MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'CBE Life Sciences Education' source. Sat, 04 Feb 2012 09:22:01 +0100 http://www.medworm.com/index.php?rid=5475717&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135364%26dopt%3DAbstract Reconsidering "what works". CBE Life Sci Educ. 2011;10(4):329-33 Authors: Tanner KD PMID: 22135364 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475717 Tue, 06 Dec 2011 19:36:02 +0100 5475717 http://www.medworm.com/index.php?rid=5475716&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135365%26dopt%3DAbstract Authors: Allen D PMID: 22135365 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475716 Tue, 06 Dec 2011 19:36:02 +0100 5475716 http://www.medworm.com/index.php?rid=5475715&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135366%26dopt%3DAbstract Authors: Vázquez J PMID: 22135366 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475715 Tue, 06 Dec 2011 19:36:02 +0100 5475715 http://www.medworm.com/index.php?rid=5475714&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135367%26dopt%3DAbstract Authors: Poley J PMID: 22135367 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475714 Tue, 06 Dec 2011 19:36:02 +0100 5475714 http://www.medworm.com/index.php?rid=5475713&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135368%26dopt%3DAbstract Authors: Buonaccorsi VP, Boyle MD, Grove D, Praul C, Sakk E, Stuart A, Tobin T, Hosler J, Carney SL, Engle MJ, Overton BE, Newman JD, Pizzorno M, Powell JR, Trun N Abstract To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation-funded workshop held July 11-14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating wi... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475713 Tue, 06 Dec 2011 19:36:02 +0100 5475713 http://www.medworm.com/index.php?rid=5475712&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135369%26dopt%3DAbstract This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475712 Tue, 06 Dec 2011 19:36:02 +0100 5475712 http://www.medworm.com/index.php?rid=5475711&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135370%26dopt%3DAbstract Authors: Byars-Winston A, Gutierrez B, Topp S, Carnes M Abstract Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has f... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475711 Tue, 06 Dec 2011 19:36:02 +0100 5475711 http://www.medworm.com/index.php?rid=5475710&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135371%26dopt%3DAbstract We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475710 Tue, 06 Dec 2011 19:36:02 +0100 5475710 http://www.medworm.com/index.php?rid=5475709&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135372%26dopt%3DAbstract Authors: Ha M, Nehm RH, Urban-Lurain M, Merrill JE Abstract Our study explored the prospects and limitations of using machine-learning software to score introductory biology students' written explanations of evolutionary change. We investigated three research questions: 1) Do scoring models built using student responses at one university function effectively at another university? 2) How many human-scored student responses are needed to build scoring models suitable for cross-institutional application? 3) What factors limit computer-scoring efficacy, and how can these factors be mitigated? To answer these questions, two biology experts scored a corpus of 2556 short-answer explanations (from biology majors and nonmajors) at two universities for the presence or absence of five key co... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475709 Tue, 06 Dec 2011 19:36:02 +0100 5475709 http://www.medworm.com/index.php?rid=5475708&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135373%26dopt%3DAbstract We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements nece... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475708 Tue, 06 Dec 2011 19:36:02 +0100 5475708 http://www.medworm.com/index.php?rid=5475707&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135374%26dopt%3DAbstract In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant po... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475707 Tue, 06 Dec 2011 19:36:02 +0100 5475707 http://www.medworm.com/index.php?rid=5475706&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135375%26dopt%3DAbstract Authors: Fisher KM, Williams KS, Lineback JE Abstract Biology student mastery regarding the mechanisms of diffusion and osmosis is difficult to achieve. To monitor comprehension of these processes among students at a large public university, we developed and validated an 18-item Osmosis and Diffusion Conceptual Assessment (ODCA). This assessment includes two-tiered items, some adopted or modified from the previously published Diffusion and Osmosis Diagnostic Test (DODT) and some newly developed items. The ODCA, a validated instrument containing fewer items than the DODT and emphasizing different content areas within the realm of osmosis and diffusion, better aligns with our curriculum. Creation of the ODCA involved removal of six DODT item pairs, modification of another six DODT it... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475706 Tue, 06 Dec 2011 19:36:02 +0100 5475706 http://www.medworm.com/index.php?rid=5475705&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22135376%26dopt%3DAbstract This article describes an undergraduate lab exercise that demonstrates the importance of students thinking critically about what they see through a microscope. The students are given growth data from tip-growing organisms that suggest the cells grow in a pulsatile manner. The students then critique this data in several exercises that incorporate aspects of a problem-based learning approach, envisaging growth not just in two dimensions, but in three dimensions. For some cells, what appears to be pulsatile growth could also be explained by growth at a constant rate up and down in the z-axis. Depending on the diffraction pattern generated by the tip of the cell, this movement in the z-axis could go undetected. This raises the possibility that pulsatile growth seen in some species may be an ar... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5475705 Tue, 06 Dec 2011 19:36:02 +0100 5475705 http://www.medworm.com/index.php?rid=5194304&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885817%26dopt%3DAbstract Authors: Stark LA PMID: 21885817 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194304 Mon, 05 Sep 2011 09:16:02 +0100 5194304 http://www.medworm.com/index.php?rid=5194303&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885818%26dopt%3DAbstract Authors: Vázquez J PMID: 21885818 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194303 Mon, 05 Sep 2011 09:16:02 +0100 5194303 http://www.medworm.com/index.php?rid=5194302&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885819%26dopt%3DAbstract Authors: Brewster J PMID: 21885819 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194302 Mon, 05 Sep 2011 09:16:02 +0100 5194302 http://www.medworm.com/index.php?rid=5194294&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885820%26dopt%3DAbstract Authors: Fuhrmann CN, Halme DG, O'Sullivan PS, Lindstaedt B Abstract Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non-research career path. To better support this branching career pipeline, we recommend that national standards for training and me... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194294 Mon, 05 Sep 2011 09:16:02 +0100 5194294 http://www.medworm.com/index.php?rid=5194293&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885821%26dopt%3DAbstract We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us. PMID: 21885821 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194293 Mon, 05 Sep 2011 09:16:02 +0100 5194293 http://www.medworm.com/index.php?rid=5194292&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885822%26dopt%3DAbstract Authors: Colon-Berlingeri M, Burrowes PA Abstract Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194292 Mon, 05 Sep 2011 09:16:02 +0100 5194292 http://www.medworm.com/index.php?rid=5194291&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885823%26dopt%3DAbstract Authors: Semsar K, Knight JK, Birol G, Smith MK Abstract This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductor... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194291 Mon, 05 Sep 2011 09:16:02 +0100 5194291 http://www.medworm.com/index.php?rid=5194290&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885824%26dopt%3DAbstract Authors: Harrison M, Dunbar D, Ratmansky L, Boyd K, Lopatto D Abstract Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impac... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194290 Mon, 05 Sep 2011 09:16:02 +0100 5194290 http://www.medworm.com/index.php?rid=5194289&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885825%26dopt%3DAbstract Authors: Siritunga D, Montero-Rojas M, Carrero K, Toro G, Vélez A, Carrero-Martínez FA Abstract Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare thei... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194289 Mon, 05 Sep 2011 09:16:02 +0100 5194289 http://www.medworm.com/index.php?rid=5194288&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885826%26dopt%3DAbstract Authors: Walsh JP, Chih-Yuan Sun J, Riconscente M Abstract Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194288 Mon, 05 Sep 2011 09:16:02 +0100 5194288 http://www.medworm.com/index.php?rid=5194287&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885827%26dopt%3DAbstract Authors: Hosler J, Boomer KB Abstract Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest score... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194287 Mon, 05 Sep 2011 09:16:02 +0100 5194287 http://www.medworm.com/index.php?rid=5194286&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21885828%26dopt%3DAbstract Authors: Dougherty MJ, Pleasants C, Solow L, Wong A, Zhang H Abstract Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or "standards," that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states' genetics standards, in general, are poor, with more... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=5194286 Mon, 05 Sep 2011 09:16:02 +0100 5194286 http://www.medworm.com/index.php?rid=4918609&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633055%26dopt%3DAbstract Authors: Kang J, Purnell CB PMID: 21633055 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918609 Sat, 11 Jun 2011 00:15:03 +0100 4918609 http://www.medworm.com/index.php?rid=4918608&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633056%26dopt%3DAbstract Authors: Tanner KD PMID: 21633056 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918608 Sat, 11 Jun 2011 00:15:03 +0100 4918608 http://www.medworm.com/index.php?rid=4918607&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633057%26dopt%3DAbstract Authors: Wei CA, Woodin T PMID: 21633057 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918607 Sat, 11 Jun 2011 00:15:03 +0100 4918607 http://www.medworm.com/index.php?rid=4918606&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633058%26dopt%3DAbstract Authors: Allen D PMID: 21633058 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918606 Sat, 11 Jun 2011 00:15:03 +0100 4918606 http://www.medworm.com/index.php?rid=4918605&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633059%26dopt%3DAbstract Authors: Liu D PMID: 21633059 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918605 Sat, 11 Jun 2011 00:15:03 +0100 4918605 http://www.medworm.com/index.php?rid=4918600&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633060%26dopt%3DAbstract Authors: Ledbetter ML, Dolan EL PMID: 21633060 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918600 Sat, 11 Jun 2011 00:15:03 +0100 4918600 http://www.medworm.com/index.php?rid=4918592&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633061%26dopt%3DAbstract Authors: Morris L PMID: 21633061 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918592 Sat, 11 Jun 2011 00:15:03 +0100 4918592 http://www.medworm.com/index.php?rid=4918586&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633062%26dopt%3DAbstract Authors: Reiness G PMID: 21633062 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918586 Sat, 11 Jun 2011 00:15:03 +0100 4918586 http://www.medworm.com/index.php?rid=4918578&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633063%26dopt%3DAbstract This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. PMID: 21633063 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918578 Sat, 11 Jun 2011 00:15:03 +0100 4918578 http://www.medworm.com/index.php?rid=4918574&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633064%26dopt%3DAbstract Authors: Fechheimer M, Webber K, Kleiber PB Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR.... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918574 Sat, 11 Jun 2011 00:15:03 +0100 4918574 http://www.medworm.com/index.php?rid=4918560&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633065%26dopt%3DAbstract Authors: Ueckert C, Adams A, Lock J Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and i... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918560 Sat, 11 Jun 2011 00:15:03 +0100 4918560 http://www.medworm.com/index.php?rid=4918558&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633066%26dopt%3DAbstract Authors: Freeman S, Haak D, Wenderoth MP We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other "practice" assessments in ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918558 Sat, 11 Jun 2011 00:15:03 +0100 4918558 http://www.medworm.com/index.php?rid=4918556&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633067%26dopt%3DAbstract Authors: Stanger-Hall KF, Shockley FW, Wilson RE We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on t... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918556 Sat, 11 Jun 2011 00:15:03 +0100 4918556 http://www.medworm.com/index.php?rid=4918555&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633068%26dopt%3DAbstract This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918555 Sat, 11 Jun 2011 00:15:03 +0100 4918555 http://www.medworm.com/index.php?rid=4918554&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633069%26dopt%3DAbstract We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department-not only those teaching the course-to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significa... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918554 Sat, 11 Jun 2011 00:15:03 +0100 4918554 http://www.medworm.com/index.php?rid=4918553&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633070%26dopt%3DAbstract Authors: Shuster M In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the c... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918553 Sat, 11 Jun 2011 00:15:03 +0100 4918553 http://www.medworm.com/index.php?rid=4918552&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21633071%26dopt%3DAbstract Authors: Grisham W, Schottler NA, McCauley LM, Pham AP, Ruiz ML, Fong MC, Cui X Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome thes... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4918552 Sat, 11 Jun 2011 00:15:03 +0100 4918552 http://www.medworm.com/index.php?rid=4592883&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364092%26dopt%3DAbstract Authors: Glykos NM PMID: 21364092 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592883 Wed, 16 Mar 2011 04:45:03 +0100 4592883 http://www.medworm.com/index.php?rid=4592882&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364093%26dopt%3DAbstract Authors: Bowman K, Husbands JL PMID: 21364093 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592882 Wed, 16 Mar 2011 04:45:03 +0100 4592882 http://www.medworm.com/index.php?rid=4592881&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364094%26dopt%3DAbstract Authors: Allen D PMID: 21364094 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592881 Wed, 16 Mar 2011 04:45:03 +0100 4592881 http://www.medworm.com/index.php?rid=4592880&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364095%26dopt%3DAbstract Authors: Offerdahl EG, Balser T, Dirks C, Miller K, Momsen JL, Montplaisir L, Osgood M, Sirum K, Wenderoth MP, White B, Wood WB, Withers M, Wright R PMID: 21364095 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592880 Wed, 16 Mar 2011 04:45:03 +0100 4592880 http://www.medworm.com/index.php?rid=4592879&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364096%26dopt%3DAbstract Authors: Smith MK, Trujillo C, Su TT Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and t... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592879 Wed, 16 Mar 2011 04:45:03 +0100 4592879 http://www.medworm.com/index.php?rid=4592878&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364097%26dopt%3DAbstract Authors: Treacy DJ, Sankaran SM, Gordon-Messer S, Saly D, Miller R, Isaac SR, Kosinski-Collins MS In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the st... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592878 Wed, 16 Mar 2011 04:45:03 +0100 4592878 http://www.medworm.com/index.php?rid=4592877&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364098%26dopt%3DAbstract We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their p... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592877 Wed, 16 Mar 2011 04:45:03 +0100 4592877 http://www.medworm.com/index.php?rid=4592876&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364099%26dopt%3DAbstract Authors: Madlung A, Bremer M, Himelblau E, Tullis A There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equall... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592876 Wed, 16 Mar 2011 04:45:03 +0100 4592876 http://www.medworm.com/index.php?rid=4592875&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364100%26dopt%3DAbstract Authors: Smith MK, Wood WB, Krauter K, Knight JK Use of in-class concept questions with clickers can transform an instructor-centered "transmissionist" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substa... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592875 Wed, 16 Mar 2011 04:45:03 +0100 4592875 http://www.medworm.com/index.php?rid=4592874&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364101%26dopt%3DAbstract This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either me... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592874 Wed, 16 Mar 2011 04:45:03 +0100 4592874 http://www.medworm.com/index.php?rid=4592873&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364102%26dopt%3DAbstract Authors: Rybczynski SM, Schussler EE Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively described student perceptions of study groups. A pre- and posttest were used to measure student content knowledge. Internet-based surveys were used to collect quantitative data on exam performance and qualitative data on study group usage trends and student perceptions of study groups. No relationship was found between gains in content knowledge and study group use. Students who participated in study group... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592873 Wed, 16 Mar 2011 04:45:03 +0100 4592873 http://www.medworm.com/index.php?rid=4592872&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364103%26dopt%3DAbstract This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student center... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592872 Wed, 16 Mar 2011 04:45:03 +0100 4592872 http://www.medworm.com/index.php?rid=4592871&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21364104%26dopt%3DAbstract Authors: Dibartolomeis SM Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly locate and map a gene from Drosophila melanogaster called dusky and one of dusky's mutant alleles. The mapping strategy uses restriction fragment length polymorphism analysis; hence, students perform most of the basic techniques of molecular biology (DNA isolation, restriction enzyme digestion and mapping, plasmid vector subcloning, agarose and polyacrylamide gel electrophoresis, DNA labeling, and Southern hybridization) t... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4592871 Wed, 16 Mar 2011 04:45:03 +0100 4592871 http://www.medworm.com/index.php?rid=4252951&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123675%26dopt%3DAbstract Authors: Dolan EL PMID: 21123675 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252951 Mon, 13 Dec 2010 17:30:12 +0100 4252951 http://www.medworm.com/index.php?rid=4252950&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123676%26dopt%3DAbstract Authors: Adams DJ PMID: 21123676 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252950 Mon, 13 Dec 2010 17:30:12 +0100 4252950 http://www.medworm.com/index.php?rid=4252949&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123677%26dopt%3DAbstract Authors: Fletcher LA, Carter VC PMID: 21123677 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252949 Mon, 13 Dec 2010 17:30:12 +0100 4252949 http://www.medworm.com/index.php?rid=4252948&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123678%26dopt%3DAbstract Authors: Allen D PMID: 21123678 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252948 Mon, 13 Dec 2010 17:30:12 +0100 4252948 http://www.medworm.com/index.php?rid=4252947&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123679%26dopt%3DAbstract Authors: Stark LA PMID: 21123679 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252947 Mon, 13 Dec 2010 17:30:12 +0100 4252947 http://www.medworm.com/index.php?rid=4252946&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123680%26dopt%3DAbstract Authors: Hoopes LL PMID: 21123680 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252946 Mon, 13 Dec 2010 17:30:12 +0100 4252946 http://www.medworm.com/index.php?rid=4252945&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123681%26dopt%3DAbstract "The a-word" made easy. CBE Life Sci Educ. 2010;9(4):392-3 Authors: Sundberg MD PMID: 21123681 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252945 Mon, 13 Dec 2010 17:30:12 +0100 4252945 http://www.medworm.com/index.php?rid=4252944&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123682%26dopt%3DAbstract Authors: Passalacqua KD PMID: 21123682 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252944 Mon, 13 Dec 2010 17:30:12 +0100 4252944 http://www.medworm.com/index.php?rid=4252943&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123683%26dopt%3DAbstract Authors: Vázquez J PMID: 21123683 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252943 Mon, 13 Dec 2010 17:30:12 +0100 4252943 http://www.medworm.com/index.php?rid=4252942&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123684%26dopt%3DAbstract Authors: Wolyniak MJ, Alvarez CJ, Chandrasekaran V, Grana TM, Holgado A, Jones CJ, Morris RW, Pereira AL, Stamm J, Washington TM, Yang Y PMID: 21123684 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252942 Mon, 13 Dec 2010 17:30:12 +0100 4252942 http://www.medworm.com/index.php?rid=4252941&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123685%26dopt%3DAbstract Authors: Klymkowsky MW Not until the core concepts of biology are clearly defined and become the focus of instruction and assessment can we expect meaningful improvements in biological literacy and the removal of unnecessary barriers to student engagement. PMID: 21123685 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252941 Mon, 13 Dec 2010 17:30:12 +0100 4252941 http://www.medworm.com/index.php?rid=4252940&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123686%26dopt%3DAbstract Authors: Marbach-Ad G, McAdams KC, Benson S, Briken V, Cathcart L, Chase M, El-Sayed NM, Frauwirth K, Fredericksen B, Joseph SW, Lee V, McIver KS, Mosser D, Quimby BB, Shields P, Song W, Stein DC, Stewart R, Thompson KV, Smith AC This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resu... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252940 Mon, 13 Dec 2010 17:30:12 +0100 4252940 http://www.medworm.com/index.php?rid=4252939&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123687%26dopt%3DAbstract Authors: de Pillis L, Adolph SC PMID: 21123687 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252939 Mon, 13 Dec 2010 17:30:12 +0100 4252939 http://www.medworm.com/index.php?rid=4252938&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123688%26dopt%3DAbstract Authors: Gleason ML, Melançon ME, Kleine KL The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attit... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252938 Mon, 13 Dec 2010 17:30:12 +0100 4252938 http://www.medworm.com/index.php?rid=4252937&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123689%26dopt%3DAbstract We present three effective programs that collectively address these challenges. The programs are grounded in rigorous science and integrate through diverse disciplines across undergraduate, graduate, and postdoctoral students, and resonate with the broader community. We discuss these models in the context of current economic constraints on higher education and the urgent need for our institutions to recruit and retain diverse student populations and sustain the successful American record in scientific education and innovation. PMID: 21123689 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252937 Mon, 13 Dec 2010 17:30:12 +0100 4252937 http://www.medworm.com/index.php?rid=4252936&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123690%26dopt%3DAbstract Authors: Momsen JL, Long TM, Wyse SA, Ebert-May D 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. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cogni... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252936 Mon, 13 Dec 2010 17:30:12 +0100 4252936 http://www.medworm.com/index.php?rid=4252935&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123691%26dopt%3DAbstract This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252935 Mon, 13 Dec 2010 17:30:12 +0100 4252935 http://www.medworm.com/index.php?rid=4252934&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123692%26dopt%3DAbstract Authors: Shi J, Wood WB, Martin JM, Guild NA, Vicens Q, Knight JK We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formul... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252934 Mon, 13 Dec 2010 17:30:12 +0100 4252934 http://www.medworm.com/index.php?rid=4252933&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123693%26dopt%3DAbstract Authors: Derting TL, Ebert-May D 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, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views Abo... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252933 Mon, 13 Dec 2010 17:30:12 +0100 4252933 http://www.medworm.com/index.php?rid=4252932&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123694%26dopt%3DAbstract Authors: Moravec M, Williams A, Aguilar-Roca N, O'Dowd DK Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students wh... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252932 Mon, 13 Dec 2010 17:30:12 +0100 4252932 http://www.medworm.com/index.php?rid=4252931&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123695%26dopt%3DAbstract Authors: Freeman S, Parks JW 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 practice exams by themselves, they were significantly easier graders than a professional; overall, students awarded ≈25% more points than the professional did. This difference represented ≈1.33 points on a 10-point exercise, or 0.27 points on each of the five 2-point questions posed. When students graded practice exams as a group of four, the same student-expert difference occurred. The student-professional gap was... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252931 Mon, 13 Dec 2010 17:30:12 +0100 4252931 http://www.medworm.com/index.php?rid=4252930&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123696%26dopt%3DAbstract Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning. CBE Life Sci Educ. 2010;9(4):489-503 Authors: Stanger-Hall KF, Lang S, Maas M We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group par... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252930 Mon, 13 Dec 2010 17:30:12 +0100 4252930 http://www.medworm.com/index.php?rid=4252929&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123697%26dopt%3DAbstract Authors: Taylor JL, Smith KM, van Stolk AP, Spiegelman GB Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity stud... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252929 Mon, 13 Dec 2010 17:30:12 +0100 4252929 http://www.medworm.com/index.php?rid=4252928&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123698%26dopt%3DAbstract Authors: Lents NH, Cifuentes OE, Carpi A Three approaches to molecular phylogenetics are demonstrated to biology students as they explore molecular data from Homo sapiens and four related primates. By analyzing DNA sequences, protein sequences, and chromosomal maps, students are repeatedly challenged to develop hypotheses regarding the ancestry of the five species. Although these exercises were designed to supplement and enhance classroom instruction on phylogeny, cladistics, and systematics in the context of a postsecondary majors-level introductory biology course, the activities themselves require very little prior student exposure to these topics. Thus, they are well suited for students in a wide range of educational levels, including a biology class at the secondary level. In imple... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252928 Mon, 13 Dec 2010 17:30:12 +0100 4252928 http://www.medworm.com/index.php?rid=4252927&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123699%26dopt%3DAbstract Authors: Coil D, Wenderoth MP, Cunningham M, Dirks C Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252927 Mon, 13 Dec 2010 17:30:12 +0100 4252927 http://www.medworm.com/index.php?rid=4252926&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123700%26dopt%3DAbstract Authors: Porter JA, Wolbach KC, Purzycki CB, Bowman LA, Agbada E, Mostrom AM The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, pr... