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Fink ADD, Allen T, Arriola PE, Barea-Rodriguez EJ, Jacob NP, Kelrick MI, Otto J, Reiness CG, Washington J. PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024:e0005224. [PMID: 39264168 DOI: 10.1128/jmbe.00052-24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2024] [Accepted: 07/23/2024] [Indexed: 09/13/2024]
Abstract
The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.
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Affiliation(s)
| | | | | | | | | | | | - Joann Otto
- Western Washington University, Bellingham, Washington, USA
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2
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Heil A, Olaniran J, Gormally C, Brickman MP. It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses. CBE LIFE SCIENCES EDUCATION 2024; 23:ar37. [PMID: 39172967 DOI: 10.1187/cbe.23-05-0081] [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
Biology education researchers seek to improve biology education, particularly at the introductory level, yet there is little documentation about what is actually happening in introductory biology. To characterize the landscape of learning expectations for introductory biology, we analyzed course-level learning objectives (n = 1108) and course schedules from 188 nonmajor, mixed major, and major introductory biology syllabi. We analyzed syllabi collected from a diverse range of U.S. institution types to uncover insights about instructional design decisions for introductory biology. Our analysis revealed two distinct nonmajor course types: content and issues-based courses. We found syllabi tend to focus on low-cognitive skills and factual content that is essentially a march in step with a typical textbook table of contents, rarely including core competencies or socioscientific issues (SSIs) other than in nonscience major issues-based courses. Our work contributes more evidence that faculty struggle to write course-level learning objectives. Our findings suggest that there is much work to do if Vision and Change are to become more than simply a vision-to be actualized as change-including developing CLOs for introductory biology as a first step toward creating actionable instructional change.
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Affiliation(s)
- Austin Heil
- Marine Science Department, University of Georgia, 325 Sanford Drive, Athens, GA 30602
| | - Joshua Olaniran
- Department of Electrical and Computer Engineering, Kennesaw State University, Marietta, GA 30144
| | - Cara Gormally
- School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002
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3
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Wünschiers R, Leidenfrost RM, Holtorf H, Dittrich B, Dürr T, Braun J. CRISPR/Cas9 gene targeting plus nanopore DNA sequencing with the plasmid pBR322 in the classroom. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0018723. [PMID: 38727241 PMCID: PMC11360410 DOI: 10.1128/jmbe.00187-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Accepted: 04/11/2024] [Indexed: 08/30/2024]
Abstract
Both nanopore-based DNA sequencing and CRISPR/Cas-based gene editing represent groundbreaking innovations in molecular biology and genomics, offering unprecedented insights into and tools for working with genetic information. For students, reading, editing, and even writing DNA will be part of their everyday life. We have developed a laboratory procedure that includes (i) the biosynthesis of a guide RNA for, (ii) targeting Cas9 to specifically linearize the pBR322 plasmid, and (iii) the identification of the cutting site through nanopore DNA sequencing. The protocol is intentionally kept simple and requires neither living organisms nor biosafety laboratories. We divided the experimental procedures into separate activities to facilitate customization. Assuming access to a well-equipped molecular biology laboratory, an initial investment of approximately $2,700 is necessary. The material costs for each experiment group amount to around $130. Furthermore, we have developed a freely accessible website (https://dnalesen.hs-mittweida.de) for sequence read analysis and visualization, lowering the required computational skills to a minimum. For those with strong computational skills, we provide instructions for terminal-based data processing. With the presented activities, we aim to provide a hands-on experiment that engages students in modern molecular genetics and motivates them to discuss potential implications. The complete experiment can be accomplished within half a day and has been successfully implemented by us at high schools, in teacher training, and at universities. Our tip is to combine CRISPR/Cas gene targeting with nanopore-based DNA sequencing. As a tool, we provide a website that facilitates sequence data analysis and visualization.
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Affiliation(s)
- Röbbe Wünschiers
- Biotechnology and Chemistry, University of Applied Sciences Mittweida, Mittweida, Germany
| | - Robert Maximilian Leidenfrost
- Division 4: Hazardous Substances and Biological Agents, Federal Institute for Occupational Safety and Health, Berlin, Germany
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4
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Jantzen SG, McGill G, Jenkinson J. Design principles for molecular animation. FRONTIERS IN BIOINFORMATICS 2024; 4:1353807. [PMID: 39234148 PMCID: PMC11371733 DOI: 10.3389/fbinf.2024.1353807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Accepted: 08/08/2024] [Indexed: 09/06/2024] Open
Abstract
Molecular visualization is a powerful way to represent the complex structure of molecules and their higher order assemblies, as well as the dynamics of their interactions. Although conventions for depicting static molecular structures and complexes are now well established and guide the viewer's attention to specific aspects of structure and function, little attention and design classification has been devoted to how molecular motion is depicted. As we continue to probe and discover how molecules move - including their internal flexibility, conformational changes and dynamic associations with binding partners and environments - we are faced with difficult design challenges that are relevant to molecular visualizations both for the scientific community and students of cell and molecular biology. To facilitate these design decisions, we have identified twelve molecular animation design principles that are important to consider when creating molecular animations. Many of these principles pertain to misconceptions that students have primarily regarding the agency of molecules, while others are derived from visual treatments frequently observed in molecular animations that may promote misconceptions. For each principle, we have created a pair of molecular animations that exemplify the principle by depicting the same content in the presence and absence of that design approach. Although not intended to be prescriptive, we hope this set of design principles can be used by the scientific, education, and scientific visualization communities to facilitate and improve the pedagogical effectiveness of molecular animation.
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Affiliation(s)
- Stuart G Jantzen
- Science Visualization Lab, Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON, Canada
- Biocinematics, Victoria, BC, Canada
| | - Gaël McGill
- Center for Molecular and Cellular Dynamics, Department of Biological Chemistry and Molecular Pharmacology, Harvard Medical School, Boston, MA, United States
- Digizyme, Brookline, MA, United States
| | - Jodie Jenkinson
- Science Visualization Lab, Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON, Canada
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5
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Hennessey KM, Freeman S. Nationally endorsed learning objectives to improve course design in introductory biology. PLoS One 2024; 19:e0308545. [PMID: 39146309 PMCID: PMC11326583 DOI: 10.1371/journal.pone.0308545] [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: 02/17/2024] [Accepted: 07/25/2024] [Indexed: 08/17/2024] Open
Abstract
Introductory biology for majors is one of the most consequential courses in STEM, with annual enrollments of several hundred thousand students in the United States alone. To support increased student success and meet current and projected needs for qualified STEM professionals, it will be crucial to redesign majors biology by using explicit learning objectives (LOs) that can be aligned with assessments and active learning exercises. When a course is designed in this way, students have opportunities for the practice and support they need to learn, and instructors can collect the evidence they need to evaluate whether students have mastered key concepts and skills. Following an iterative process of review, revision, and evaluation, which included input from over 800 biology instructors around the country, we produced a nationally endorsed set of lesson-level LOs for a year-long introductory biology for major's course. These LOs are granular enough to support individual class sessions and provide instructors with a framework for course design that is directly connected to the broad themes in Vision and Change and the general statements in the BioCore and BioSkills Guides. Instructors can implement backward course design by aligning these community endorsed LOs with daily and weekly learning activities and with formative and summative assessments.
