NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Pell Grant Program1
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 97 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Erdmann, Robert M.; Stains, Marilyne – CBE - Life Sciences Education, 2019
Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed "classroom as genome" (CAG). We illustrate…
Descriptors: Genetics, Science Instruction, Biology, Educational Researchers
Peer reviewed Peer reviewed
Direct linkDirect link
Kirkpatrick, Catherine; Schuchardt, Anita; Baltz, Daniel; Cotner, Sehoya – CBE - Life Sciences Education, 2019
Course-based undergraduate research experiences (CUREs) have the potential to improve undergraduate biology education by involving large numbers of students in research. CUREs can take a variety of forms with different affordances and constraints, complicating the evaluation of design features that might contribute to successful outcomes. In this…
Descriptors: Undergraduate Students, Biology, Science Education, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott – CBE - Life Sciences Education, 2018
To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three…
Descriptors: Community Colleges, Two Year College Students, Scores, Introductory Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Wienhold, Caroline J.; Branchaw, Janet – CBE - Life Sciences Education, 2018
The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed…
Descriptors: College Freshmen, First Year Seminars, Student Improvement, Science Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Premo, Joshua; Cavagnetto, Andy; Davis, William B. – CBE - Life Sciences Education, 2018
Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a…
Descriptors: Cooperative Learning, Undergraduate Students, Science Laboratories, Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Walcott, Rebecca L.; Corso, Phaedra S.; Rodenbusch, Stacia E.; Dolan, Erin L. – CBE - Life Sciences Education, 2018
Institutions and administrators regularly have to make difficult choices about how best to invest resources to serve students. Yet economic evaluation, or the systematic analysis of the relationship between costs and outcomes of a program or policy, is relatively uncommon in higher education. This type of evaluation can be an important tool for…
Descriptors: Cost Effectiveness, College Freshmen, Undergraduate Study, Resource Allocation
Peer reviewed Peer reviewed
Direct linkDirect link
Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M. – CBE - Life Sciences Education, 2018
Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…
Descriptors: Teaching Assistants, Graduate Students, Faculty Development, Introductory Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Auerbach, A. J.; Higgins, M.; Brickman, P.; Andrews, T. C. – CBE - Life Sciences Education, 2018
Active-learning strategies "can" improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An…
Descriptors: Teacher Characteristics, Active Learning, Beginning Teachers, Experienced Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Christopher J.; Toven-Lindsey, Brit; Shapiro, Casey; Soh, Michael; Mazrouee, Sepideh; Levis-Fitzgerald, Marc; Sanders, Erin R. – CBE - Life Sciences Education, 2018
We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors--who cannot see what every student is actually thinking on each concept in each class--and for students--who often cannot tell precisely whether their thinking is right or wrong, let alone exactly how to fix it. We tested a strategy for…
Descriptors: Active Learning, Problem Solving, Discovery Learning, Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
Styers, Melanie L.; Van Zandt, Peter A.; Hayden, Katherine L. – CBE - Life Sciences Education, 2018
Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in (1) an introductory…
Descriptors: Active Learning, Biological Sciences, Science Instruction, Critical Thinking
Peer reviewed Peer reviewed
Direct linkDirect link
Barral, Ana Maria; Ardi-Pastores, Veronica C.; Simmons, Rachel E. – CBE - Life Sciences Education, 2018
A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated…
Descriptors: Video Technology, Homework, Teaching Methods, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Nelson, Kari L.; Rauter, Claudia M.; Cutucache, Christine E. – CBE - Life Sciences Education, 2018
The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska…
Descriptors: Biological Sciences, Undergraduate Students, Mentors, Critical Thinking
Peer reviewed Peer reviewed
Direct linkDirect link
Findley-Van Nostrand, Danielle; Pollenz, Richard S. – CBE - Life Sciences Education, 2017
The persistence of undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines is a national issue based on STEM workforce projections. We implemented a weeklong pre-college engagement STEM Academy (SA) program aimed at addressing several areas related to STEM retention. We validated an instrument that was…
Descriptors: STEM Education, Undergraduate Students, Academic Persistence, Program Effectiveness
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7