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252926 Mon, 13 Dec 2010 17:30:12 +0100 4252926 http://www.medworm.com/index.php?rid=4252925&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21123701%26dopt%3DAbstract We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=4252925 Mon, 13 Dec 2010 17:30:12 +0100 4252925 http://www.medworm.com/index.php?rid=3934906&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810940%26dopt%3DAbstract Authors: Marsteller P PMID: 20810940 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934906 Sun, 05 Sep 2010 16:30:03 +0100 3934906 http://www.medworm.com/index.php?rid=3934905&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810941%26dopt%3DAbstract "Beyond BIO2010: Celebration and Opportunities" at the Intersection of Mathematics and Biology. CBE Life Sci Educ. 2010;9(3):143-7 Authors: Jungck JR, Gaff HD, Fagen AP, Labov JB PMID: 20810941 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934905 Sun, 05 Sep 2010 16:30:03 +0100 3934905 http://www.medworm.com/index.php?rid=3934904&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810942%26dopt%3DAbstract Authors: Dolan E PMID: 20810942 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934904 Sun, 05 Sep 2010 16:30:03 +0100 3934904 http://www.medworm.com/index.php?rid=3934903&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810943%26dopt%3DAbstract Authors: Liu D PMID: 20810943 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934903 Sun, 05 Sep 2010 16:30:03 +0100 3934903 http://www.medworm.com/index.php?rid=3934902&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810944%26dopt%3DAbstract Authors: Hoopes LL PMID: 20810944 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934902 Sun, 05 Sep 2010 16:30:03 +0100 3934902 http://www.medworm.com/index.php?rid=3934901&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810945%26dopt%3DAbstract Authors: Tanner KD PMID: 20810945 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934901 Sun, 05 Sep 2010 16:30:03 +0100 3934901 http://www.medworm.com/index.php?rid=3934900&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810946%26dopt%3DAbstract This report summarizes the results of the four summer institutes (2007-2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE-Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings. PMID: 20810946 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934900 Sun, 05 Sep 2010 16:30:03 +0100 3934900 http://www.medworm.com/index.php?rid=3934899&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810947%26dopt%3DAbstract We present examples of strategies and methods that have been successfully used to incorporate bioinformatics content into undergraduate curricula. PMID: 20810947 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934899 Sun, 05 Sep 2010 16:30:03 +0100 3934899 http://www.medworm.com/index.php?rid=3934898&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810948%26dopt%3DAbstract Authors: McCarthy ML, Fister KR The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and biology faculty and has produced research insights and curriculum developments at the intersection of these two disciplines. The goals, structure, achievements, and curriculum initiatives are described in relation to the effects they have had to enhance the study of biomathematics. PMID: 20810948 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934898 Sun, 05 Sep 2010 16:30:03 +0100 3934898 http://www.medworm.com/index.php?rid=3934897&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810949%26dopt%3DAbstract Authors: Usher DC, Driscoll TA, Dhurjati P, Pelesko JA, Rossi LF, Schleiniger G, Pusecker K, White HB The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934897 Sun, 05 Sep 2010 16:30:03 +0100 3934897 http://www.medworm.com/index.php?rid=3934896&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810950%26dopt%3DAbstract Authors: Robic S To fully understand the roles proteins play in cellular processes, students need to grasp complex ideas about protein structure, folding, and stability. Our current understanding of these topics is based on mathematical models and experimental data. However, protein structure, folding, and stability are often introduced as descriptive, qualitative phenomena in undergraduate classes. In the process of learning about these topics, students often form incorrect ideas. For example, by learning about protein folding in the context of protein synthesis, students may come to an incorrect conclusion that once synthesized on the ribosome, a protein spends its entire cellular life time in its fully folded native confirmation. This is clearly not true; proteins are dynamic struct... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934896 Sun, 05 Sep 2010 16:30:03 +0100 3934896 http://www.medworm.com/index.php?rid=3934895&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810951%26dopt%3DAbstract Authors: Sorgo A Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introdu... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934895 Sun, 05 Sep 2010 16:30:03 +0100 3934895 http://www.medworm.com/index.php?rid=3934894&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810952%26dopt%3DAbstract Mathematical manipulative models: in defense of "beanbag biology". CBE Life Sci Educ. 2010;9(3):201-11 Authors: Jungck JR, Gaff H, Weisstein AE Mathematical manipulative models have had a long history of influence in biological research and in secondary school education, but they are frequently neglected in undergraduate biology education. By linking mathematical manipulative models in a four-step process-1) use of physical manipulatives, 2) interactive exploration of computer simulations, 3) derivation of mathematical relationships from core principles, and 4) analysis of real data sets-we demonstrate a process that we have shared in biological faculty development workshops led by staff from the BioQUEST Curriculum Consortium over the past 24 yr. We built this approach based u... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934894 Sun, 05 Sep 2010 16:30:03 +0100 3934894 http://www.medworm.com/index.php?rid=3934893&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810953%26dopt%3DAbstract Authors: Caudill L, Hill A, Hoke K, Lipan O Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year student... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934893 Sun, 05 Sep 2010 16:30:03 +0100 3934893 http://www.medworm.com/index.php?rid=3934892&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810954%26dopt%3DAbstract Authors: Tra YV, Evans IM BIO2010 put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on microarray data analysis. We started using Genome Consortium for Active Teaching (GCAT) materials and Microarray Genome and Clustering Tool software and added R statistical software along with Bioconductor packages. In response to student feedback, one microarray data set was fully analyzed in class, starting from preprocessing to gene discovery to pathway analysis using the latter software. A class project was to cond... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934892 Sun, 05 Sep 2010 16:30:03 +0100 3934892 http://www.medworm.com/index.php?rid=3934891&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810955%26dopt%3DAbstract 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 introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-based-learning approach, the modules highlight applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. For the majority of projects, calculus is not a required prerequisite and, due to the modest amount of mathematical background needed for some o... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934891 Sun, 05 Sep 2010 16:30:03 +0100 3934891 http://www.medworm.com/index.php?rid=3934890&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810956%26dopt%3DAbstract We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and re... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934890 Sun, 05 Sep 2010 16:30:03 +0100 3934890 http://www.medworm.com/index.php?rid=3934889&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810957%26dopt%3DAbstract We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934889 Sun, 05 Sep 2010 16:30:03 +0100 3934889 http://www.medworm.com/index.php?rid=3934888&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810958%26dopt%3DAbstract We present illustrative examples from this curriculum that highlight the ways in which three heuristics-instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms-consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010. PMID: 20810958 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934888 Sun, 05 Sep 2010 16:30:03 +0100 3934888 http://www.medworm.com/index.php?rid=3934887&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810959%26dopt%3DAbstract Authors: Thompson KV, Nelson KC, Marbach-Ad G, Keller M, Fagan WF There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increas... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934887 Sun, 05 Sep 2010 16:30:03 +0100 3934887 http://www.medworm.com/index.php?rid=3934886&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810960%26dopt%3DAbstract This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program. PMID: 20810960 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934886 Sun, 05 Sep 2010 16:30:03 +0100 3934886 http://www.medworm.com/index.php?rid=3934885&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810961%26dopt%3DAbstract In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-yea... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934885 Sun, 05 Sep 2010 16:30:03 +0100 3934885 http://www.medworm.com/index.php?rid=3934884&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810962%26dopt%3DAbstract Authors: Watkins JC The choice of pedagogy in statistics should take advantage of the quantitative capabilities and scientific background of the students. In this article, we propose a model for a statistics course that assumes student competency in calculus and a broadening knowledge in biology. We illustrate our methods and practices through examples from the curriculum. PMID: 20810962 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934884 Sun, 05 Sep 2010 16:30:03 +0100 3934884 http://www.medworm.com/index.php?rid=3934883&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810963%26dopt%3DAbstract We report on the results of our evaluation surveys of the participants. PMID: 20810963 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934883 Sun, 05 Sep 2010 16:30:03 +0100 3934883 http://www.medworm.com/index.php?rid=3934882&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810964%26dopt%3DAbstract Authors: Milton JG, Radunskaya AE, Lee AH, de Pillis LG, Bartlett DF The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time an... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934882 Sun, 05 Sep 2010 16:30:03 +0100 3934882 http://www.medworm.com/index.php?rid=3934881&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810965%26dopt%3DAbstract Authors: Speth EB, Momsen JL, Moyerbrailean GA, Ebert-May D, Long TM, Wyse S, Linton D 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 numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biolo... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934881 Sun, 05 Sep 2010 16:30:03 +0100 3934881 http://www.medworm.com/index.php?rid=3934880&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810966%26dopt%3DAbstract Authors: Hoskinson AM Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking gu... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934880 Sun, 05 Sep 2010 16:30:03 +0100 3934880 http://www.medworm.com/index.php?rid=3934879&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810967%26dopt%3DAbstract This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID: 20810967 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934879 Sun, 05 Sep 2010 16:30:03 +0100 3934879 http://www.medworm.com/index.php?rid=3934878&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810968%26dopt%3DAbstract Authors: Ellington R, Wachira J, Nkwanta A The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the r... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934878 Sun, 05 Sep 2010 16:30:03 +0100 3934878 http://www.medworm.com/index.php?rid=3934877&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810969%26dopt%3DAbstract This article describes an innovative undergraduate-level course, titled Computer Literacy for Life Sciences, that aims to teach students the basics of a computerized scientific research pursuit. The purpose of the course is for students to develop a hands-on working experience in using standard computer software tools as well as computer techniques and methodologies used in life sciences research. This paper provides a detailed description of the didactical tools and assessment methods used in and outside of the classroom as well as a discussion of the lessons learned during the first installment of the course taught at Emory University in fall semester 2009. PMID: 20810969 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934877 Sun, 05 Sep 2010 16:30:03 +0100 3934877 http://www.medworm.com/index.php?rid=3934876&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810970%26dopt%3DAbstract Authors: Knisley J, Behravesh E Because quantitative biology requires skills and concepts from a disparate collection of different disciplines, the scientists of the near future will increasingly need to rely on collaborations to produce results. Correspondingly, students in disciplines impacted by quantitative biology will need to be taught how to create and engage in such collaborations. In response to this important curricular need, East Tennessee State University and Georgia Technological University/Emory University cooperated in an unprecedented curricular experiment in which theoretically oriented students at East Tennessee State designed biophysical models that were implemented and tested experimentally by biomedical engineers at the Wallace H. Coulter Department of Biomedical E... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934876 Sun, 05 Sep 2010 16:30:03 +0100 3934876 http://www.medworm.com/index.php?rid=3934875&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20810971%26dopt%3DAbstract We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID: 20810971 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3934875 Sun, 05 Sep 2010 16:30:03 +0100 3934875 http://www.medworm.com/index.php?rid=3629069&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516350%26dopt%3DAbstract Authors: Woodin T, Carter VC, Fletcher L PMID: 20516350 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629069 Fri, 04 Jun 2010 15:00:05 +0100 3629069 http://www.medworm.com/index.php?rid=3629068&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516351%26dopt%3DAbstract Authors: Hoopes LL PMID: 20516351 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629068 Fri, 04 Jun 2010 15:00:05 +0100 3629068 http://www.medworm.com/index.php?rid=3629067&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516352%26dopt%3DAbstract Authors: Dolan E PMID: 20516352 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629067 Fri, 04 Jun 2010 15:00:05 +0100 3629067 http://www.medworm.com/index.php?rid=3629066&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516353%26dopt%3DAbstract Authors: Romm I, Gordon-Messer S, Kosinski-Collins M Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To ev... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629066 Fri, 04 Jun 2010 15:00:05 +0100 3629066 http://www.medworm.com/index.php?rid=3629065&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516354%26dopt%3DAbstract We describe several examples of genes that instructors might use during lectures, and present preliminary evidence from our classroom that an evolution curriculum rich in DNA sequences is effective at reducing student misconceptions of natural selection. PMID: 20516354 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629065 Fri, 04 Jun 2010 15:00:05 +0100 3629065 http://www.medworm.com/index.php?rid=3629064&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516355%26dopt%3DAbstract We present an easy-to-adopt module that weaves together several important bioinformatic tools so students can grasp how these tools are used in answering research questions. Students integrate information gathered from websites dealing with anatomy (Mouse Brain Library), quantitative trait locus analysis (WebQTL from GeneNetwork), bioinformatics and gene expression analyses (University of California, Santa Cruz Genome Browser, National Center for Biotechnology Information's Entrez Gene, and the Allen Brain Atlas), and information resources (PubMed). Instructors can use these various websites in concert to teach genetics from the phenotypic level to the molecular level, aspects of neuroanatomy and histology, statistics, quantitative trait locus analysis, and molecular biology (including in ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629064 Fri, 04 Jun 2010 15:00:05 +0100 3629064 http://www.medworm.com/index.php?rid=3629063&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516356%26dopt%3DAbstract Authors: Balster N, Pfund C, Rediske R, Branchaw J Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629063 Fri, 04 Jun 2010 15:00:05 +0100 3629063 http://www.medworm.com/index.php?rid=3629061&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516357%26dopt%3DAbstract We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990-2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Re... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629061 Fri, 04 Jun 2010 15:00:05 +0100 3629061 http://www.medworm.com/index.php?rid=3629059&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20516358%26dopt%3DAbstract Discussion during Peer Instruction? CBE Life Sci Educ. 2010;9(2):133-40 Authors: Perez KE, Strauss EA, Downey N, Galbraith A, Jeanne R, Cooper S The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred with... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3629059 Fri, 04 Jun 2010 15:00:05 +0100 3629059 http://www.medworm.com/index.php?rid=3331159&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194800%26dopt%3DAbstract Authors: Smith JI, Tanner K PMID: 20194800 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331159 Thu, 04 Mar 2010 18:56:04 +0100 3331159 http://www.medworm.com/index.php?rid=3331153&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194801%26dopt%3DAbstract Authors: Stark LA PMID: 20194801 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331153 Thu, 04 Mar 2010 18:56:04 +0100 3331153 http://www.medworm.com/index.php?rid=3331152&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194802%26dopt%3DAbstract Authors: Labov JB, Reid AH, Yamamoto KR PMID: 20194802 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331152 Thu, 04 Mar 2010 18:56:04 +0100 3331152 http://www.medworm.com/index.php?rid=3331151&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194803%26dopt%3DAbstract Authors: Dolan E PMID: 20194803 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331151 Thu, 04 Mar 2010 18:56:04 +0100 3331151 http://www.medworm.com/index.php?rid=3331150&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194804%26dopt%3DAbstract Authors: Mays Hoopes LL PMID: 20194804 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331150 Thu, 04 Mar 2010 18:56:04 +0100 3331150 http://www.medworm.com/index.php?rid=3331149&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194805%26dopt%3DAbstract Authors: Tibell LA, Rundgren CJ Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life-often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from "pure sciences," such as math, chemistry, and physics, through "applied sciences," such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331149 Thu, 04 Mar 2010 18:56:04 +0100 3331149 http://www.medworm.com/index.php?rid=3331148&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194806%26dopt%3DAbstract Authors: Knight JK, Smith MK 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 class for nonscience majors (nonmajors) and the other class for biology majors and students planning a biology-related career (majors), to see whether these two groups of students were fundamentally different in performance and attitudes. To measure content knowledge, we administered identical assessments to both groups of students during the semester: a validated pre- and postcontent assessment (Genetics Concept ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331148 Thu, 04 Mar 2010 18:56:04 +0100 3331148 http://www.medworm.com/index.php?rid=3331147&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194807%26dopt%3DAbstract In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understandin... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331147 Thu, 04 Mar 2010 18:56:04 +0100 3331147 http://www.medworm.com/index.php?rid=3331146&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20194808%26dopt%3DAbstract Authors: Shaffer CD, Alvarez C, Bailey C, Barnard D, Bhalla S, Chandrasekaran C, Chandrasekaran V, Chung HM, Dorer DR, Du C, Eckdahl TT, Poet JL, Frohlich D, Goodman AL, Gosser Y, Hauser C, Hoopes LL, Johnson D, Jones CJ, Kaehler M, Kokan N, Kopp OR, Kuleck GA, McNeil G, Moss R, Myka JL, Nagengast A, Morris R, Overvoorde PJ, Shoop E, Parrish S, Reed K, Regisford EG, Revie D, Rosenwald AG, Saville K, Schroeder S, Shaw M, Skuse G, Smith C, Smith M, Spana EP, Spratt M, Stamm J, Thompson JS, Wawersik M, Wilson BA, Youngblom J, Leung W, Buhler J, Mardis ER, Lopatto D, Elgin SC Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3331146 Thu, 04 Mar 2010 18:56:04 +0100 3331146 http://www.medworm.com/index.php?rid=3049359&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952092%26dopt%3DAbstract Authors: Tanner KD PMID: 19952092 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049359 Thu, 03 Dec 2009 12:58:03 +0100 3049359 http://www.medworm.com/index.php?rid=3049358&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952093%26dopt%3DAbstract Authors: Woodin T, Smith D, Allen D PMID: 19952093 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049358 Thu, 03 Dec 2009 12:58:03 +0100 3049358 http://www.medworm.com/index.php?rid=3049357&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952094%26dopt%3DAbstract Authors: Dolan E PMID: 19952094 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049357 Thu, 03 Dec 2009 12:58:03 +0100 3049357 http://www.medworm.com/index.php?rid=3049356&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952095%26dopt%3DAbstract Authors: Mays Hoopes LL PMID: 19952095 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049356 Thu, 03 Dec 2009 12:58:03 +0100 3049356 http://www.medworm.com/index.php?rid=3049355&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952096%26dopt%3DAbstract Authors: Caruso SM, Sandoz J, Kelsey J To increase science literacy and appreciation among nonscience majors, we offered a course in which 20 non-STEM (science, technology, engineering, math) undergraduates participated in a unique, two-semester research experience. Each student isolated and characterized his or her own bacteriophage from soil samples. One bacteriophage was selected for sequencing and together, the class annotated the genome of the newly sequenced bacteriophage. The class produced a group poster and gave PowerPoint presentations, and one student presented the joint work at a science symposium. PMID: 19952096 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049355 Thu, 03 Dec 2009 12:58:03 +0100 3049355 http://www.medworm.com/index.php?rid=3049354&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952097%26dopt%3DAbstract In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students' CA scores indicated that the majority could answer correctly all the questions. Students' feedback on the CA showed that most of them praised th... