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Journal articles on the topic 'Undergraduate biology education'

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

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Wernick, Naomi L. B., Fred D. Ledley, Eric Ndung’u, and Dominique Haughton. "Positioning Genomics in Biology Education: Content Mapping of Undergraduate Biology Textbooks †." Journal of Microbiology & Biology Education 15, no. 2 (December 15, 2014): 268–76. http://dx.doi.org/10.1128/jmbe.v15i2.724.

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12

Dolan, Erin L., Michelle Borrero, Kristine Callis-Duehl, Miranda M. Chen Musgrove, Joelyn de Lima, Isi Ero-Tolliver, Laci M. Gerhart, et al. "Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report." CBE—Life Sciences Education 19, no. 2 (June 2020): mr1. http://dx.doi.org/10.1187/cbe.19-09-0188.

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This report provides a broad overview of the 2019 Undergraduate Biology Education Research Gordon Research Conference, titled “Achieving Widespread Improvement in Undergraduate Education,” and the associated Gordon Research Seminar, highlighting major themes that cut across invited talks, poster presentations, and informal discussions.
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13

Catanzaro, C. J., C. L. Fenderson, and R. J. Sauve. "Consolidation of Agricultural Programs at Tennessee State University." HortScience 31, no. 4 (August 1996): 650d—650. http://dx.doi.org/10.21273/hortsci.31.4.650d.

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The Dept. of Agricultural Sciences currently offers degrees at both the undergraduate and graduate levels. Undergraduate programs in Plant Science, Animal Science, and Rural Development were consolidated within the Dept. of Agricultural Sciences in the late 1980s due to the declining number of graduates. However, no personnel turnover or course changes occurred due to consolidation. Enrollment at the undergraduate level has doubled within the past 5 years. Student enrollment for Fall 1995 included 127 undergraduates and 31 graduate students. Graduation figures projected for 1995–96 include 26 undergraduates and 8 graduate students. Horticulture and Agronomy are now two of the concentrations available for the BS degree in Agricultural Sciences, and Plant Science is an option for the MS degree in Agricultural Sciences. Presently in the plant sciences there are approximately 30 undergraduates and 20 MS students. Faculty and professional staff affiliated with the Cooperative Agricultural Research Program are encouraged to submit teaching proposals to the 1890 Institution Capacity Building Grants Program, a USDA-funded competitive program for the agricultural sciences. Awards enable grantee institutions to attract more minority students into the agricultural sciences, expand institutional linkages, and strengthen education in targeted need areas. The Grants Program supports teaching projects related to curricula design, materials development, and faculty and student enhancement. Current teaching grants address graduate and undergraduate education in molecular biology and undergraduate education in soil sciences.
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14

Bennett, Steve, Amelia Wenk Gotwals, and Tammy M. Long. "Assessing students’ approaches to modelling in undergraduate biology." International Journal of Science Education 42, no. 10 (June 19, 2020): 1697–714. http://dx.doi.org/10.1080/09500693.2020.1777343.

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15

Frisch, Jennifer Kreps, Paula C. Jackson, and Meg C. Murray. "Transforming undergraduate biology learning with inquiry-based instruction." Journal of Computing in Higher Education 30, no. 2 (July 8, 2017): 211–36. http://dx.doi.org/10.1007/s12528-017-9155-z.

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16

Labov, Jay B., Ann H. Reid, and Keith R. Yamamoto. "Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?" CBE—Life Sciences Education 9, no. 1 (March 2010): 10–16. http://dx.doi.org/10.1187/cbe.09-12-0092.

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17

Miller, Jason E., and Timothy Walston. "Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses." CBE—Life Sciences Education 9, no. 3 (September 2010): 284–89. http://dx.doi.org/10.1187/cbe.10-03-0046.

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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. 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.
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18

Kloser, Matthew J., Sara E. Brownell, Nona R. Chiariello, and Tadashi Fukami. "Integrating Teaching and Research in Undergraduate Biology Laboratory Education." PLoS Biology 9, no. 11 (November 15, 2011): e1001174. http://dx.doi.org/10.1371/journal.pbio.1001174.

