Relevant bibliographies by topics / Undergraduate biology education

Academic literature on the topic 'Undergraduate biology education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Undergraduate biology education"

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Musante, Susan. "Upgrading Undergraduate Biology Education." BioScience 61, no. 7 (July 2011): 512–13. http://dx.doi.org/10.1525/bio.2011.61.7.5.

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Van Dyke, Aaron R., Daniel H. Gatazka, and Mariah M. Hanania. "Innovations in Undergraduate Chemical Biology Education." ACS Chemical Biology 13, no. 1 (December 14, 2017): 26–35. http://dx.doi.org/10.1021/acschembio.7b00986.

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Vanderford, Nathan L. "Broaden undergraduate education." Biochemistry and Molecular Biology Education 39, no. 4 (July 2011): 251–52. http://dx.doi.org/10.1002/bmb.20520.

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Parker, Lauren E., and Sara R. Morris. "A Survey of Practical Experiences & Co-Curricular Activities to Support Undergraduate Biology Education." American Biology Teacher 78, no. 9 (November 1, 2016): 719–24. http://dx.doi.org/10.1525/abt.2016.78.9.719.

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Active-learning experiences – in classrooms, laboratories, and outside of courses – are highly valued components of preparing undergraduates to become biologists. We characterized the educational opportunities available to students in the biological sciences at colleges and universities within the eastern Great Lakes region and student perceptions of a variety of opportunities. We surveyed biology departments at 33 institutions to determine the availability of and participation in educational travel, internships, laboratories, skill development, and undergraduate research involvement. There was variation in the availability of internships, the types of skill development and educational travel offered, and the numbers of labs required in different biology curricula. Undergraduate research was offered at all institutions, and most research-active students presented results at least locally. Most colleges and universities offer a wide range of educational experiences and opportunities that complement traditional biology curricula and that are valued by students. Because fewer than half of the students took advantage of most of these experiences, schools still have the opportunity to increase their value in undergraduate education through increased student participation.
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Thompson, P. W. "Undergraduate education." Annals of the Rheumatic Diseases 50, Supplement 3 (June 1, 1991): 445–48. http://dx.doi.org/10.1136/ard.50.suppl_3.445.

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Usher, David C., Tobin A. Driscoll, Prasad Dhurjati, John A. Pelesko, Louis F. Rossi, Gilberto Schleiniger, Kathleen Pusecker, and Harold B. White. "A Transformative Model for Undergraduate Quantitative Biology Education." CBE—Life Sciences Education 9, no. 3 (September 2010): 181–88. http://dx.doi.org/10.1187/cbe.10-03-0029.

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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, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.
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Bender, C., S. Ward, and M. A. Wells. "Improving undergraduate biology education in a large research university." Molecular Biology of the Cell 5, no. 2 (February 1994): 129–34. http://dx.doi.org/10.1091/mbc.5.2.129.

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The campus-wide Undergraduate Biology Research Program (UBRP) at the University of Arizona improves undergraduate science education by expanding student opportunities for independent research in faculty laboratories. Within the supportive community of a research laboratory, underclassmen, nonscience majors, and those aspiring to scientific careers all learn to appreciate the process of science. The Program impacts more than the students, promoting departmental cooperation, interdisciplinary collaborations, and improvements in undergraduate science education throughout a Research I University.
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Gobaw, Getachew Fetahi, and Harrison Ifeanyichukwu Atagana. "THE RELATIONSHIP BETWEEN STUDENTS’ BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT." Problems of Education in the 21st Century 72, no. 1 (August 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.72.06.

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The focus of this research study was to investigate the relationship between students’ prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students’ high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation between students’ competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students’ cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students’ high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students’ better outcome and their retention in universities. Key words: high school achievement, practical skill test, undergraduate biology.
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Kolarova, Teodora Aleksandrova, and Iliya Dimitrov Denev. "Integrating a Bioethics Course Into Undergraduate Biology Education." Biotechnology & Biotechnological Equipment 26, no. 1 (January 2012): 2801–10. http://dx.doi.org/10.5504/bbeq.2011.0089.

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Stokstad, E. "UNDERGRADUATE EDUCATION: Million-Dollar Plums for Teaching Biology." Science 297, no. 5590 (September 27, 2002): 2190–91. http://dx.doi.org/10.1126/science.297.5590.2190.

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Dissertations / Theses on the topic "Undergraduate biology education"

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Stanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
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Buntting, Catherine Michelle. "Educational issues in introductory tertiary biology." The University of Waikato, 2006. http://hdl.handle.net/10289/2616.