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049354 Thu, 03 Dec 2009 12:58:03 +0100 3049354 http://www.medworm.com/index.php?rid=3049353&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952098%26dopt%3DAbstract Authors: Aronson BD, Silveira LA In the laboratory, students can actively explore concepts and experience the nature of scientific research. We have devised a 5-wk laboratory project in our introductory college biology course whose aim was to improve understanding in five major concepts that are central to basic cellular, molecular biology, and genetics while teaching molecular biology techniques. The project was focused on the production of adenine in Saccharomyces cerevisiae and investigated the nature of mutant red colonies of this yeast. Students created red mutants from a wild-type strain, amplified the two genes capable of giving rise to the red phenotype, and then analyzed the nucleotide sequences. A quiz assessing student understanding in the five areas was given at the start a... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049353 Thu, 03 Dec 2009 12:58:03 +0100 3049353 http://www.medworm.com/index.php?rid=3049352&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952099%26dopt%3DAbstract Authors: Krontiris-Litowitz J In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049352 Thu, 03 Dec 2009 12:58:03 +0100 3049352 http://www.medworm.com/index.php?rid=3049351&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952100%26dopt%3DAbstract Authors: Miller JA, Witherow DS, Carson S RNA interference (RNAi) is a powerful method to silence gene expression in a variety of organisms and is generating interest not only as a useful tool for research scientists but also as a novel class of therapeutics in clinical trials. Here, we report that undergraduate and graduate students with a basic molecular biology background were able to demonstrate conceptual knowledge and technical skills for using RNAi as a research tool upon completion of an intensive 8-wk RNAi course with a 2-h lecture and 5-h laboratory per week. Students were instructed on design of RNAi experiments in model organisms and perform multiweek laboratory sessions based on journal articles read and discussed in class. Using Nicotiana benthamiana, Caenorhabditis elega... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049351 Thu, 03 Dec 2009 12:58:03 +0100 3049351 http://www.medworm.com/index.php?rid=3049350&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952101%26dopt%3DAbstract Authors: Lau JM, Robinson DL With rapid advances in biotechnology and molecular biology, instructors are challenged to not only provide undergraduate students with hands-on experiences in these disciplines but also to engage them in the "real-world" scientific process. Two common topics covered in biotechnology or molecular biology courses are gene-cloning and bioinformatics, but to provide students with a continuous laboratory-based research experience in these techniques is difficult. To meet these challenges, we have partnered with Bio-Rad Laboratories in the development of the "Cloning and Sequencing Explorer Series," which combines wet-lab experiences (e.g., DNA extraction, polymerase chain reaction, ligation, transformation, and restriction digestion) with bioinformatics analysis... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049350 Thu, 03 Dec 2009 12:58:03 +0100 3049350 http://www.medworm.com/index.php?rid=3049349&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19952102%26dopt%3DAbstract Authors: Sepel LM, Loreto EL, Rocha JB The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=3049349 Thu, 03 Dec 2009 12:58:03 +0100 3049349 http://www.medworm.com/index.php?rid=2762360&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723806%26dopt%3DAbstract Authors: Klionsky DJ PMID: 19723806 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762360 Thu, 03 Sep 2009 22:06:03 +0100 2762360 http://www.medworm.com/index.php?rid=2762359&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723807%26dopt%3DAbstract Authors: Labov JB, Singer SR, George MD, Schweingruber HA, Hilton ML PMID: 19723807 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762359 Thu, 03 Sep 2009 22:06:03 +0100 2762359 http://www.medworm.com/index.php?rid=2762358&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723808%26dopt%3DAbstract Authors: Dolan E PMID: 19723808 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762358 Thu, 03 Sep 2009 22:06:03 +0100 2762358 http://www.medworm.com/index.php?rid=2762357&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723809%26dopt%3DAbstract Authors: Handelsman J PMID: 19723809 [PubMed - in process] (Source: CBE Life Sciences Education) CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762357 Thu, 03 Sep 2009 22:06:03 +0100 2762357 http://www.medworm.com/index.php?rid=2762356&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723812%26dopt%3DAbstract Authors: DeHaan RL Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive s... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762356 Thu, 03 Sep 2009 22:06:03 +0100 2762356 http://www.medworm.com/index.php?rid=2762355&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723813%26dopt%3DAbstract Authors: Preszler RW Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grade... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762355 Thu, 03 Sep 2009 22:06:03 +0100 2762355 http://www.medworm.com/index.php?rid=2762354&cid=s_37759_171_f&fid=37759&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723814%26dopt%3DAbstract We describe an approach to recruit a diverse population of future cancer researchers from an undergraduate student population at a minority-serving land-grant institution. Specifically, we have addressed the following questions: Given the dearth of published reports of undergraduate cancer courses, is it possible for undergraduates at a land-grant institution (rather than a research or medical institution) to successfully learn cancer biology from a lecture-based course? Can we develop a template that has the potential to be used by others to develop and implement an undergraduate cancer course? Can such a course stimulate interest in careers in cancer research? Based on a learning gains analysis, students were able to learn cancer content and related skills, and based on student surveys, ... CBE Life Sciences Education journals http://www.medworm.com/rss/comments.php?id=2762354 Thu, 03 Sep 2009 22:06:03 +0100 2762354