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19

Fauzi, Ahmad, and Anisa Fariantika. "Courses perceived difficult by undergraduate students majoring in biology." Biosfer 11, no. 2 (November 6, 2018): 78–89. http://dx.doi.org/10.21009/biosferjpb.v11n2.78-89.

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Some previous reports inform many students having learning difficulties on some science subjects. The purpose of this study is to map the courses considered difficult by undergraduate students majoring in Biology. This study used survey research design. Participants in this study are undergraduate students of Biology Education Study Program and undergraduate students of Biology Study Program, from the Department of Biology in one of the state university in Malang. The instruments used in this study are questionnaires of difficult courses in the Department of Biology and descriptive analysis is used as a data analysis technique. The results of this study are the majority of Biology Education students positioning Genetics, Genetics, and Biochemistry as the first, second, and third most difficult courses, while the majority of Biology students positioning Genetics, Genetics, and Botany as the first, second, and third most difficult courses. The Genetics, Statistics, and Biochemistry are the three most frequently selected courses as the three most difficult subjects in Biology Education Study Program, while in Biology Study Program is Genetics, Biochemistry, and Botany.
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20

Wolfson, Adele J. "Biochemistry and undergraduate liberal education." Biochemistry and Molecular Biology Education 35, no. 3 (2007): 167–68. http://dx.doi.org/10.1002/bmb.61.

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21

Le, Paul T., Leanne Doughty, Amreen Nasim Thompson, and Laurel M. Hartley. "Investigating Undergraduate Biology Students’ Science Identity Production." CBE—Life Sciences Education 18, no. 4 (December 2019): ar50. http://dx.doi.org/10.1187/cbe.18-10-0204.

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Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students’ identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage in producing science identities that incorporate positive perceptions of who they are and what they have experienced. We used Holland’s theory of identity and Urrieta’s definitions of conceptual identity production (CIP) and procedural identity production (PIP) to explore the process of students’ science identity production. We interviewed 26 students from five sections of a general biology course for majors at one higher education institution. The interview protocol included items about students’ identities, influential experiences, perceptions of science, and perceptions of their classroom communities. From the interviews, we developed hierarchical coding schemes that focused on characterizing students’ CIP and PIP. Here, we describe how students’ socially constructed identities (race, gender, etc.) and their experiences may have impacted the production of their science identities. We found that authoring (i.e., making meaning of) experiences and recognition by others as a community member influenced students’ science identity production.
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22

Hunt, Lynne, Annette Koenders, and Vidar Gynnild. "Assessing practical laboratory skills in undergraduate molecular biology courses." Assessment & Evaluation in Higher Education 37, no. 7 (November 2012): 861–74. http://dx.doi.org/10.1080/02602938.2011.576313.

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23

Littlejohn, George R., Graham Scott, and Mary Williams. "Innovations and best practice in undergraduate education." F1000Research 5 (April 12, 2016): 646. http://dx.doi.org/10.12688/f1000research.8453.1.

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University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.
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24

KOYUNCU, Buket, and Tahir ATICI. "USEFULITY ANALYSIS OF BIOLOGY EDUCATION UNDERGRADUATE COURSES IN TEACHING PROFESSION." IEDSR Association 6, no. 11 (February 24, 2021): 55–67. http://dx.doi.org/10.46872/pj.222.