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The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy. Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important. The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping. In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation. The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching from scratch in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds. A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts. In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university. Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts. In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks. Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study. Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps. The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance. The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.
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Nagel, Steven Todd. "Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.

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McKenzie, Woodrow L. "Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/29381.

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This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species. A model for learning was posed based on learners working in small groups. This model linked a sociocultural approach to teaching and learning to conceptual change theory. Qualitative research methods were employed to collect a variety of data. Documentation of this innovative curriculum is provided. This investigative curriculum incorporated the research practices that scientists use. A wide range of dynamic interactions with students actively investigating problems and sharing both their findings and thoughts during this time occurred. This essentially modeled the authentic practices of scientists. A direct comparison was made with this learning environment and the model for learning. Peer tutoring, cooperative learning, and most importantly, peer collaboration were observed when students grappled with difficult problems for which there was no single right answer. Teachers served as guides in learning, shifting responsibility to the students. Analysis of student writing revealed richer, more complex definitions of species after the experience of the laboratory project. Several of the students used knowledge gained directly from their experiences during the laboratory project to help elaborate their definitions. The electronic discussions showed a range of social interactions and interactivity. High quality discussions were found to be rich in scientific thought, engaging discussants by offering information, questioning, and actively hypothesizing. Mediating and facilitating discussions by the participants was found to be an important factor in their success. Groups exhibiting high quality discussions also had a lower response time than other groups, indicating that more substantive dialogues which are rich in thought proceed at a slower pace. Significantly, an important connection has been made between the socio-cultural approach to learning and conceptual change theory. A closer examination of how small groups of learners develop conceptual understanding is needed. This approach also needs to be extended into other settings where reform in science education is taking place.
Ph. D.
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Selepeng, Ditshupo Bonyana. "An investigation of intellectual growth in undergraduate biology students using the Perry scheme." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/4405/.

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It has been the work of many science educators all over the world to try and design curricula that could help encourage intellectual growth in students. One influential work in this area was done by William Graves Perry, who managed to use students' own experiences to map out a scheme elaborating the different phases through which college students pass as they progress from year to year. This showed that students' thoughts develop from a state of basic dualism, where all is viewed as qualitative extremes without intermediates, to acknowledgement of multiplistic perspectives, through to recognition of the relativistic nature of knowledge. Perry suggests that instructors have to find out about their students' positions along this developmental continuum in order to carve around these proper support, encouragement, and challenges necessary for ensuring further development. Communication of expectations and aims of courses is also imperative. Research has shown that students' approach to learning is usually modelled around what they perceive as being expected of them. Perry's scheme is a suitable tool for ensuring this communication, because through it, students get to relay their expectations to the staff. Based on Perry's scheme, an attempt was made to develop a questionnaire that could be used for the investigation of intellectual growth in undergraduate biology students. This comprised of one section with opposing typical Perry 'A' (least advanced) and 'C' (most advanced) type statements, and a second free-response section where students had to justify their positions to given Perry 'A' and 'C' type statements. It was administered at universities of Botswana and Glasgow, Modified versions were also administered to pupils in two Glasgow High Schools and staff at the University of Glasgow. The aim was to find out if intellectual thought improved with progress from lower to higher educational levels and whether the staff's expectations matched those of students. The results from the two universities were also compared to find out if progress in the two universities followed the same pattern, and to see if Perry's scheme could be applied to students coming from totally different backgrounds.
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Knoth, Kenneth Charles. "Biological Course-Based Undergraduate Research Experiences| An Examination of an Introductory Level Implementation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616893.

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Course-based undergraduate research experiences (CUREs) provide authentic research benefits to an entire laboratory course population. CURE experiences are proposed to enhance research skills, critical thinking, productivity, and retention in science. CURE curriculum developers face numerous obstacles, such as the logistics and time commitment involved in bringing a CURE to larger student populations. In addition, an ideal CURE topic requires affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate new data. This study identifies some of the CURE activities that lead to proposed participant outcomes. Introductory Biology I CURE lab students at Southern Illinois University Edwardsville completed research related to the process of converting storage lipids in microalgae into biodiesel. Data collected from CURE and traditional lab student participants indicate increased CURE student reports of project ownership, scientific self-efficacy, identification as a scientist, and sense of belonging to a science community. Study limitations and unanticipated benefits are discussed.

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Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.

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Mollohan, Katherine N. "Epistemologies and Scientific Reasoning Skills Among Undergraduate Science Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437149185.

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Campbell, Chad. "Assessing Student Understanding of the "New Biology": Development and Evaluation of a Criterion-Referenced Genomics and Bioinformatics Assessment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374118655.