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Affiliation(s)
- Kelly M Hennessey
- Biology Department, University of Washington, Seattle, Washington, United States of America
| | - Scott Freeman
- Biology Department, University of Washington, Seattle, Washington, United States of America
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Uminski C, Burbach SM, Couch BA. Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices. CBE LIFE SCIENCES EDUCATION 2024; 23:ar19. [PMID: 38640405 PMCID: PMC11235112 DOI: 10.1187/cbe.23-12-0244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 03/13/2024] [Accepted: 03/29/2024] [Indexed: 04/21/2024]
Abstract
Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.
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Affiliation(s)
- Crystal Uminski
- School of Biological Sciences, University of Nebraska–Lincoln; Lincoln, NE, 68588
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology; Rochester, NY, 14623
| | - Sara M. Burbach
- School of Biological Sciences, University of Nebraska–Lincoln; Lincoln, NE, 68588
| | - Brian A. Couch
- School of Biological Sciences, University of Nebraska–Lincoln; Lincoln, NE, 68588
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7
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Goldsmith GR, Aiken ML, Camarillo-Abad HM, Diki K, Gardner DL, Stipčić M, Espeleta JF. Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM. CBE LIFE SCIENCES EDUCATION 2024; 23:es2. [PMID: 38442149 PMCID: PMC11235100 DOI: 10.1187/cbe.23-07-0128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 02/02/2024] [Accepted: 02/09/2024] [Indexed: 03/07/2024]
Abstract
There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, and the instruments available for evaluating and assessing success. There are only a limited number of studies on teamwork in higher education that present an intervention with a control group and a formal evaluation or assessment. Moreover, these studies are almost exclusively outside STEM disciplines, raising questions about their extensibility. We conclude by considering how to build an evidence base for instruction that will empower students with the KSAs necessary for participating in a lifetime of equitable and inclusive teamwork.
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Affiliation(s)
| | - Miranda L. Aiken
- Grand Challenges Initiative, Chapman University, Orange, CA 92866
| | | | - Kamal Diki
- Grand Challenges Initiative, Chapman University, Orange, CA 92866
| | | | - Mario Stipčić
- Grand Challenges Initiative, Chapman University, Orange, CA 92866
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8
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Orr RB, Gormally C, Brickman P. A Road Map for Planning Course Transformation Using Learning Objectives. CBE LIFE SCIENCES EDUCATION 2024; 23:es4. [PMID: 38771262 PMCID: PMC11235115 DOI: 10.1187/cbe.23-06-0114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 03/15/2024] [Accepted: 05/01/2024] [Indexed: 05/22/2024]
Abstract
The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.
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Affiliation(s)
- Rebecca B. Orr
- Collin College, Collin Virtual Campus, McKinney, TX 75069
| | - Cara Gormally
- School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, Washington, DC 20002
| | - Peggy Brickman
- University of Georgia, Department of Plant Biology, Athens, GA 30602
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9
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Kleinschmit AJ, Genné-Bacon E, Drace K, Govindan B, Larson JR, Qureshi AA, Bascom-Slack C. A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0014923. [PMID: 38661413 PMCID: PMC11044623 DOI: 10.1128/jmbe.00149-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 11/14/2023] [Indexed: 04/26/2024]
Abstract
Over the last several years, nationally disseminated course-based undergraduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.
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Affiliation(s)
- Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA
| | - Elizabeth Genné-Bacon
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Kevin Drace
- Department of Biology, Birmingham-Southern College, Birmingham, Alabama, USA
| | - Brinda Govindan
- Department of Biology, San Francisco State University, San Francisco, California, USA
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, Ohio, USA
| | - Amber A. Qureshi
- Department of Biology, University of Wisconsin-River Falls, River Falls, Wisconsin, USA
| | - Carol Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
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10
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Tomicek NJ, Cafferty P, Casagrand J, Co E, Flemming M, McFarland J, O'Loughlin V, Scott D, Silverthorn DU. Creating the HAPS Physiology Learning Outcomes: terminology, eponyms, inclusive language, core concepts, and skills. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:21-32. [PMID: 37916275 DOI: 10.1152/advan.00129.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 09/25/2023] [Accepted: 10/24/2023] [Indexed: 11/03/2023]
Abstract
Learning outcomes are an essential element in curriculum development because they describe what students should be able to do by the end of a course or program and they provide a roadmap for designing assessments. This article describes the development of competency-based learning outcomes for a one-semester undergraduate introductory human physiology course. Key elements in the development process included decisions about terminology, eponyms, use of the word "normal," and similar considerations for inclusivity. The outcomes are keyed to related physiology core concepts and to process skills that can be taught along with the content. The learning outcomes have been published under a Creative Commons license by the Human Anatomy and Physiology Society (HAPS) and are available free of charge on the HAPS website.NEW & NOTEWORTHY This article describes the development of competency-based learning outcomes for introductory undergraduate human physiology courses that were published and made available free of charge by the Human Anatomy and Physiology Society (HAPS). These learning outcomes can be edited and are keyed to physiology core concepts and to process skills that can be taught along with the content.
