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Showing 1 to 15 of 135 results Save | Export
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Shortlidge, Erin E.; Rain-Griffith, Liz; Shelby, Chloe; Shusterman, Gwendolyn P.; Barbera, Jack – CBE - Life Sciences Education, 2019
Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive…
Descriptors: Introductory Courses, Science Instruction, Active Learning, Biology
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Lee, Star W. – CBE - Life Sciences Education, 2019
There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be…
Descriptors: Teaching Methods, Teaching Assistants, Graduate Students, Student Attitudes
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Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah – CBE - Life Sciences Education, 2019
Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online…
Descriptors: Introductory Courses, Large Group Instruction, Hispanic American Students, Academic Achievement
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Dewsbury, Bryan; Brame, Cynthia J. – CBE - Life Sciences Education, 2019
Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that…
Descriptors: STEM Education, Inclusion, College Students, College Faculty
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Hodges, Linda C. – CBE - Life Sciences Education, 2018
As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the…
Descriptors: Undergraduate Students, Student Attitudes, Science Instruction, Group Activities
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Dees, Jonathan; Bussard, Caitlin; Momsen, Jennifer L. – CBE - Life Sciences Education, 2018
Phylogenetic trees have become increasingly important across the life sciences, and as a result, learning to interpret and reason from these diagrams is now an essential component of biology education. Unfortunately, students often struggle to understand phylogenetic trees. Style (i.e., diagonal or bracket) is one factor that has been observed to…
Descriptors: Science Instruction, Scientific Concepts, Biology, Teaching Methods
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Cooper, Katelyn M.; Ding, Lu; Stephens, Michelle D.; Chi, Michelene T. H.; Brownell, Sara E. – CBE - Life Sciences Education, 2018
Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a…
Descriptors: Video Technology, Physiology, Randomized Controlled Trials, Teacher Developed Materials
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Rowland, Ashley A.; Rowland, Ashley A.; Steinwand, Blaire; Bruno, John; Corwin, Lisa A. – CBE - Life Sciences Education, 2018
Course-based undergraduate research experiences (CUREs) provide students opportunities to engage in research in a course. Aspects of CURE design, such as providing students opportunities to make discoveries, collaborate, engage in relevant work, and iterate to solve problems are thought to contribute to outcome achievement in CUREs. Yet how each…
Descriptors: Student Research, Undergraduate Students, Inquiry, Science Process Skills
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Offerdahl, Erika G.; McConnell, Melody; Boyer, Jeffrey – CBE - Life Sciences Education, 2018
For decades, formative assessment has been identified as a high-impact instructional practice that positively affects student learning. Education reform documents such as "Vision and Change: A Call to Action" expressly identify frequent, ongoing formative assessment and feedback as a key instructional practice in student-centered…
Descriptors: Formative Evaluation, Teaching Methods, Concept Formation, Feedback (Response)
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Wyse, Sara A.; Soneral, Paula A. G. – CBE - Life Sciences Education, 2018
Despite its value in higher education, academic rigor is a challenging construct to define for instructor and students alike. How do students perceive academic rigor in their biology course work? Using qualitative surveys, we asked students to identify "easy" or "hard" courses and define which aspects of these learning…
Descriptors: Academic Standards, Difficulty Level, Student Attitudes, Biology
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Donovan, Deborah A.; Connell, Georgianne L.; Grunspan, Daniel Z. – CBE - Life Sciences Education, 2018
Group work is often a key component of student-centered pedagogies, but there is conflicting evidence about what types of groups provide the most benefit for undergraduate students. We investigated student learning outcomes and attitudes toward working in groups when students were assigned to groups using different methods in a large-enrollment,…
Descriptors: Biology, Nonmajors, Undergraduate Students, College Science
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Goodwin, Emma C.; Cao, Jane N.; Fletcher, Miles; Flaiban, Justin L.; Shortlidge, Erin E. – CBE - Life Sciences Education, 2018
Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions…
Descriptors: Biology, Graduate Students, Science Instruction, Evidence Based Practice
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Braun, Derek C.; Clark, M. Diane; Marchut, Amber E.; Solomon, Caroline M.; Majocha, Megan; Davenport, Zachary; Kushalnagar, Raja S.; Listman, Jason; Hauser, Peter C.; Gormally, Cara – CBE - Life Sciences Education, 2018
Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific…
Descriptors: STEM Education, Deafness, Hearing Impairments, Interpersonal Communication
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Kritzinger, Angelique; Lemmens, Juan-Claude; Potgieter, Marietjie – CBE - Life Sciences Education, 2018
Higher education faces the challenge of high student attrition, which is especially disconcerting if associated with low participation rates, as is the case in South Africa. Recently, the use of learning analytics has increased, enabling institutions to make data-informed decisions to improve teaching, learning, and student success. Most of the…
Descriptors: Learning Strategies, Biology, Science Instruction, Dropouts
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Aragón, Oriana R.; Eddy, Sarah L.; Graham, Mark J. – CBE - Life Sciences Education, 2018
Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors' perspectives on learning, however, may or may not be aligned with this. One belief held by some…
Descriptors: Teacher Attitudes, Active Learning, Teaching Methods, College Faculty
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