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The undergraduate education program given depending on the higher education programs is an important factor in the teacher's professional life. Common programs determined by YÖK are applied to teacher candidates in education faculties. The aim of this study is to measure the contribution of the courses in the program to biology teachers in their professional life and to produce new alternatives in the light of the data obtained. In this context, a Likert-type questionnaire consisting of three separate courses as "Vocational Courses", "Field Education Courses", "General Culture Courses" and containing approximately 40 different courses was prepared by taking the expert opinion. Participants were asked to rate the lessons according to the importance of contribution in professional life. Participants consist of biology teachers who are graduates of Faculty of Education and Faculty of Science, who work effectively in their professional life. Participants were reached through digital media and this study was conducted with approximately 160 teachers. According to the study data, among the Vocational Knowledge Courses, the most beneficial lesson is "Teaching Practice". Most of the participants think that this course makes a positive contribution to their professional life. Accordingly, the course hours of this course can be increased. Educational sciences courses are generally carried out theoretically in faculties other than this course, but as can be seen, the effect of applied courses is also great. When looking at the courses that made the most contribution in the "Field Education Courses" section, "General Biology Laboratory", "Zoology Laboratory" and "General Biology" were seen. However, herbarium studies have been proposed in "Cryptogamea" and other plant lessons. It is recommended to add "Field Studies", which is generally accepted as an application within the course in departments, to the curriculum as a course. In the last section, "General Culture Courses", the most contributing course is "Information Technologies Course". In our changing and developing world, this result can be predicted since we cannot consider information technologies and education separately.
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Fletcher, Linnea A., and V. Celeste Carter. "The Important Role of Community Colleges in Undergraduate Biology Education." CBE—Life Sciences Education 9, no. 4 (December 2010): 382–83. http://dx.doi.org/10.1187/cbe.10-09-0112.

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26

Dou, Remy. "Review: CourseSource: Evidence-Based Teaching Resources for Undergraduate Biology Education." American Biology Teacher 81, no. 2 (February 1, 2019): 141. http://dx.doi.org/10.1525/abt.2019.81.2.141.

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27

Eaton, Carrie Diaz, Deborah Allen, Laurel J. Anderson, Gillian Bowser, Mark A. Pauley, Kathy S. Williams, and Gordon E. Uno. "Summit of the Research Coordination Networks for Undergraduate Biology Education." CBE—Life Sciences Education 15, no. 4 (December 2016): mr1. http://dx.doi.org/10.1187/cbe.16-03-0147.

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The first summit of projects funded by the National Science Foundation’s Research Coordination Networks for Undergraduate Biology Education (RCN-UBE) program was held January 14–16, 2016, in Washington, DC. Sixty-five scientists and science educators from 38 of the 41 Incubator and Full RCN-UBE awards discussed the value and contributions of RCNs to the national biology education reform effort. The summit illustrated the progress of this innovative UBE track, first awarded in 2009. Participants shared experiences regarding network development and growth, identified best practices and challenges faced in network management, and discussed work accomplished. We report here on key aspects of network evaluation, characteristics of successful networks, and how to sustain and broaden participation in networks. Evidence from successful networks indicates that 5 years (the length of a Full RCN-UBE) may be insufficient time to produce a cohesive and effective network. While online communication promotes the activities of a network and disseminates effective practices, face-to-face meetings are critical for establishing ties between network participants. Creation of these National Science Foundation–funded networks may be particularly useful for consortia of faculty working to address problems or exchange novel solutions discovered while introducing active-learning methods and/or course-based research into their curricula.
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Pickerill, Ethan S., Caleb M. Embree, Ben A. Evans, Elena R. North, Gennifer M. Mager, and Douglas A. Bernstein. "How CRISPR-Mediated Genome Editing is Affecting Undergraduate Biology Education." Fine Focus 5, no. 1 (October 16, 2019): 23–34. http://dx.doi.org/10.33043/ff.5.1.23-34.

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In 2010, the CRISPR/Cas system of Streptococcus thermophilus was found necessary and sufficient to cleave bacteriophage DNA. Since this time, CRISPR went from a niche scientific field to the laboratories of major research institutions, undergraduate classrooms, and popular culture. In the future, CRISPR may stand along with PCR, DNA sequencing, and transformation as paradigm shifting discoveries in molecular biology. CRISPR genome editing is technically uncomplicated and relatively inexpensive. Thus, CRISPR-mediated genome editing has been adopted by and applied to undergraduate curricula in a wide variety of ways. In this review, we provide an overview of CRISPR-mediated genome editing and examine some of the ways this technology is being leveraged to train students in the classroom and laboratory.
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29

Wei, Cynthia A. "Advancing Undergraduate Biology Education: a Critical Role for Disciplinary Societies." Microbe Magazine 6, no. 4 (January 1, 2011): 156–57. http://dx.doi.org/10.1128/microbe.6.156.1.

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30

Dolan, Erin L., and Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities." CBE—Life Sciences Education 9, no. 4 (December 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.