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Affiliation(s)
- Nanette J Tomicek
- Department of Biological and Chemical Sciences, Thomas Jefferson University, Philadelphia, Pennsylvania, United States
| | - Patrick Cafferty
- Department of Biology, Emory University, Atlanta, Georgia, United States
| | - Janet Casagrand
- Department of Integrative Physiology, University of Colorado Boulder, Boulder, Colorado, United States
| | - Elizabeth Co
- Department of Biology, Boston University, Boston, Massachusetts, United States
| | - Meg Flemming
- Biology Department, Austin Community College, Austin, Texas, United States
| | - Jenny McFarland
- Biology Department, Edmonds College, Seattle, Washington, United States
| | - Valerie O'Loughlin
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Bloomington, Indiana, United States
| | - Derek Scott
- School of Medicine, Medical Science & Nutrition, University of Aberdeen, Aberdeen, United Kingdom
| | - Dee U Silverthorn
- Department of Medical Education, University of Texas at Austin, Austin, Texas, United States
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Reinholz DL, Andrews TC. Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory. CBE LIFE SCIENCES EDUCATION 2024; 23:es1. [PMID: 38166019 PMCID: PMC10956599 DOI: 10.1187/cbe.23-06-0103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 11/16/2023] [Accepted: 12/07/2023] [Indexed: 01/04/2024]
Abstract
Change theory has increasingly become an area of scholarship in STEM education. While this area has traditionally been a topic for organizational psychology, business management, communication studies, and higher education, STEM education researchers are increasingly aware of the need to use formal theories to guide change efforts and research. Formal change theory encompasses our current research-based knowledge about how and why change occurs, and therefore, can guide the selection and design of promising interventions. Yet learning about and using theory is challenging because many of us have no formal training in this area and relevant scholarship comes from many different disciplines. Inconsistent terminology creates an additional barrier. Thus, this essay aims to contribute to a common lexicon in STEM higher educational change efforts by clearly distinguishing between formalized change theory, which emerges from research, and a theory of change, which guides the logic of a specific project. We also briefly review the current state of the field regarding the use of formal change theory and provide examples of how change theory has been used in biology education. Lastly, we offer practical guidance for researchers and change agents who wish to more intentionally and effectively use change theory in their work.
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Affiliation(s)
- Daniel L. Reinholz
- Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182
| | - Tessa C. Andrews
- Department of Genetics, University of Georgia, Athens, GA, 30602
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12
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Gardner SM, Angra A, Harsh JA. Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation. CBE LIFE SCIENCES EDUCATION 2024; 23:fe1. [PMID: 38100317 PMCID: PMC10956603 DOI: 10.1187/cbe.22-10-0207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 10/23/2023] [Accepted: 10/24/2023] [Indexed: 12/17/2023]
Abstract
Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors' decision-making in how to teach graph reading, interpretation, construction, and evaluation within the discipline of biology. We provide a framework with a focus on six instructional practices that instructors can utilize when designing graphing activities: use data to engage students, teach graphing grounded in the discipline, practice explicit instruction, use real world "messy" data, utilize collaborative work, and emphasize reflection. Each component of this guide is supported by summaries of and links to articles that can inform graphing practices. The guide also contains an instructor checklist that summarizes key points with actionable steps that can guide instructors as they work towards refining and incorporating graphing into their classroom practice and emerging questions in which further empirical studies are warranted.
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Affiliation(s)
| | - Aakanksha Angra
- University of Minnesota Medical School, Minneapolis, MN 55455
| | - Joseph A. Harsh
- Department of Biology, James Madison University, Harrisonburg, VA 22807
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13
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Crowther GJ, Sankar U, Knight LS, Myers DL, Patton KT, Jenkins LD, Knight TA. Chatbot responses suggest that hypothetical biology questions are harder than realistic ones. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00153-23. [PMID: 38107990 PMCID: PMC10720523 DOI: 10.1128/jmbe.00153-23] [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: 08/30/2023] [Accepted: 10/02/2023] [Indexed: 12/19/2023]
Abstract
The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.
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Affiliation(s)
- Gregory J. Crowther
- Life Sciences Department, Everett Community College, Everett, Washington, USA
| | - Usha Sankar
- Department of Biological Sciences, Fordham University, Bronx, New York, USA
| | - Leena S. Knight
- Biology Department, Whitman College, Walla Walla, Washington, USA
| | - Deborah L. Myers
- Life Sciences Department, Everett Community College, Everett, Washington, USA
| | - Kevin T. Patton
- Biology Department, St. Charles Community College, Cottleville, Missouri, USA
| | - Lekelia D. Jenkins
- School for the Future of Innovation in Society, Arizona State University, Tempe, Arizona, USA
| | - Thomas A. Knight
- Biology Department, Whitman College, Walla Walla, Washington, USA
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14
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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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15
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Jablonski GB, Grinath AS. Postsecondary biology students' ways of participating in the critique and discussion of primary scientific literature. CBE LIFE SCIENCES EDUCATION 2023; 22:ar47. [PMID: 37831683 PMCID: PMC10756047 DOI: 10.1187/cbe.22-11-0218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 09/08/2023] [Accepted: 09/12/2023] [Indexed: 10/15/2023]
Abstract
Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.
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Affiliation(s)
- G. B. Jablonski
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
| | - A. S. Grinath
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
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16
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Goudsouzian LK, Hsu JL. Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE LIFE SCIENCES EDUCATION 2023; 22:es3. [PMID: 37279086 PMCID: PMC10424225 DOI: 10.1187/cbe.22-10-0211] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 03/23/2023] [Accepted: 04/20/2023] [Indexed: 06/08/2023]
Abstract
Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible manner for instructors, using a framework to sort the identified approaches by target level, time required, assessment population, and more. We also provide a brief review of the literature surrounding the reading of PSL in undergraduate STEM classrooms and conclude with some general recommendations for both instructors and education researchers on future areas of investigation.
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Affiliation(s)
| | - Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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17
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Beatty AE, Driessen EP, Clark AD, Costello RA, Ewell S, Fagbodun S, Klabacka RL, Lamb T, Mulligan K, Henning JA, Ballen CJ. Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences. CBE LIFE SCIENCES EDUCATION 2023; 22:ar28. [PMID: 37279089 PMCID: PMC10424229 DOI: 10.1187/cbe.22-06-0108] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 04/04/2023] [Accepted: 04/06/2023] [Indexed: 06/08/2023]
Abstract
Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported "understanding the world" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.
