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Tai, Robert H.; Kong, Xiaoqing; Mitchell, Claire E.; Dabney, Katherine P.; Read, Daniel M.; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D. – CBE - Life Sciences Education, 2017
Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative…
Descriptors: High School Students, Apprenticeships, Summer Science Programs, Science Laboratories
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Fiedler, Daniela; Tröbst, Steffen; Harms, Ute – CBE - Life Sciences Education, 2017
Students of all ages face severe conceptual difficulties regarding key aspects of evolution-- the central, unifying, and overarching theme in biology. Aspects strongly related to abstract "threshold" concepts like randomness and probability appear to pose particular difficulties. A further problem is the lack of an appropriate instrument…
Descriptors: College Students, Concept Formation, Probability, Evolution
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McFarland, Jenny L.; Price, Rebecca M.; Wenderoth, Mary Pat; Martinková, Patrícia; Cliff, William; Michael, Joel; Modell, Harold; Wright, Ann – CBE - Life Sciences Education, 2017
We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate…
Descriptors: Scientific Concepts, Multiple Choice Tests, Science Tests, Test Construction
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Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen – CBE - Life Sciences Education, 2017
In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected…
Descriptors: Teaching Methods, Science Instruction, Active Learning, Undergraduate Study
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Luckie, Douglas B.; Hoskinson, Anne-Marie; Griffin, Caleigh E.; Hess, Andrea L.; Price, Katrina J.; Tawa, Alex; Thacker, Samantha M. – CBE - Life Sciences Education, 2017
The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook "Integrating Concepts in Biology" ("ICB"), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth…
Descriptors: Biology, Science Instruction, Scientific Concepts, College Entrance Examinations
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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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Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R. – CBE - Life Sciences Education, 2017
Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be…
Descriptors: Introductory Courses, Biology, Science Instruction, Science Achievement
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Hubbard, Joanna K.; Potts, Macy A.; Couch, Brian A. – CBE - Life Sciences Education, 2017
Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover…
Descriptors: Test Format, Questioning Techniques, Undergraduate Students, Objective Tests
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Heideman, Paul D.; Flores, K. Adryan; Sevier, Lu M.; Trouton, Kelsey E. – CBE - Life Sciences Education, 2017
Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL),…
Descriptors: Problem Solving, Recall (Psychology), Adoption (Ideas), Biology
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Cash, Ceilidh Barlow; Letargo, Jessa; Graether, Steffen P.; Jacobs, Shoshanah R. – CBE - Life Sciences Education, 2017
Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with…
Descriptors: Large Group Instruction, Class Size, Biology, Teacher Attitudes
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Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T. – CBE - Life Sciences Education, 2017
Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be…
Descriptors: Introductory Courses, Biology, Metacognition, Answer Keys
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Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott – CBE - Life Sciences Education, 2017
Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning…
Descriptors: Introductory Courses, Biology, Minority Group Students, White Students
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Hoskins, Tyler D.; Gantz, J. D.; Chaffee, Blake R.; Arlinghaus, Kel; Wiebler, James; Hughes, Michael; Fernandes, Joyce J. – CBE - Life Sciences Education, 2017
Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami…
Descriptors: Introductory Courses, Biology, Graduate Students, Intervention
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Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L. – CBE - Life Sciences Education, 2017
In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory,…
Descriptors: Mathematics, Biology, Test Construction, Values
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Sato, Brian K.; Lee, Amanda K.; Alam, Usman; Dang, Jennifer V.; Dacanay, Samantha J.; Morgado, Pedro; Pirino, Giorgia; Brunner, Jo Ellen; Castillo, Leanne A.; Chan, Valerie W.; Sandholtz, Judith H. – CBE - Life Sciences Education, 2017
Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing.…
Descriptors: Mixed Methods Research, Prerequisites, Required Courses, Microbiology
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