of Applied Engineering & Technology, New Jersey Institute of Technology, Newark, NJ USA
| | - Jaskirat S. Sodhi
- Mechanical & Industrial Engineering, New Jersey Institute of Technology, Newark, NJ USA
| | - Swapnil Moon
- Mechanical & Industrial Engineering, New Jersey Institute of Technology, Newark, NJ USA
| | - Emma R. Wester
- Donald Danforth Plant Science Center, St. Louis, MO USA
- Department of Biology, St. Louis University, St. Louis, MO USA
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Mead C, Supriya K, Zheng Y, Anbar AD, Collins JP, LePore P, Brownell SE. Online biology degree program broadens access for women, first-generation to college, and low-income students, but grade disparities remain. PLoS One 2020; 15:e0243916. [PMID: 33306720 PMCID: PMC7732118 DOI: 10.1371/journal.pone.0243916] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 11/30/2020] [Indexed: 12/18/2022] Open
Abstract
Online education has grown rapidly in recent years with many universities now offering fully online degree programs even in STEM disciplines. These programs have the potential to broaden access to STEM degrees for people with social identities currently underrepresented in STEM. Here, we ask to what extent is that potential realized in terms of student enrollment and grades for a fully online degree program. Our analysis of data from more than 10,000 course-enrollments compares student demographics and course grades in a fully online biology degree program to demographics and grades in an equivalent in-person biology degree program at the same university. We find that women, first-generation to college students and students eligible for federal Pell grants constitute a larger proportion of students in the online program compared to the in-person mode. However, the online mode of instruction is associated with lower course grades relative to the in-person mode. Moreover, African American/Black, Hispanic/Latinx, Native American, and Pacific Islander students as well as federal Pell grant eligible students earned lower grades than white students and non-Pell grant eligible students, respectively, but the grade disparities were similar among both in-person and online student groups. Finally, we find that grade disparities between men and women are larger online compared to in-person, but that for first-generation to college women, the online mode of instruction is associated with little to no grade gap compared to continuing generation women. Our findings indicate that although this online degree program broadens access for some student populations, inequities in the experience remain and need to be addressed in order for online education to achieve its inclusive mission.
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Affiliation(s)
- Chris Mead
- Center for Education Through Exploration, School of Earth and Space Exploration, Arizona State University, Tempe, Arizona, United States of America
| | - K. Supriya
- Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Yi Zheng
- School of Mathematical and Statistical Sciences, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, United States of America
| | - Ariel D. Anbar
- Center for Education Through Exploration, School of Earth and Space Exploration, School of Molecular Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - James P. Collins
- School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Paul LePore
- College of Liberal Arts and Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Sara E. Brownell
- Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
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Williams AE, O'Dowd DK. Seven practical strategies to add active learning to a science lecture. Neurosci Lett 2020; 743:135317. [PMID: 33310061 DOI: 10.1016/j.neulet.2020.135317] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 08/03/2020] [Accepted: 08/18/2020] [Indexed: 10/22/2022]
Abstract
Multiple research studies have shown active learning can increase student performance, reduce fail rates, and increase the success of marginalized students in STEM. In this mini-review we discuss a simple framework for planning and implementing active learning in the classroom. We provide seven strategies to support faculty members who want to implement this framework, with five suggested teaching activities and two mechanisms of creating space in the lecture to use the activities. Each strategy is given with a foundational research paper describing the evidence that it improves learning, engagement and inclusion in the classroom. We include our own experiences using these strategies in large biology lectures that had segments devoted to neuroscience topics, but they are effective in smaller classes as well.
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Affiliation(s)
- Adrienne E Williams
- Department of Developmental and Cell Biology, 2014 Biological Sciences 3 University of California Irvine Irvine, CA 92697-2300, USA.
| | - Diane K O'Dowd
- Department of Developmental and Cell Biology, 2014 Biological Sciences 3 University of California Irvine Irvine, CA 92697-2300, USA.
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50
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Paine AR, Knight JK. Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting. CBE LIFE SCIENCES EDUCATION 2020; 19:ar58. [PMID: 33259280 PMCID: PMC8693937 DOI: 10.1187/cbe.20-03-0054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 09/17/2020] [Accepted: 09/25/2020] [Indexed: 06/12/2023]
Abstract
Past research on group work has primarily focused on promoting change through implementation of interventions designed to increase performance. Recently, however, education researchers have called for more descriptive analyses of group interactions. Through detailed qualitative analysis of recorded discussions, we studied the natural interactions of students during group work in the context of a biology laboratory course. We analyzed multiple interactions of 30 different groups as well as data from each of the 91 individual participants to characterize the ways students engage in discussion and how group dynamics promote or prevent meaningful discussion. Using a set of codes describing 15 unique behaviors, we determined that the most common behavior seen in student dialogue was analyzing data, followed by recalling information and repeating ideas. We also classified students into one of 10 different roles for each discussion, determined by their most common behaviors. We found that, although students cooperated with one another by exchanging information, they less frequently fully collaborated to explain their conclusions through the exchange of reasoning. Within this context, these findings show that students working in groups generally choose specific roles during discussions and focus on data analysis rather than constructing logical reasoning chains to explain their conclusions.
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Affiliation(s)
- Alex R. Paine
- Department of Molecular Cellular and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309-0347
| | - Jennifer K. Knight
- Department of Molecular Cellular and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309-0347
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