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Affiliation(s)
- Abby E. Beatty
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Emily P. Driessen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Amanda D. Clark
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Robin A. Costello
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sharday Ewell
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sheritta Fagbodun
- Office of Inclusion, Equity and Diversity, Auburn University, Auburn, AL 36849
| | - Randy L. Klabacka
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Todd Lamb
- 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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18
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Crowther GJ, Knight TA. Using Test Question Templates to teach physiology core concepts. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:202-214. [PMID: 36701495 PMCID: PMC10026985 DOI: 10.1152/advan.00024.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 12/21/2022] [Accepted: 01/24/2023] [Indexed: 06/16/2023]
Abstract
The past ∼15 years have seen increasing interest in defining disciplinary core concepts. Within the field of physiology, Michael, McFarland, Modell, and colleagues have published studies that defined physiology core concepts and have elaborated many of these as detailed conceptual frameworks. With such helpful definitions now in place, attention is turning to the related issue of how to maximize student understanding of the core concepts by linking these "big ideas" to concrete student-facing resources for active learning and assessment. Our practitioner-based view begins with the recognition that in many if not most undergraduate physiology courses assessment drives learning. We have therefore linked published conceptual frameworks to Test Question Templates (TQTs), whose structure promotes transparent assessments as well as the active learning needed to prepare for such assessments. We provide examples of conceptual framework-linked TQTs for the physiology core concepts of Homeostasis, Flow Down Gradients, the Cell Membrane, and Cell-Cell Communication. We argue that this deployment of TQTs has at least two distinct benefits for the teaching and learning of core concepts. First, documenting the connections between conceptual frameworks and TQTs may clarify coverage and assessment of the core concepts for both instructors and students. Second, misconceptions about core concepts may be directly targeted and dispelled via thoughtful construction, arrangement, and iteration of TQTs. We propose that the TQT framework or similar approaches may be applied fruitfully to any sufficiently articulated physiology core concept for high school, undergraduate, or graduate students.NEW & NOTEWORTHY Our students often focus on the grades they need to advance through academic programs. How can instructors harness this understandable interest in grades to help students gain a true understanding of core concepts? The new framework of Test Question Templates (TQTs) shows promise in linking student priorities like test scores to instructor priorities like core concepts.
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Affiliation(s)
- Gregory J Crowther
- Life Sciences Department, Everett Community College, Everett, Washington, United States
- Division of Biological Sciences, University of Washington Bothell, Bothell, Washington, United States
| | - Thomas A Knight
- Department of Biology, Whitman College, Walla Walla, Washington, United States
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19
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Clark N, Hsu JL. Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment. CBE LIFE SCIENCES EDUCATION 2023; 22:ar5. [PMID: 36637376 PMCID: PMC10074271 DOI: 10.1187/cbe.22-09-0177] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 11/08/2022] [Accepted: 12/02/2022] [Indexed: 06/08/2023]
Abstract
Learning goals and objectives are a key part of instruction, informing curricular design, assessment, and learning. These goals and objectives are also applied at the programmatic level, with program learning outcomes (PLOs) providing insight into the skills that undergraduate biology programs intend for their students to master. PLOs are mandated by all major higher education accreditation agencies and play integral roles in programmatic assessment. Despite their importance, however, there have not been any prior attempts to characterize PLOs across undergraduate biology programs in the United States. Our study reveals that many programs may not be using PLOs to communicate learning goals with students. We also identify key themes across these PLOs and differences in skills listed between institution types. For example, some Vision & Change core competencies (e.g., interdisciplinary nature of science; connecting science to society; quantitative reasoning) are highlighted by a low percentage of programs, while others are shared more frequently between programs. Similarly, we find that biology programs at 4-year institutions likely emphasize PLOs relating to computational skills and research more than at 2-year institutions. We conclude by discussing implications for how to best use PLOs to support student learning, assessment, and curricular improvements.
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Affiliation(s)
- Noelle Clark
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
| | - Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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20
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Alam I, Ramirez K, Semsar K, Corwin LA. Predictors of Scientific Civic Engagement (PSCE) Survey: A Multidimensional Instrument to Measure Undergraduates' Attitudes, Knowledge, and Intention to Engage with the Community Using Their Science Skills. CBE LIFE SCIENCES EDUCATION 2023; 22:ar3. [PMID: 36525284 PMCID: PMC10074273 DOI: 10.1187/cbe.22-02-0032] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Civic engagement is an individual's active participation that is intended to improve a community's socioeconomic status or help shape its future. Undergraduates who engage with a community during formal course work are more likely to participate civically later in life. This outcome is important for science, technology, engineering and math (STEM) students since they use STEM knowledge to make informed decisions about public health, national security and the environment. STEM courses that incorporate this idea actively engage students in helping communities, and yet, assessment of the civic outcomes in these courses, such as measuring important predictors of future civic engagement, has been inconsistent and challenging. To address this need, we designed and assessed a new survey by adapting and testing items from previously existing civic engagement measures. The result was a 14-item survey comprising the following scientific civic constructs, that predict future scientific civic engagement: value, self-efficacy, action, and knowledge. This survey has potential to provide insight into the development of scientific civic engagement for STEM disciplines among undergraduate populations and can be used with additional scales of interest, allowing for researchers to assess relationships between predictors of scientific civic engagement and other constructs.
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Affiliation(s)
- Irfanul Alam
- Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder CO 80309
| | - Karen Ramirez
- Miramontes Arts & Sciences Program, University of Colorado Boulder, Boulder CO 80309
- CU Engage, School of Education, University of Colorado Boulder, Boulder CO 80309
| | - Katharine Semsar
- Miramontes Arts & Sciences Program, University of Colorado Boulder, Boulder CO 80309
| | - Lisa A. Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder CO 80309
- *Address correspondence to: Lisa Corwin ()
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21
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Gormally C, Heil A. A Vision for University Biology Education for Non-science Majors. CBE LIFE SCIENCES EDUCATION 2022; 21:es5. [PMID: 36112623 PMCID: PMC9727605 DOI: 10.1187/cbe.21-12-0338] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 07/26/2022] [Accepted: 08/04/2022] [Indexed: 06/01/2023]
Abstract
As college science educators, we must prepare all future college graduates to be engaged, science-literate citizens. Yet data suggest that most college biology classes as currently taught do little to make science truly useful for students' lives and provide few opportunities for students to practice skills needed to be key decision makers in their communities. This is especially important for our non-science majors, as they represent the vast majority (82%) of college students. In this essay, we identify three critical aspects of useful college science education to prepare science literate non-science majors: prioritize local socioscientific issues; highlight communal opportunities in science that impact students' communities; and provide students with opportunities to practice skills necessary to engage with science beyond the classroom.
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Affiliation(s)
- Cara Gormally
- School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002
| | - Austin Heil
- Marine Extension and Georgia Sea Grant, University of Georgia, Savannah, GA 31411
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22
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Cline C, Santuzzi AM, Samonds KE, LaDue N, Bergan-Roller HE. Assessing how students value learning communication skills in an undergraduate anatomy and physiology course. ANATOMICAL SCIENCES EDUCATION 2022; 15:1032-1044. [PMID: 34665527 DOI: 10.1002/ase.2144] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 10/15/2021] [Accepted: 10/16/2021] [Indexed: 06/13/2023]
Abstract
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) "Value to Profession" (attainment and utility value) and (2) "Value to Self" (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.