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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 they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.
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31

Harrison, Melinda, David Dunbar, Lisa Ratmansky, Kimberly Boyd, and David Lopatto. "Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude." CBE—Life Sciences Education 10, no. 3 (September 2011): 279–86. http://dx.doi.org/10.1187/cbe.10-12-0151.

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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 impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.
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32

Porter, John R. "Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course." Cell Biology Education 4, no. 4 (December 2005): 335–43. http://dx.doi.org/10.1187/cbe.04-12-0060.

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Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a“ state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.
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Brownell, Sara E., and Matthew J. Kloser. "Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology." Studies in Higher Education 40, no. 3 (March 3, 2015): 525–44. http://dx.doi.org/10.1080/03075079.2015.1004234.

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34

Boyle, John A. "Bioinformatics in undergraduate education: Practical examples." Biochemistry and Molecular Biology Education 32, no. 4 (July 2004): 236–38. http://dx.doi.org/10.1002/bmb.2004.494032040376.

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35

Brownell, Sara E., Scott Freeman, Mary Pat Wenderoth, and Alison J. Crowe. "BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors." CBE—Life Sciences Education 13, no. 2 (June 2014): 200–211. http://dx.doi.org/10.1187/cbe.13-12-0233.

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Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.
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36

Oliveira, Alandeom W., Tiffany Bretzlaff, and Adam O. Brown. "Memorable Exemplification in Undergraduate Biology: Instructor Strategies and Student Perceptions." Research in Science Education 50, no. 2 (March 14, 2018): 625–43. http://dx.doi.org/10.1007/s11165-018-9704-0.

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37

Marbach-Ad, Gili, and Phillip G. Sokolove. "Can undergraduate biology students learn to ask higher level questions?" Journal of Research in Science Teaching 37, no. 8 (2000): 854–70. http://dx.doi.org/10.1002/1098-2736(200010)37:8<854::aid-tea6>3.0.co;2-5.

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38

David, Andrew A. "Introducing Python Programming into Undergraduate Biology." American Biology Teacher 83, no. 1 (January 1, 2021): 33–41. http://dx.doi.org/10.1525/abt.2021.83.1.33.

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The rise of “big data” within the biological sciences has resulted in an urgent demand for coding skills in the next generation of scientists. To address this issue, several institutions and departments across the country have incorporated coding into their curricula. I describe a coding module developed and deployed in an undergraduate parasitology course, with the overarching goal of familiarizing students with the Python programming language. The module, which was completed over four days, aimed to help students become comfortable with the command line; execute summary statistics and Student’s t-tests through coding; create simple bar and line graphs using code; and, parse, handle, and analyze imported data sets. There is currently no standard “best practice” for teaching coding skills to biology majors, but this module can serve as a template to ease students into coding, and can then be modified and built out for teaching more advanced skills.
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Matyas, Marsha Lakes, Elizabeth A. Ruedi, Katie Engen, and Amy L. Chang. "Life Science Professional Societies Expand Undergraduate Education Efforts." CBE—Life Sciences Education 16, no. 1 (March 2017): ar5. http://dx.doi.org/10.1187/cbe.16-01-0019.

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The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives.
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McVey, Mitch, and Jan A. Pechenik. "Using Poetry in the Undergraduate Biology Classroom." American Biology Teacher 82, no. 6 (August 1, 2020): 416–20. http://dx.doi.org/10.1525/abt.2020.82.6.416.

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Traditional assessments in college biology classrooms, such as exams and lab reports, often have limited utility in promoting long-lasting understanding of course material and do not always engage students from all backgrounds. The inclusion of creative scientific writing assignments, especially those that require application of sophisticated course material, is an underutilized strategy in higher education. Here, we describe our use of student-generated poetry in two midlevel undergraduate biology classes. We have found that by encouraging students to write poems in response to carefully crafted prompts and having them assess the scientific accuracy of the poems, we can encourage them to identify misconceptions prior to exams, potentially resulting in deeper and longer-lasting understanding of course material. Furthermore, the inclusion of poetry empowers students who might not otherwise participate in class to contribute, resulting in a more inclusive classroom climate.
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Silverthorn, Dee U. "RESTORING PHYSIOLOGY TO THE UNDERGRADUATE BIOLOGY CURRICULUM: A CALL FOR ACTION." Advances in Physiology Education 27, no. 3 (September 2003): 91–96. http://dx.doi.org/10.1152/advan.00016.2003.

