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Pelletreau, Karen N.; Knight, Jennifer K.; Lemons, Paula P.; McCourt, Jill S.; Merrill, John E.; Nehm, Ross H.; Prevost, Luanna B.; Urban-Lurain, Mark; Smith, Michelle K. – CBE - Life Sciences Education, 2018
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught,…
Descriptors: Faculty Development, Models, Academic Achievement, Active Learning
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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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Dauer, Jenny M.; Doherty, Jennifer H.; Freed, Allison L.; Anderson, Charles W. – CBE - Life Sciences Education, 2014
We investigate how students connect explanations and arguments from evidence about plant growth and metabolism--two key practices described by the "Next Generation Science Standards". This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them…
Descriptors: Middle School Students, High School Students, Evidence, Science Instruction
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Price, Rebecca M.; Andrews, Tessa C.; McElhinny, Teresa L.; Mead, Louise S.; Abraham, Joel K.; Thanukos, Anna; Perez, Kathryn E. – CBE - Life Sciences Education, 2014
Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures…
Descriptors: Genetics, Evolution, Biology, Higher Education
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Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie – CBE - Life Sciences Education, 2013
Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted…
Descriptors: Biology, College Science, Introductory Courses, Undergraduate Students
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Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D. – CBE - Life Sciences Education, 2013
We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…
Descriptors: Introductory Courses, Cytology, College Science, Verbal Tests
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Creech, Leah Renee; Sweeder, Ryan D. – CBE - Life Sciences Education, 2012
This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her…
Descriptors: Academic Achievement, Majors (Students), Grade Point Average, Biochemistry
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Robeva, Raina; Davies, Robin; Hodge, Terrell; Enyedi, Alexander – CBE - Life Sciences Education, 2010
We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to…
Descriptors: Molecular Biology, Probability, Calculus, Algebra