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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
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
Freeman, Scott; Parks, John W. – CBE - Life Sciences Education, 2010
Previously we showed that weekly, written, timed, and peer-graded practice exams help increase student performance on written exams and decrease failure rates in an introductory biology course. Here we analyze the accuracy of peer grading, based on a comparison of student scores to those assigned by a professional grader. When students graded…
Descriptors: Grading, Biology, Peer Evaluation, Comparative Analysis
Knight, Jennifer K.; Smith, Michelle K. – CBE - Life Sciences Education, 2010
Introductory biology courses are frequently offered separately to biology majors and nonbiology majors, with the assumption that the two groups of students are different enough to merit different courses. To assess the evidence behind this assumption, we compared students in two different genetics classes at the University of Colorado-Boulder, one…
Descriptors: Nonmajors, Majors (Students), Fundamental Concepts, Genetics
Freeman, Scott; O'Connor, Eileen; Parks, John W.; Cunningham, Matthew; Hurley, David; Haak, David; Dirks, Clarissa; Wenderoth, Mary Pat – CBE - Life Sciences Education, 2007
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were…
Descriptors: Educational Technology, Active Learning, Biology, Introductory Courses
Wischusen, Sheri Maples; Wischusen, E. William – CBE - Life Sciences Education, 2007
The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well…
Descriptors: Majors (Students), Grade Point Average, Pilot Projects, Academic Achievement