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Journal CBE Life Sci Educ

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Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction.

R M Price, C J Self, W C Young, E R Klein, S Al-Noori, E Y Ma, A DeMarais,

The Science Teaching Experience Program-Working in Science Education (STEP-WISE) provides teaching experience for postdoctoral scholars holding full-time research appointments. Through a combination of mentorship, deliberate practice, and feedback, the postdocs learn and apply inclusive, evidence-based pedagogies. STEP-WISE is integrated into postdocs' demanding schedules and is sustainable for institutions to run. ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar64]

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Development of a Framework for the Culture of Scientific Research.

Jessica Dewey, Gillian Roehrig, Anita Schuchardt,

Scientific research has a culture that can be challenging to enter. Different aspects of this culture may act as barriers or entry points for different people. Recognition of these barriers and entry points requires identifying aspects of the culture of scientific research and synthesizing them into a single, descriptive framework. ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar65]

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Investigating Student Perceptions of Instructor Talk: Alignment with Researchers' Categorizations and Analysis of Remembered Language.

Dax Ovid, Mallory M Rice, Joshua Vargas Luna, Karen Tabayoyong, Parinaz Lajevardi, Kimberly D Tanner,

Instructor Talk-the noncontent language used by an instructor during class time-is likely to influence learning environments in science classrooms from the student perspective. Despite Instructor Talk being found in every science course thus far, investigations into student perceptions and memories of it are limited. We investigated to what extent undergraduate ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar61]

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Diversity Interventions in the Classroom: From Resistance to Action.

Dustin B Thoman, Melo-Jean Yap, Felisha A Herrera, Jessi L Smith,

What goes into faculty decisions to adopt a classroom intervention that closes achievement gaps? We present a theoretical model for understanding possible resistance to and support for implementing and sustaining a diversity-enhancing classroom intervention. We propose, examine, and refine a "diversity interventions-resistance to action" model with four key inputs that ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar52]

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Connecting the Dots from Professional Development to Student Learning.

Charlene L Ellingson, Katherine Edwards, Gillian H Roehrig, M Clark Hoelscher, Rachelle A Haroldson, Janet M Dubinsky,

Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar57]

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Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology.

Abby E Beatty, Emily P Driessen, Taylor Gusler, Sharday Ewell, Amy Grilliot, Cissy J Ballen,

While science has profound social impacts, we often teach biology as removed from societally debated issues. Here, we address this gap in biology education through the implementation of novel materials that promote ideological awareness (IA). Using mixed-method analyses, we explore students' perceptions of the relationship between science and society, as ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar67]

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To Cope or Not to Cope? Characterizing Biology Graduate Teaching Assistant (GTA) Coping with Teaching and Research Anxieties.

Miranda M Chen Musgrove, Alyssa Cooley, Olivia Feiten, Kate Petrie, Elisabeth E Schussler,

Recent evidence suggests a mental health crisis among graduate students, particularly with regard to anxiety. To manage anxieties, graduate students can employ coping strategies. Coping is an individual's response(s) to external stressors, often with the goal of reducing or tolerating the stress; these strategies are generally considered adaptive or maladaptive. ... Read more >>

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[2021, 20(4):ar56]

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Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions.

S Salehi, S A Berk, R Brunelli, S Cotner, C Creech, A G Drake, S Fagbodun, C Hall, S Hebert, J Hewlett, A C James, M Shuster, J R St Juliana, D B Stovall, R Whittington, M Zhong, C J Ballen,

To enhance equity and diversity in undergraduate biology, recent research in biology education focuses on best practices that reduce learning barriers for all students and improve academic performance. However, the majority of current research into student experiences in introductory biology takes place at large, predominantly White institutions. To foster contextual ... Read more >>

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[2021, 20(4):ar68]

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Supporting Scientific Practice through Model-Based Inquiry: A Students'-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory Experience.