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The National Research Council-sponsored report, BIO 2010: Transforming Undergraduate Education for Future Research Biologists, describes a number of significant changes that should be made to the undergraduate biology curriculum if we are to adequately train students to become the researchers of the 21st century. What should be of concern to the physiology community is the lack of identifiable physiology in the proposed revisions. This article describes the report and suggests some steps that physiologists can take to enhance our discipline in the undergraduate biology curriculum.
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Wood, William B. "Inquiry-Based Undergraduate Teaching in the Life Sciences at Large Research Universities: A Perspective on the Boyer Commission Report." Cell Biology Education 2, no. 2 (June 2003): 112–16. http://dx.doi.org/10.1187/cbe.03-02-0004.

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The 1998 Boyer Commission Report advocated improvement of undergraduate education at large research universities through large-scale participation of undergraduates in the universities' research mission. At a recent conference sponsored by the Reinvention Center, which is dedicated to furthering the goals of the Boyer Commission, participants discussed progress toward these goals and recommendations for future action. A breakout group representing the life sciences concluded that independent research experience for every undergraduate may not be feasible or desirable but that transformation of lecture courses to more inquiry-based and interactive formats can effectively further the Commission's goals.
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Bradford, William D., Laty Cahoon, Sara R. Freel, Laura L. Mays Hoopes, and Todd T. Eckdahl. "An Inexpensive Gel Electrophoresis-Based Polymerase Chain Reaction Method for Quantifying mRNA Levels." Cell Biology Education 4, no. 2 (June 2005): 157–68. http://dx.doi.org/10.1187/cbe.04-09-0051.

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In order to engage their students in a core methodology of the new genomics era, an everincreasing number of faculty at primarily undergraduate institutions are gaining access to microarray technology. Their students are conducting successful microarray experiments designed to address a variety of interesting questions. A next step in these teaching and research laboratory projects is often validation of the microarray data for individual selected genes. In the research community, this usually involves the use of real-time polymerase chain reaction (PCR), a technology that requires instrumentation and reagents that are prohibitively expensive for most undergraduate institutions. The results of a survey of faculty teaching undergraduates in classroom and research settings indicate a clear need for an alternative approach. We sought to develop an inexpensive and student-friendly gel electrophoresis-based PCR method for quantifying messenger RNA (mRNA) levels using undergraduate researchers as models for students in teaching and research laboratories. We compared the results for three selected genes measured by microarray analysis, real-time PCR, and the gel electrophoresis-based method. The data support the use of the gel electrophoresis-based method as an inexpensive, convenient, yet reliable alternative for quantifying mRNA levels in undergraduate laboratories.
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Segarra, Verónica A., Melanie L. Styers, and Erin L. Dolan. "Optimizing your undergraduate teaching as you would an experiment: developing the next generation of cell biologists." Molecular Biology of the Cell 30, no. 19 (September 1, 2019): 2439–40. http://dx.doi.org/10.1091/mbc.e19-06-0349.

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The American Society for Cell Biology (ASCB) is a community dedicated to helping prepare the next generation of scientists to advance our understanding of the cell to an unprecedented level of sophistication and detail. Its Education Committee fosters this process by creating educational and professional development opportunities around best practices in science pedagogy, while its Minorities Affairs Committee aims to strengthen the scientific workforce by broadening participation of and support for underrepresented minorities in cell biology. To act upon these complementary priorities, the ASCB has developed a Declaration on Effective and Inclusive Biology Education. Its purpose is to outline practical actions for stakeholders in undergraduate education at the levels of faculty, departments, institutions, professional organizations, and funding agencies. Its recommendations are rooted in evidence-based best practices to support the success of diverse and heterogeneous undergraduate demographics and are designed to be highly adaptable to the existing strengths and needs of individual practitioners, student populations, and institutions. We acknowledge the ever-evolving nature of best practices in undergraduate education and hope that the dissemination of this declaration will play a role in this iterative process.
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Heim, Ashley B., and Emily A. Holt. "Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants." CBE—Life Sciences Education 18, no. 3 (September 2019): ar43. http://dx.doi.org/10.1187/cbe.18-09-0193.