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Raible, Darbey Maheu. "Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558.

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Books on the topic "Undergraduate biology education"

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Undergraduate, Program Directors Meeting (1992 Chevy Chase Md ). 1992 Undergraduate Program Directors Meeting: Enriching the undergraduate laboratory experience. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1993.

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Garrison, Howard H. Minority access to research careers: An evaluation of the Honors Undergraduate Research Training Program. Washington, D.C: National Academy Press, 1985.

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Undergraduate Program Directors Meeting (1995 Howard Hughes Medical Institute). New tools for science education: Perspectives on how technologies are transforming undergraduate science education and outreach to elementary and secondary schools : Undergraduate Program Directors Meeting, October 25-27, 1995. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1996.

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Undergraduate Program Directors Meeting (1995 Howard Hughes Medical Institute). New tools for science education: Perspectives on how technologies are transforming undergraduate science education and outreach to elementary and secondary schools : Undergraduate Program Directors Meeting, October 25-27, 1995. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1996.

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J, Heritage, ed. Studying science: A guide to undergraduate success. Bloxham, Oxfordshire: Scion, 2009.

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Kostyukov, Viktor. Theory of quantum chemistry. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1090584.

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The textbook summarizes the basic theories of quantum chemistry. A comparative analysis of the computational efficiency of computational algorithms implementing these theories from the point of view of the ratio "accuracy — resource intensity" is performed. Considerable attention is paid to the problem of accounting for electronic correlation, as well as relativistic quantum chemical effects. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduate students of higher educational institutions; it can be used by graduate students studying materials science, structural, organic and physical chemistry, molecular biology and biophysics, biotechnology.
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Uskov, Aleksandr, Evgeniy Mozhaev, Lyudmila Uskova, and Elena Zakabunina. Potato growing. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1030568.

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The textbook covers the main topics related to the national economic significance, origin, distribution of potatoes; morphological and anatomical structure of potato plants. Features of potato biology by periods of growth and development, as well as its requirements for growing conditions are given. Technological methods of cultivation, the system of fertilization and protection from pests, diseases and weeds, seed production and varietal studies, the economy of potato production are presented. Meets the requirements of the Federal state educational standards of higher education of the latest generation for the preparation of bachelors. For undergraduate students studying in the field of "agronomy", as well as specialists in agricultural production.
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(US), National Research Council. BIO2010: Transforming Undergraduate Education for Future Research Biologists. National Academies Press, 2003.

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Bio 2010: Transforming undergraduate education for future research biologists. Washington, D.C: National Academies Press, 2003.

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Schulkin, Jay, and Michael Power, eds. Integrating Evolutionary Biology into Medical Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814153.001.0001.

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Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.
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Book chapters on the topic "Undergraduate biology education"

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Anderson, Trevor R., and Nancy J. Pelaez. "Implementing Innovations in Undergraduate Biology Experimentation Education." In Trends in Teaching Experimentation in the Life Sciences, 547–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98592-9_25.

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Keenan, Iain D., and Abdullah ben Awadh. "Integrating 3D Visualisation Technologies in Undergraduate Anatomy Education." In Advances in Experimental Medicine and Biology, 39–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06070-1_4.

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Samaha, Yvette, and Assaad Yammine. "Comparing Inquiry-Based Learning and Interactive Lectures While Teaching Physiology to Undergraduate Students." In Contributions from Biology Education Research, 111–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89480-1_9.

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Keenan, Iain D., Emily Green, Emma Haagensen, Rebecca Hancock, Kayleigh S. Scotcher, Hannah Swainson, Meenakshi Swamy, Scott Walker, and Laura Woodhouse. "Pandemic-Era Digital Education: Insights from an Undergraduate Medical Programme." In Advances in Experimental Medicine and Biology, 1–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17135-2_1.

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Daud, Zulkefli, Norafizah Daud, and Zainab Ari. "Undergraduate Primary School Teachers’ Attitudes Toward Using ICT in Biology Courses." In Biology Education and Research in a Changing Planet, 61–70. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-524-2_7.

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Morimoto, Koichi. "Enhancing Elementary Biology Education of Undergraduate Students in Japanese Universities Through Teachers’ Teaching Proficiencies." In Biology Education for Social and Sustainable Development, 311–15. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_33.

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Steele, Ariel L. "A Critical Feminist Approach for Equity and Inclusion in Undergraduate Biology Education." In Teaching and Learning for Social Justice and Equity in Higher Education, 149–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69947-5_8.

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Zelaya, Anna J., Lawrence S. Blumer, and Christopher W. Beck. "Comparison of Published Assessments of Biological Experimentation as Mapped to the ACE-Bio Competence Areas." In Trends in Teaching Experimentation in the Life Sciences, 283–301. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98592-9_14.