Molly S Bolger, Jordan B Osness, Julia S Gouvea, Alexandra C Cooper,

Modeling is a scientific practice that supports creative reasoning, motivates inquiry, and facilitates community sense-making. This paper explores students' perspectives on modeling in an undergraduate laboratory course, Authentic Inquiry through Modeling (AIM-Bio), in which they proposed, tested, and revised their own models. We conducted comparative case studies of eight students ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar59]

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Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.

Lauren Hensley, Amy Kulesza, Joshua Peri, Anna C Brady, Christopher A Wolters, David Sovic, Caroline Breitenberger,

College students' performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher-educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar60]

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Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression.

Dina L Newman, Aeowynn Coakley, Aidan Link, Korinne Mills, L Kate Wright,

Concepts of molecular biology and genetics are difficult for many biology undergraduate students to master yet are crucial for deep understanding of how life works. By asking students to draw their ideas, we attempted to uncover the mental models about genes and gene expression held by biology students (<i>n</i> = ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar53]

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Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety.

Tasneem F Mohammed, Erika M Nadile, Carly A Busch, Danielle Brister, Sara E Brownell, Chade T Claiborne, Baylee A Edwards, Joseph Gazing Wolf, Curtis Lunt, Missy Tran, Cindy Vargas, Kobe M Walker, Tamiru D Warkina, Madison L Witt, Yi Zheng, Katelyn M Cooper,

Anxiety is the top mental health concern for undergraduates. While researchers have identified ways that in-person science courses can affect anxiety, little is known about how online science courses affect anxiety. In this study, 2111 undergraduates at a large research-intensive institution completed survey questions about their anxiety in large-enrollment online ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar69]

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Current Insights.

Sarah L Eddy,

The <i>Current Insights</i> feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three recent studies from the fields of psychology and higher education that can inform practices in the life sciences. The first is a ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):fe6]

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Successful Problem Solving in Genetics Varies Based on Question Content.

Jennifer S Avena, Betsy B McIntosh, Oscar N Whitney, Ashton Wiens, Jennifer K Knight,

Problem solving is a critical skill in many disciplines but is often a challenge for students to learn. To examine the processes both students and experts undertake to solve constructed-response problems in genetics, we collected the written step-by-step procedures individuals used to solve problems in four different content areas. We ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar51]

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Reimagining the Introductory Math Curriculum for Life Sciences Students.

Erin Sanders O'Leary, Hannah Whang Sayson, Casey Shapiro, Alan Garfinkel, William J Conley, Marc Levis-Fitzgerald, M Kevin Eagan, Blaire Van Valkenburgh,

Calculus is typically one of the first college courses encountered by science, technology, engineering, and mathematics (STEM) majors. Calculus often presents major challenges affecting STEM student persistence, particularly for students from groups historically underrepresented in STEM. For life sciences majors, calculus courses may not offer content that is relevant to ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar62]

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Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom.

Emma C Goodwin, Jessica R Cary, Erin E Shortlidge,

Despite growing evidence of positive student outcomes from course-based undergraduate research experiences (CUREs), little consideration has been given to employing graduate teaching assistants (GTAs) as CURE instructors. GTAs may be novice researchers and/or teachers and likely vary in their interest in teaching a CURE. Guided by expectancy-value theory, we explored ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar66]

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Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program.

Mike Wilton, Daniel Katz, Anthony Clairmont, Eduardo Gonzalez-Nino, Kathy R Foltz, Rolf E Christoffersen,

We examine the impact of <u>Bio</u>logy <u>M</u>entoring and <u>E</u>ngagement (BIOME) near-peer mentorship on 437 first-year undergraduate students over three cohort years. The BIOME course consists of ten, 50-minute meetings where groups of six first-year mentees meet with an upper-division student mentor to discuss topics including metacognition, growth mindset, and effective ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar63]

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Participation in Biology Education Research Influences Students' Epistemic Development.