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Affiliation(s)
- Christina Cline
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Alecia M Santuzzi
- Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Karen E Samonds
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Nicole LaDue
- Department of Geology and Environmental Geosciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Heather E Bergan-Roller
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
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23
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Sun E, König SG, Cirstea M, Hallam SJ, Graves ML, Oliver DC. Development of a data science CURE in microbiology using publicly available microbiome datasets. Front Microbiol 2022; 13:1018237. [PMID: 36312919 PMCID: PMC9597637 DOI: 10.3389/fmicb.2022.1018237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 09/26/2022] [Indexed: 11/21/2022] Open
Abstract
Scientific and technological advances within the life sciences have enabled the generation of very large datasets that must be processed, stored, and managed computationally. Researchers increasingly require data science skills to work with these datasets at scale in order to convert information into actionable insights, and undergraduate educators have started to adapt pedagogies to fulfill this need. Course-based undergraduate research experiences (CUREs) have emerged as a leading model for providing large numbers of students with authentic research experiences including data science. Originally designed around wet-lab research experiences, CURE models have proliferated and diversified globally to accommodate a broad range of academic disciplines. Within microbiology, diversity metrics derived from microbiome sequence information have become standard data products in research. In some cases, researchers have deposited data in publicly accessible repositories, providing opportunities for reproducibility and comparative analysis. In 2020, with the onset of the COVID-19 pandemic and concomitant shift to remote learning, the University of British Columbia set out to develop an online data science CURE in microbiology. A team of faculty with collective domain expertise in microbiome research and CUREs developed and implemented a data science CURE in which teams of students learn to work with large publicly available datasets, develop and execute a novel scientific research project, and disseminate their findings in the online Undergraduate Journal of Experimental Microbiology and Immunology. Analysis of the resulting student-authored research articles, including comments from peer reviews conducted by subject matter experts, demonstrate high levels of learning effectiveness. Here, we describe core insights from course development and implementation based on a reverse course design model. Our approach to course design may be applicable to the development of other data science CUREs.
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Affiliation(s)
- Evelyn Sun
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
| | - Stephan G. König
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
| | - Mihai Cirstea
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
- Michael Smith Laboratories, University of British Columbia, Vancouver, BC, Canada
| | - Steven J. Hallam
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
- Graduate Program in Bioinformatics, University of British Columbia, Vancouver, BC, Canada
- Genome Science and Technology Program, University of British Columbia, Vancouver, BC, Canada
- Life Sciences Institute, University of British Columbia, Vancouver, BC, Canada
- ECOSCOPE Training Program, University of British Columbia, Vancouver, BC, Canada
| | - Marcia L. Graves
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
| | - David C. Oliver
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
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24
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Orr RB, Csikari MM, Freeman S, Rodriguez MC. Writing and Using Learning Objectives. CBE LIFE SCIENCES EDUCATION 2022; 21:fe3. [PMID: 35998163 PMCID: PMC9582829 DOI: 10.1187/cbe.22-04-0073] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 05/20/2022] [Accepted: 06/03/2022] [Indexed: 06/08/2023]
Abstract
Learning objectives (LOs) are used to communicate the purpose of instruction. Done well, they convey the expectations that the instructor-and by extension, the academic field-has in terms of what students should know and be able to do after completing a course of study. As a result, they help students better understand course activities and increase student performance on assessments. LOs also serve as the foundation of course design, as they help structure classroom practices and define the focus of assessments. Understanding the research can improve and refine instructor and student use of LOs. This essay describes an online, evidence-based teaching guide published by CBE-Life Sciences Education (LSE) at http://lse.ascb.org/learning-objectives. The guide contains condensed summaries of key research findings organized by recommendations for writing and using LOs, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors. In addition to describing key features of the guide, we also identify areas that warrant further empirical studies.
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Affiliation(s)
- Rebecca B. Orr
- Division of Academic Affairs, Collin College, Plano, TX 75074
| | | | - Scott Freeman
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Michael C. Rodriguez
- Educational Psychology, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455
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25
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Danos N, Staab KL, Whitenack LB. The Core Concepts, Competencies, and Grand Challenges of Comparative Vertebrate Anatomy and Morphology. Integr Org Biol 2022; 4:obac019. [PMID: 35919560 PMCID: PMC9338813 DOI: 10.1093/iob/obac019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 05/02/2022] [Accepted: 05/18/2022] [Indexed: 12/02/2022] Open
Abstract
Core concepts offer coherence to the discourse of a scientific discipline and facilitate teaching by identifying large unifying themes that can be tailored to the level of the class and expertise of the instructor. This approach to teaching has been shown to encourage deeper learning that can be integrated across subdisciplines of biology and has been adopted by several other biology subdisciplines. However, Comparative Vertebrate Anatomy, although one of the oldest biological areas of study, has not had its core concepts identified. Here, we present five core concepts and seven competencies (skills) for Comparative Vertebrate Anatomy that came out of an iterative process of engagement with the broader community of vertebrate morphologists over a 3-year period. The core concepts are (A) evolution, (B) structure and function, (C) morphological development, (D) integration, and (E) human anatomy is the result of vertebrate evolution. The core competencies students should gain from the study of comparative vertebrate anatomy are (F) tree thinking, (G) observation, (H) dissection of specimens, (I) depiction of anatomy, (J) appreciation of the importance of natural history collections, (K) science communication, and (L) data integration. We offer a succinct description of each core concept and competency, examples of learning outcomes that could be used to assess teaching effectiveness, and examples of relevant resources for both instructors and students. Additionally, we pose a grand challenge to the community, arguing that the field of Comparative Vertebrate Anatomy needs to acknowledge racism, androcentrism, homophobia, genocide, slavery, and other influences in its history and address their lingering effects in order to move forward as a thriving discipline that is inclusive of all students and scientists and continues to generate unbiased knowledge for the betterment of humanity. Despite the rigorous process used to compile these core concepts and competencies, we anticipate that they will serve as a framework for an ongoing conversation that ensures Comparative Vertebrate Anatomy remains a relevant field in discovery, innovation, and training of future generations of scientists.
