Investigating the Influence of Assessment Question Framing on Undergraduate Biology Student Preference and Affect

Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term "you", placing the student in the experiment; another section received the same scenario that used classmate names; while a third section's scenario integrated counterstereotypical scientist names. Our results demonstrate that there was no difference in performance throughout the semester between the sections, nor were there differences in students' self-reported stress and identity. However, students in all three sections indicated that they most preferred the self-referential framing, providing a variety of reasons that suggest that these variants may influence how well a student reads and processes the question. In addition, our results also indicate that the framing of these scenarios can also have a large impact on some students' affect and attitude toward the question. We conclude by discussing implications for the biology education research community and biology instructors.

Science Communication Training Imparts Confidence and Influences Public Engagement Activity

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants' science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P < 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P < 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science.

Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses

Office hours are one of the most common support mechanisms found in courses. Despite the prevalence of office hours in life sciences classes, there has been little investigation of how science, technology, engineering, and math (STEM) students perceive office hours, particularly at non-research intensive universities or other institutions where a majority of students attend office hours. We surveyed more than 500 students, representing most life sciences majors at a comprehensive university, to investigate their motivations and barriers for attending office hours. We then compared instructors' perceptions to students' conceptions of office hours. We identified key themes in student and instructor comments using inductive, grounded theory, finding that students view a more limited range of benefits for office hours than instructors. Students likewise cited a larger number of barriers for attending than instructors perceived. In addition, while there were minimal differences in rates of office hours attendance and perception of office hours based on key demographic factors, we identify areas where students of different class years and gender perceive differences, suggesting areas of future research. Finally, we explored students' views of in-person versus online office hours, providing insight for instructors to better reach all students.

Student perceptions of an inquiry-based molecular biology lecture and lab following a mid-semester transition to online teaching

The transition to online learning in spring 2020 was abrupt for both students and instructors. While many instructors moved to asynchronous classes, some institutions relied more heavily on synchronous online courses. Here, we evaluate student perceptions of an inquiry-based molecular biology lecture and lab course following this transition by comparing student survey responses from spring 2019, when the lecture and lab were fully in person, to spring 2020, when the lecture and lab started in person before transitioning to a synchronous online format. Students were asked to identify the main factors that supported their learning in lecture and lab, characterize the main barriers to learning in those courses, and discuss their preference of having an inquiry-based lab or a traditional "cookbook" lab with pre-determined answers. We coded these responses and provide one of the first studies to examine the impact of this online transition on student perceptions of learning in an inquiry-based molecular biology lecture and lab course.

A new way to introduce microarray technology in a lecture/laboratory setting by studying the evolution of this modern technology

DNA microarray is an ordered grid containing known sequences of DNA, which represent many of the genes in a particular organism. Each DNA sequence is unique to a specific gene. This technology enables the researcher to screen many genes from cells or tissue grown in different conditions. We developed an undergraduate lecture and laboratory exercise using an interdisciplinary approach to the study of microarray technology. What made this approach unique was studying the evolution of the technology leading up to the formation of the MicroArray Quality Control Project (MAQC). Students realized that this technique has potential of saving lives, making it absolutely necessary to validate all results. Students were then able to complete their own microarray project, evaluate their results and continue to analyze a gene from the study, by further utilizing basic bioinformatic tools as well as critiquing primary journal articles.

Inhibitors of 25-hydroxyvitamin D3-1alpha-hydroxylase: thiavitamin D analogs and biological evaluation

Six A-ring analogs of 1alpha,25-dihydroxyvitamin D3 (1, 1alpha,25-(OH)2-D3) 3-deoxy-3-thia-1alpha,25-(OH)2-D3 (3), 3-deoxy-3-thia-1alpha,25-(OH)2-D3-3alpha-oxide (6), 3-deoxy-3-thia-1alpha,25-(OH)2-D3-3beta-oxide (7) and the 5,6-trans counterparts 5, 8, and 9, respectively--were tested for their ability to inhibit 25-hydroxy-D3-1alpha-hydroxylase (1-OH-ase) in vitro in mitochondria isolated from kidneys of vitamin D deficient chicks. The six analogs were also evaluated in terms of their ability to bind to the chicken intestinal nuclear receptor (VDR) in comparison to the natural hormone 1alpha,25-(OH)2-D3. Analog 7 is not only the best inhibitor of the 1-OH-ase but it also binds effectively to the chick intestinal receptor. It is established that vitamin D analogs must have a 1alpha oxygen group for effective inhibition of the 1-OH-ase. This functional group is also needed for effective binding to the chick intestinal VDR.