Dennis Lee, Mallory Wright, Courtney Faber, Cazembe Kennedy, Dylan Dittrich-Reed,

Knowledge construction is an essential scientific practice, and undergraduate research experiences (UREs) provide opportunities for students to engage with this scientific practice in an authentic context. While participating in UREs, students develop conceptualizations about how science gathers, evaluates, and constructs knowledge (science epistemology) that align with scientific practice. However, there ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar58]

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Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.

Maurina L Aranda, Michelle Diaz, Lorenzo Gastelum Mena, Jocelyn I Ortiz, Christian Rivera-Nolan, Daniela C Sanchez, Melissa J Sanchez, Allison M Upchurch, Carleigh S Williams, Stephanie N Boorstin, Laura M Cardoso, Matthew Dominguez, Sarah Elias, Elmer E Lopez, Ruby E Ramirez, Paola Juliet Romero, Falina Nicole Tigress, Jenee Alexandra Wilson, Ryan Winstead, Jason T Cantley, Joseph C Chen, Megumi Fuse, Michael A Goldman, Brinda Govindan, Peter Ingmire, Jonathan D Knight, Sally G Pasion, Pleuni S Pennings, Ravinder N M Sehgal, Patricia Tiongco de Vera, Loretta Kelley, Jeffrey N Schinske, Blake Riggs, Laura W Burrus, Kimberly D Tanner,

Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce curricular materials of similar impact, as well as provide a ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar55]

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A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset.

Cong Wang, Andrew J Cavanagh, Melanie Bauer, Philip M Reeves, Julia C Gill, Xinnian Chen, David I Hanauer, Mark J Graham,

Evidence-based teaching practices (EBPs) foster college science, technology, engineering, and mathematics (STEM) students' engagement and performance, yet our knowledge of what contributes to the effectiveness of these practices is less established. We propose a framework that links four social-cognitive variables-students' trust in their instructors, growth mindset, buy-in to instructional practices, ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(4):ar54]

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Access Needs: Centering Students and Disrupting Ableist Norms in STEM.

Daniel L Reinholz, Samantha W Ridgway,

This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in disability ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(3):es8]

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Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success.

Austin L Zuckerman, Stanley M Lo,

Community colleges are a pathway in higher education for many students, including students who are pursuing baccalaureate degrees in science, technology, engineering, and mathematics (STEM). Because of the increased demand for professionals in the STEM workforce, a successful transition from community colleges to the university setting is essential for increasing ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(3):ar48]

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Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.

Gena C Sbeglia, Justin A Goodridge, Lucy H Gordon, Ross H Nehm,

Although recent studies have used the Classroom Observation Protocol for Undergraduate STEM (COPUS) to make claims about faculty reform, important questions remain: How should COPUS measures be situated within existing reform frameworks? Is there a universal sampling intensity that allows for valid inferences about the frequency of student-centered instruction within ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(3):ar39]

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A New Measure of Students' Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity.

M Elizabeth Barnes, K Supriya, Yi Zheng, Julie A Roberts, Sara E Brownell,

Evolution is controversial among students and religiosity, religious affiliation, understanding of evolution, and demographics are predictors of evolution acceptance. However, quantitative research has not explored the unique impact of student perceived conflict between their religion and evolution as a major factor influencing evolution acceptance. We developed an instrument with validity ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(3):ar42]

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Design and Implementation of a Tool to Assess Students' Understanding of Metabolic Pathways Dynamics and Regulation.

Sachel M Villafañe, Vicky Minderhout, Bruce J Heyen, Jennifer E Lewis, Andrew Manley, Tracey A Murray, Heather Tienson-Tseng, Jennifer Loertscher,

Metabolic systems form the very foundation of life and as such are broadly taught in the molecular life sciences. Here, we describe the biochemistry educator community-based development and use of an assessment instrument designed to evaluate students' ideas about metabolic pathway dynamics and regulation in undergraduate biochemistry courses. Analysis of ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(3):ar35]

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