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Graduate teaching assistants (GTAs) are often the primary instructors for undergraduate biology laboratories and serve as research mentors in course-based undergraduate research experiences (CUREs). While several studies have explored undergraduate perceptions of CUREs, no previous study has qualitatively described GTAs’ perceptions about teaching CUREs, despite the essential instructional role GTAs play. The purpose of this phenomenological study was to describe and ascribe meaning to the perceptions that GTAs have regarding benefits and challenges with instructional experiences in introductory biology CUREs. We conducted semistructured interviews with 11 GTAs instructing an introductory biology CURE at a 4-year public university. We found that, while GTAs perceived professional benefits such as experience in research mentoring and postsecondary teaching, they also described challenges, including the time required to instruct a CURE, motivating students to take ownership, and a lack of expertise in mentoring undergraduates about a copepod-based CURE. Feelings of inadequacy in serving as a research mentor and high levels of critical thinking were also cited as perceived issues. We recommend that the greater responsibility and increased time commitment perceived by GTAs in the current study warrants reconsideration by lab coordinators and administrators as to what content and practices should be included in pedagogical training specifically designed for CURE GTAs and how departmental and institutional policies may need to be adapted to better implement CUREs.
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Heitz, Jean G., and Cynthia J. Giffen. "Teaming Introductory Biology and Research Labs in Support of Undergraduate Education." DNA and Cell Biology 29, no. 9 (September 2010): 467–71. http://dx.doi.org/10.1089/dna.2009.0990.

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Stern, Florian, Kostas Kampourakis, Catherine Huneault, Patricia Silveira, and Andreas Müller. "Undergraduate Biology Students’ Teleological and Essentialist Misconceptions." Education Sciences 8, no. 3 (August 31, 2018): 135. http://dx.doi.org/10.3390/educsci8030135.

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Research in developmental psychology has shown that deeply-rooted, intuitive ways of thinking, such as design teleology and psychological essentialism, impact children’s scientific explanations about natural phenomena. Similarly, biology education researchers have found that students often hold inaccurate conceptions about natural phenomena, which often relate to these intuitions. In order to further investigate the relation between students’ conceptions and intuitions, we conducted a study with 93 first year undergraduate students in biology. They were asked to express their level of agreement or disagreement with six misconception statements and to explain their choices in a two-tier test. Results showed a tendency for students to agree with teleological and essentialist misconceptions. However, no association was found between students’ teleological and essentialist conceptions as expressed in their agreement or disagreement with the various misconception statements. Moreover, we found evidence of a variable consistency across students’ answers depending on the misconception considered, which indicates that item features and contexts may have an effect on students’ answers. All together, these findings provide evidence for considerable persistence of teleological and essentialist misconceptions among students. We suggest future directions for thinking, studying, and analyzing students’ conceptions about biological phenomena.
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Driessen, Emily P., Jennifer K. Knight, Michelle K. Smith, and Cissy J. Ballen. "Demystifying the Meaning of Active Learning in Postsecondary Biology Education." CBE—Life Sciences Education 19, no. 4 (December 2020): ar52. http://dx.doi.org/10.1187/cbe.20-04-0068.

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Active learning is not well-defined in the context of undergraduate biology education. To clarify this term, this study explored how active learning is defined and what active learning strategies are used. This work highlights the importance of elaboration and specificity when using the term "active learning" to characterize teaching.
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Justement, Louis B., and Heather A. Bruns. "The Future of Undergraduate Immunology Education: Can a Comprehensive Four-Year Immunology Curriculum Answer Calls for Reform in Undergraduate Biology Education?" ImmunoHorizons 4, no. 11 (November 1, 2020): 745–53. http://dx.doi.org/10.4049/immunohorizons.2000086.

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Melanie T. Jones, Amy E. L. Barlow, and Merna Villarejo. "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology." Journal of Higher Education 81, no. 1 (2010): 82–115. http://dx.doi.org/10.1353/jhe.0.0082.

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