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AbstractOne of the main challenges in teaching of experimentation is effective assessment, specifically, identifying appropriate assessment instruments and identifying aspects being assessed. In an effort to facilitate appropriate use of assessment tools and to identify gaps in our arsenal of assessments related to experimentation, we conducted a survey of assessments of different aspects of experimentation currently used in undergraduate biology courses and categorized the assessment items using the framework of the Basic Competencies of Biological Experimentation. We limited our review to assessments that are freely available, documented in the biology education literature, and focus on undergraduate biology. The assessments we reviewed varied in the number of Basic Competencies they covered, ranging from a minimum of two and to as many as all seven Competence Areas. Among the Competence Areas, Plan and Conclude have the greatest coverage, with 27 and 24 of the 30 assessments containing related items, respectively. Conversely, Identify and Conduct are poorly covered by existing assessments. We identified gaps within existing instruments as they relate to assessing experimentation and within the Basic Competencies of Biological Experimentation framework itself. We offer recommendations to biology instructors and researchers on the use of existing assessments and on ways to improve assessment of biological experimentation.
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Liu, Chaonan, Nancy J. Pelaez, Shiyao Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L. Clase, and Deborah Allen. "Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework." In Trends in Teaching Experimentation in the Life Sciences, 459–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98592-9_21.

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Ibe, Ebere, Joseph Aneke, and Joy Abamuche. "The Differential Effects of Distance Learning and Presential Classroom Instructions on Performance of Male and Female Students of Science Education in Undergraduate Introductory Biology Course." In Communications in Computer and Information Science, 324–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67435-9_25.

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Conference papers on the topic "Undergraduate biology education"

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Vila, Francisca, and Amparo Sanz. "ASSESSMENT OF LABORATORY INSTRUCTION IN UNDERGRADUATE BIOLOGY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1476.

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Susilo, Herawati, Ahmad Kamal Sudrajat, and Sri Endah Indriwati. "Using Lesson Study for Capability Development of Undergraduate Biology Education Students." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008409001360144.

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Liu, Yunkai, Mary Vagula, and Stephen Frezza. "Work in progress: Integrating game design and development into undergraduate biology education." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462438.

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Rodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.

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Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.
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"Abstract book for the Second Annual Undergraduate Research Conference at the Interface of Biology and Mathematics." In Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. National Institute for Mathematical and Biological Synthesis (NIMBioS), 2010. http://dx.doi.org/10.7290/aurcibm02.

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Collection of abstracts from the second Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. Plenary speaker: Abdul-Aziz Yakubu, Professor and Chair of the Department of Mathematics, Howard University. Featured speaker: Jory Weintraub, Assistant Director Education and Outreach, National Evolutionary Synthesis Center.
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Bartholomew, Dolores. "Integrating Art With Science In Undergraduate And Public Education To Address Plant Blindness." In ASPB PLANT BIOLOGY 2020. USA: ASPB, 2020. http://dx.doi.org/10.46678/pb.20.1053438.

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Zhu, Liang, Dwayne Arola, Charles Eggleton, and Anne Spence. "Education Activities of Bioengineering for Undergraduate Students at UMBC." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53149.

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Recent developments in micro- and nano-technology have become the primary thrust of many new research opportunities in bioengineering to provide better imaging, diagnosis, therapeutic therapy, and monitoring progression of various diseases. Biology and Chemistry are becoming highly quantitative disciplines, dealing with deeply complex interacting factors. Engineered systems are increasingly integrating biological operability and capabilities into traditional methodology. Light matter interactions traditionally employed in Optical Physics has generated new fields in Biophysics and Bioengineering. These are unique challenges often requiring interdisciplinary collaborations among researchers with diversified expertise. Therefore, it is important to educate the next generation of undergraduate students to possess the technical knowledge within their core discipline, to cultivate opportunities for interdisciplinary problem solving and to prepare them for an industrial or graduate environment involving interdisciplinary research.
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Yuhua Hu and Paul McLaughlin. "Technology-enhanced active learning in undergraduate biology education collaborative group work and peer assessment." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529487.

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Riefani, Maulana Khalid, and Nurul Hidayati Utami. "The Assesment of High Order Thinking Skills of Undergraduate Students in Biology Education Department." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.75.

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Fachrunnisa, Rifka, Hadi Suwono, and Najatul Ubadati. "Teaching creative thinking skills: Promoting more visible creativity in undergraduate students of biology education." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000706.

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Reports on the topic "Undergraduate biology education"

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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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