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Affiliation(s)
- Nicole Danos
- Biology, University of San Diego, 5998 Alcala Park, San Diego, CA 92210, USA
| | - Katie Lynn Staab
- Biology Department, McDaniel College, 2 College Hill, Westminster, MD 21157, USA
| | - Lisa B Whitenack
- Depts. of Biology and Geology, Allegheny College, 520 N. Main St., Meadville, PA 16335, USA
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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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Youngblood JP, Webb EA, Gin LE, van Leusen P, Henry JR, VandenBrooks JM, Brownell SE. Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:125-139. [PMID: 34855541 PMCID: PMC8791788 DOI: 10.1152/advan.00139.2021] [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: 08/24/2021] [Revised: 10/25/2021] [Accepted: 11/28/2021] [Indexed: 06/13/2023]
Abstract
Student enrollments in online college courses have grown steadily over the past decade, and college administrators expect this trend to continue or accelerate. Despite the growing popularity of online education, one major critique in the sciences is that students are not trained in the hands-on skills they may need for the workforce, graduate school, or professional school. For example, the Association of American Medical Colleges has recommended that medical schools evaluate applicants on their motor skills and observation skills, yet many online biology programs do not offer opportunities for students to develop these skills. In on-campus biology programs, students commonly develop these skills through hands-on animal dissections, but educators have struggled with how to teach dissections in an online environment. We designed a fully online undergraduate biology course that includes at-home, hands-on dissections of eight vertebrate specimens. Over three course offerings, we evaluated changes in four student outcomes: anatomical self-efficacy, confidence in laboratory skills, perceptions of support, and concerns about dissections. Here, we describe how we implemented at-home dissections in the online course and show that students taking the course gained anatomical self-efficacy and confidence in multiple laboratory skills. Based on open-ended responses, the students perceived that their experiences with the at-home dissections facilitated these gains. These results demonstrate that at-home, hands-on laboratories are a viable approach for teaching practical skills to students in fully online courses. We encourage science instructors to introduce at-home laboratories into their online courses, and we provide recommendations for instructors interested in implementing at-home laboratories.
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Affiliation(s)
- Jacob P Youngblood
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Emily A Webb
- School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Logan E Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | | | - Joanna R Henry
- School of Life Sciences, Arizona State University, Tempe, Arizona
| | | | - Sara E Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
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28
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Clemmons AW, Donovan DA, Theobald EJ, Crowe AJ. Using the Intended-Enacted-Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar6. [PMID: 34941362 PMCID: PMC9250375 DOI: 10.1187/cbe.21-02-0054] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 11/01/2021] [Accepted: 11/17/2021] [Indexed: 06/02/2023]
Abstract
One critical step in the challenging process of curricular reform is determining how closely a curriculum aligns with national recommendations. Here, we examine the alignment of teaching, assessment, and student experience in undergraduate biology courses with the Vision and Change core competency recommendations. We applied the intended-enacted-experienced curriculum model to obtain a more complete, multiperspective view of the curriculum. First, we developed and piloted the BioSkills Curriculum Survey with more than 100 biology instructors across five institutions. Using multilevel logistic regression modeling of the survey data, we found that instructors were equally likely to report teaching all competencies; however, they reported assessing some competencies more than others. After adding course characteristics to our model, we found that the likelihood of teaching certain competencies depended on course type. Next, we analyzed class materials and student perceptions of instruction in 10 biology courses in one department. Within this smaller sample, we found that instructors messaged a narrower range of competency learning outcomes on their syllabi than they reported teaching on the survey. Finally, modeling revealed that inclusion of an outcome on assessments, but not syllabi, increased the likelihood that students and their instructor agreed whether it was taught.
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Affiliation(s)
| | - Deborah A. Donovan
- Biology Department, Western Washington University, Bellingham, WA 98225
- Science Education Group, Western Washington University, Bellingham, WA 98225
| | - Elli J. Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Alison J. Crowe
- Department of Biology, University of Washington, Seattle, WA 98195
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Ruhl N, Crumrine P, Oberle J, Richmond C, Thomas S, Wright S. Harnessing the Four‐Dimensional Ecology Education Framework to redesign an introductory ecology course in a changing higher education landscape. Ecosphere 2022. [DOI: 10.1002/ecs2.3857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Affiliation(s)
- N. Ruhl
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - P. Crumrine
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
- Department of Environmental Science Rowan University Glassboro New Jersey 08028 USA
| | - J. Oberle
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
- Department of Biology Rutgers University Camden New Jersey 08102 USA
| | - C. Richmond
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - S. Thomas
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - S. Wright
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
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Bates HE, Lowes S, West SL. MUREs: a new member of the URE-CURE family of research opportunities for undergrads. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:835-840. [PMID: 34554843 DOI: 10.1152/advan.00148.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 09/20/2021] [Indexed: 06/13/2023]
Abstract
Undergraduate research experiences are important for the development of scientific identity, appreciation of authentic research, and improvement of persistence toward science careers. We identified a gap in experiential research opportunities for undergraduate Biology students who were seeking a formal yet small-scale research experience that was unique to their own interests and career aspirations. These opportunities may be especially worthwhile for of science, technology, engineering, and mathematics (STEM) students aspiring to nonresearch scientific careers (i.e., medicine, dentistry, forensics, and communication) and underrepresented STEM students. Here, we reflect on the use of small-scale, individualized undergraduate research experiences that are based on established methods. These experiences have helped to fill this gap and create problem-centered learning opportunities for undergraduate students that are as unique as the students themselves.
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Affiliation(s)
- Holly E Bates
- Department of Biology, Trent University, Peterborough, Ontario, Canada
| | - Shanna Lowes
- Department of Biology, Trent University, Peterborough, Ontario, Canada
| | - Sarah L West
- Department of Biology, Trent University, Peterborough, Ontario, Canada
- Trent/Fleming School of Nursing, Trent University, Peterborough, Ontario, Canada
- Kinesiology Program, Trent University, Peterborough, Ontario, Canada
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Cleveland A, Sezen-Barrie A, Marbach-Ad G. The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00203-21. [PMID: 34970383 PMCID: PMC8672876 DOI: 10.1128/jmbe.00203-21] [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: 07/19/2021] [Accepted: 11/10/2021] [Indexed: 06/14/2023]
Abstract
Quantitative reasoning (QR) skills have become a critical competency for undergraduate biology students, and recommendations for curricular reform urge QR training throughout undergraduate biology programs. Much research has been directed at course design, pedagogy, and student challenges in QR, but less research has been directed toward understanding how biology faculty conceptualize the QR skills they are called upon to teach. We conducted in-depth, semistructured interviews with 15 participants teaching introductory biology courses to learn how faculty conceptualize QR at the introductory level. Using phenomenology, responses were coded to establish inductive codes. We found that two themes emerged from the coded conceptualizations: sophisticated, cognitively complex QR skills and basic QR skills. Participants placed emphasis on the more complex QR skills as being important in the undergraduate curriculum, beginning at the introductory level. Participants' conceptualizations of QR aligned with skills called for in curriculum reform, but the perceived notion of "basic" for some skills may not align with the literature. This suggests that more is needed in aligning faculty conceptualization of QR with curriculum, pedagogy, and assessment.
