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Hoskinson, Anne-Marie; Maher, Jessica Middlemis; Bekkering, Cody; Ebert-May, Diane – CBE - Life Sciences Education, 2017
Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking…
Descriptors: Undergraduate Students, Biology, Science Instruction, Expertise
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Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Maher, Jessica Middlemis; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A. – CBE - Life Sciences Education, 2015
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which…
Descriptors: Science Instruction, Science Teachers, Student Centered Learning, STEM Education
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Wyse, Sara A.; Long, Tammy M.; Ebert-May, Diane – CBE - Life Sciences Education, 2014
Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost…
Descriptors: Teaching Assistants, Professional Development, Biology, Graduate Students
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Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane – CBE - Life Sciences Education, 2010
Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…
Descriptors: Educational Objectives, Biology, Memorization, Introductory Courses
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Derting, Terry L.; Ebert-May, Diane – CBE - Life Sciences Education, 2010
We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered,…
Descriptors: Introductory Courses, Field Tests, Biology, Learning Experience
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Bray Speth, Elena; Momsen, Jennifer L.; Moyerbrailean, Gregory A.; Ebert-May, Diane; Long, Tammy M.; Wyse, Sara; Linton, Debra – CBE - Life Sciences Education, 2010
Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret…
Descriptors: Research Universities, Numeracy, Course Content, Biology
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Ebert-May, Diane; Weber, Everett P. – CBE - Life Sciences Education, 2006
The Faculty Institutes for Reforming Science Teaching (FIRST II) network was established in 1998 by ecologists accustomed to conducting their research in the field. The original impetus behind establishing FIRST was to engage biology faculty in active, inquiry-based science teaching, first in the field, an ideal environment for cooperative…
Descriptors: Educational Strategies, Educational Research, Change Agents, Cooperative Learning