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Affiliation(s)
- Ann Cleveland
- Corning School of Ocean Studies, Maine Maritime Academy, Castine, Maine, USA
| | - Asli Sezen-Barrie
- School of Learning and Teaching, Research in STEM Education (RISE) Center, University of Maine, Orono, Maine, USA
| | - Gili Marbach-Ad
- College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, Maryland, USA
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Schnell LJ, Simpson GL, Suchan DM, Quere W, Weger HG, Davis MC. An at-home laboratory in plant biology designed to engage students in the process of science. Ecol Evol 2021; 11:17572-17580. [PMID: 35003623 PMCID: PMC8717336 DOI: 10.1002/ece3.8441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 11/19/2021] [Accepted: 11/25/2021] [Indexed: 11/12/2022] Open
Abstract
The COVID-19 pandemic prompted a transition to remote delivery of courses that lack immersive hands-on research experiences for undergraduate science students, resulting in a scientific research skills gap. In this report, we present an option for an inclusive and authentic, hands-on research experience that all students can perform off-campus. Biology students in a semester-long (13 weeks) sophomore plant physiology course participated in an at-home laboratory designed to study the impacts of nitrogen addition on growth rates and root nodulation by wild nitrogen-fixing Rhizobia in Pisum sativum (Pea) plants. This undergraduate research experience, piloted in the fall semester of 2020 in a class with 90 students, was created to help participants learn and practice scientific research skills during the COVID-19 pandemic. Specifically, the learning outcomes associated with this at-home research experience were: (1) generate a testable hypothesis, (2) design an experiment to test the hypothesis, (3) explain the importance of biological replication, (4) perform meaningful statistical analyses using R, and (5) compose a research paper to effectively communicate findings to a general biology audience. Students were provided with an at-home laboratory kit containing the required materials and reagents, which were chosen to be accessible and affordable in case students were unable to access our laboratory kit. Students were guided through all aspects of research, including hypothesis generation, data collection, and data analysis, with video tutorials and live virtual sessions. This at-home laboratory provided students an opportunity to practice hands-on research with the flexibility to collect and analyze their own data in a remote setting during the COVID-19 pandemic. This, or similar laboratories, could also be used as part of distance learning biology courses.
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Affiliation(s)
- Laura J. Schnell
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - Gavin L. Simpson
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Department of Animal ScienceAarhus UniversityTjeleDenmark
| | - Danae M. Suchan
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - William Quere
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - Harold G. Weger
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
| | - Maria C. Davis
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
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Dewey J, Roehrig G, Schuchardt A. Development of a Framework for the Culture of Scientific Research. CBE LIFE SCIENCES EDUCATION 2021; 20:ar65. [PMID: 34678042 PMCID: PMC8715786 DOI: 10.1187/cbe.21-02-0029] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 09/16/2021] [Accepted: 09/21/2021] [Indexed: 06/13/2023]
Abstract
Scientific research has a culture that can be challenging to enter. Different aspects of this culture may act as barriers or entry points for different people. Recognition of these barriers and entry points requires identifying aspects of the culture of scientific research and synthesizing them into a single, descriptive framework. A systematic literature review encompassing a two-pronged search strategy, descriptive mapping of ideas, and consensus building, was performed to identify aspects of scientific research culture. This resulted in the Culture of Scientific Research (CSR) Framework, composed of 31 cultural aspects categorized as either Practices, Norms/Expectations, or Values/Beliefs. Additional evidence of validity was collected through a survey that asked biological researchers to indicate which aspects in the framework were relevant to their experiences of research. The majority of survey respondents (n = 161) perceived the 31 aspects in the CSR Framework as relevant to biological research. This framework provides a consistent structure for describing the experiences of people engaging with the culture of scientific research. The literature review included literature from multiple disciplines, so the CSR Framework should be broadly applicable. Future applications of the CSR Framework include identifying possible barriers and entry points experienced by groups currently underrepresented in scientific research.
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Affiliation(s)
- Jessica Dewey
- STEM Education Center, University of Minnesota, St. Paul, MN 55108
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Gillian Roehrig
- STEM Education Center, University of Minnesota, St. Paul, MN 55108
| | - Anita Schuchardt
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
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Price AM, Kim CJ, Burkholder EW, Fritz AV, Wieman CE. A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment. CBE LIFE SCIENCES EDUCATION 2021; 20:ar43. [PMID: 34388005 PMCID: PMC8715817 DOI: 10.1187/cbe.20-12-0276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 06/11/2021] [Accepted: 06/23/2021] [Indexed: 06/13/2023]
Abstract
A primary goal of science and engineering (S&E) education is to produce good problem solvers, but how to best teach and measure the quality of problem solving remains unclear. The process is complex, multifaceted, and not fully characterized. Here, we present a detailed characterization of the S&E problem-solving process as a set of specific interlinked decisions. This framework of decisions is empirically grounded and describes the entire process. To develop this, we interviewed 52 successful scientists and engineers ("experts") spanning different disciplines, including biology and medicine. They described how they solved a typical but important problem in their work, and we analyzed the interviews in terms of decisions made. Surprisingly, we found that across all experts and fields, the solution process was framed around making a set of just 29 specific decisions. We also found that the process of making those discipline-general decisions (selecting between alternative actions) relied heavily on domain-specific predictive models that embodied the relevant disciplinary knowledge. This set of decisions provides a guide for the detailed measurement and teaching of S&E problem solving. This decision framework also provides a more specific, complete, and empirically based description of the "practices" of science.
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Affiliation(s)
| | - Candice J. Kim
- Graduate School of Education, Stanford University, Stanford, CA 94305
- School of Medicine, Stanford University, Stanford, CA 94305
| | | | - Amy V. Fritz
- Department of Electrical Engineering, Stanford University, Stanford, CA 94305
| | - Carl E. Wieman
- Department of Physics, Stanford University, Stanford, CA 94305
- Graduate School of Education, Stanford University, Stanford, CA 94305
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Shivni R, Cline C, Newport M, Yuan S, Bergan-Roller HE. Establishing a baseline of science communication skills in an undergraduate environmental science course. INTERNATIONAL JOURNAL OF STEM EDUCATION 2021; 8:47. [PMID: 34316435 PMCID: PMC8299166 DOI: 10.1186/s40594-021-00304-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 07/02/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Seminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists-one of which is communicating science with a general, non-scientific audience (SciComm). Unfortunately, very little research has focused on helping students develop these skills. An important early step in creating effective and efficient curricula is understanding what baseline skills students have prior to instruction. Here, we used the Essential Elements for Effective Science Communication (EEES) framework to survey the SciComm skills of students in an environmental science course in which they had little SciComm training. RESULTS Our analyses revealed that, despite not being given the framework, students included several of the 13 elements, especially those which were explicitly asked for in the assignment instructions. Students commonly targeted broad audiences composed of interested adults, aimed to increase the knowledge and awareness of their audience, and planned and executed remote projects using print on social media. Additionally, students demonstrated flexibility in their skills by slightly differing their choices depending on the context of the assignment, such as creating more engaging content than they had planned for. CONCLUSIONS The students exhibited several key baseline skills, even though they had minimal training on the best practices of SciComm; however, more support is required to help students become better communicators, and more work in different contexts may be beneficial to acquire additional perspectives on SciComm skills among a variety of science students. The few elements that were not well highlighted in the students' projects may not have been as intuitive to novice communicators. Thus, we provide recommendations for how educators can help their undergraduate science students develop valuable, prescribed SciComm skills. Some of these recommendations include helping students determine the right audience for their communication project, providing opportunities for students to try multiple media types, determining the type of language that is appropriate for the audience, and encouraging students to aim for a mix of communication objectives. With this guidance, educators can better prepare their students to become a more open and communicative generation of scientists and citizens. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-021-00304-0.
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Affiliation(s)
- Rashmi Shivni
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, 447 Montgomery Hall, DeKalb, IL 60115 USA
| | - Christina Cline
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, 447 Montgomery Hall, DeKalb, IL 60115 USA
| | - Morgan Newport
- Weinberg College of Arts and Sciences, Northwestern University, Evanston, IL USA
| | - Shupei Yuan
- Department of Communication, Northern Illinois University, DeKalb, IL USA
| | - Heather E. Bergan-Roller
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, 447 Montgomery Hall, DeKalb, IL 60115 USA
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Wiggins BL, Sefi-Cyr H, Lily LS, Dahlberg CL. Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:e00158-21. [PMID: 34594448 PMCID: PMC8442015 DOI: 10.1128/jmbe.00158-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Accepted: 03/29/2021] [Indexed: 06/13/2023]
Abstract
Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design. Student experiences in CUREs can provide important insights into why CUREs are so effective. We present evidence from students who participated in CUREs at the introductory, intermediate, and advanced levels, as well as from graduate teaching assistants for an introductory lab course that included a CURE. Students and teaching assistants describe repetition as a valuable element in CUREs and other laboratory experiences. We used student work and open-ended interviews to identify which of five previously described elements of CUREs students found important. Because repetition was particularly salient, we characterized how students described repetition as they experienced it in courses that contained full-length CUREs or "micro-CUREs." In prompted interviews, students described how repetition in CUREs provided cognitive (learning concepts) and practical (learning technical skills) value. Recent graduates who had participated in CUREs at each level of their biology education were particularly aware that they placed value on repetition and acknowledged it as motivational in their own learning. Many students described repetition in metacognitive terms, which also suggests that as students advance through laboratory and CURE curricula, their understanding of how repetition supports their learning becomes more sophisticated. Finally, we integrated student descriptions to suggest ways in which repetition can be designed into CUREs or other laboratory courses to support scientific learning and enhance students' sense of scientific identity.
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Affiliation(s)
| | - Haley Sefi-Cyr
- Western Washington University, Bellingham, Washington, USA
| | - Leah S. Lily
- University of Washington, Seattle, Washington, USA
- Western Washington University, Bellingham, Washington, USA
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Bixler A, Eslinger M, Kleinschmit AJ, Gaudier-Diaz MM, Sankar U, Marsteller P, Goller CC, Robertson S. Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-22. [PMID: 33884065 PMCID: PMC8012036 DOI: 10.1128/jmbe.v22i1.2337] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 12/20/2020] [Indexed: 06/12/2023]
Abstract
Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences. While case studies are commonly available and adaptable to course goals, the practical considerations of how to deliver and assess cases in online and blended environments can instill panic. Here we review existing resources and our collective experiences creating, adapting, and assessing case materials across different modalities. We discuss the benefits of using case studies and provide tips for implementation. Further, we describe functional examples of a three-step process to prepare cases with defined outcomes for individual student preparation, collaborative learning, and individual student synthesis to create an inclusive learning experience, whether in a traditional or remote learning environment.
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Affiliation(s)
- Andrea Bixler
- Clarke University, Science and Mathematics Department, Dubuque, IA 52001
| | - Melissa Eslinger
- United States Military Academy, Department of Chemistry & Life Science, West Point, NY 10996
| | - Adam J. Kleinschmit
- University of Dubuque, Department of Natural and Applied Sciences, Dubuque, IA 52001
| | - Monica M. Gaudier-Diaz
- University of North Carolina at Chapel Hill, Department of Psychology & Neuroscience, Chapel Hill, NC 27599
| | - Usha Sankar
- Fordham University, Department of Biology, Bronx, NY 10458
| | | | - Carlos C. Goller
- North Carolina State University, Department of Biological Sciences, Raleigh, NC 27695
| | - Sabrina Robertson
- University of North Carolina at Chapel Hill, Department of Psychology & Neuroscience, Chapel Hill, NC 27599
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Harris BN, McCarthy PC, Wright AM, Schutz H, Boersma KS, Shepherd SL, Manning LA, Malisch JL, Ellington RM. From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecol Evol 2020; 10:12581-12612. [PMID: 33250996 PMCID: PMC7679552 DOI: 10.1002/ece3.6915] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 09/06/2020] [Accepted: 09/30/2020] [Indexed: 12/15/2022] Open
Abstract
The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.
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Affiliation(s)
| | | | - April M. Wright
- Department of BiologySoutheastern Louisiana UniversityHammondLAUSA
| | - Heidi Schutz
- Department of BiologyPacific Lutheran UniversityTacomaWAUSA
| | | | | | | | | | - Roni M. Ellington
- Department of Advanced Studies, Leadership, and PolicyMorgan State UniversityBaltimoreMDUSA
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