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Journal CBE Life Sci Educ

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Dancing for Parkinson's: A Gateway for Connectedness to Peers and Social Assurance.

P Izbicki, E L Stegemöller, J Compton, J Thompson,

The first-year student experience in college is a crucial time for personal and professional development, especially for students entering science, technology, education, and mathematics (STEM) disciplines. Unfortunately, it is also the time when students most commonly leave STEM, largely due to disconnection from faculty and peers. The Freshman Research Initiative ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar27]

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Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate.

Ann Riedl, Fan Yeung, Tina Burke,

Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar30]

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Development of a Certification Exam to Assess Undergraduate Students' Proficiency in Biochemistry and Molecular Biology Core Concepts.

Quira Zeidan, Jennifer Loertscher, Adele J Wolfson, John T Tansey, Erika G Offerdahl, Peter J Kennelly, Daniel R Dries, Victoria Del Gaizo Moore, Diane M Dean, L Michael Carastro, Sachel M Villafañe, Ludmila Tyler,

With support from the American Society for Biochemistry and Molecular Biology (ASBMB), a community of biochemistry and molecular biology (BMB) scientist-educators has developed and administered an assessment instrument designed to evaluate student competence across four core concept and skill areas fundamental to BMB. The four areas encompass energy and metabolism; ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):es6]

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Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning.

Melody McConnell, Jeffrey Boyer, Lisa M Montplaisir, Jessie B Arneson, Rachel L S Harding, Brian Farlow, Erika G Offerdahl,

There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors. It ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar26]

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Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Elisabeth E Schussler, Maryrose Weatherton, Miranda M Chen Musgrove, Jennifer R Brigati, Benjamin J England,

The use of active learning in the undergraduate biology classroom improves student learning and classroom equity, but its use can lead to student anxiety. Instructors can reduce student anxiety through practices that convey supportiveness and valuing of students. We collected students' ratings of their classroom anxiety and perceptions of their ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar29]

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Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses.

Xinnian Chen, John M Redden, Aiyana Bobrownicki, Julia Gill, Mark J Graham,

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):es5]

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Fostering Metacognition to Support Student Learning and Performance.

Julie Dangremond Stanton, Amanda J Sebesta, John Dunlosky,

Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes. In an evidence-based teaching guide associated with this paper (https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition), we outline ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):fe3]

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The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences.

Angela Frederick, Sara E Grineski, Timothy W Collins, Heather A Daniels, Danielle X Morales,

This study reports findings from 19 interviews with Hispanic/Latinx students participating in a university-wide, multiyear program designed to retain students from underrepresented backgrounds in science, technology, engineering, and mathematics (STEM) at a Hispanic-serving institution. We focus on the impact that having multiple opportunities to engage in faculty-mentored, cocurricular undergraduate research ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar18]

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The Dark Side of Development: A Systems Characterization of the Negative Mentoring Experiences of Doctoral Students.

Trevor T Tuma, John D Adams, Benjamin C Hultquist, Erin L Dolan,

Effective mentoring promotes the development and success of graduate students. Yet mentoring, like other relationships, can have negative elements. Little knowledge exists about the problematic mentoring that graduate students experience despite its potentially detrimental impacts. To begin to address this gap, we conducted an exploratory interview study to define and ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar16]

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Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience.

Tissyana C Camacho, Yolanda Vasquez-Salgado, Gabriela Chavira, David Boyns, Scott Appelrouth, Carrie Saetermoe, Crist Khachikian,

Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar23]

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A Meta-analysis of University STEM Summer Bridge Program Effectiveness.

Brittany C Bradford, Margaret E Beier, Frederick L Oswald,

University science, technology, engineering, and math (STEM) summer bridge programs provide incoming STEM university students additional course work and preparation before they begin their studies. These programs are designed to reduce attrition and increase the diversity of students pursuing STEM majors and STEM career paths. A meta-analysis of 16 STEM ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar21]

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GenBio-MAPS as a Case Study to Understand and Address the Effects of Test-Taking Motivation in Low-Stakes Program Assessments.

Crystal Uminski, Brian A Couch,

The General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment measures student understanding of the <i>Vision and Change</i> core concepts at the beginning, middle, and end of undergraduate biology degree programs. Assessment coordinators typically administer this instrument as a low-stakes assignment for which students receive participation credit. While these conditions ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar20]

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Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic.

Julie E Speer, Max Lyon, Julia Johnson,

Participating in mentored undergraduate research experiences can improve students' grade point averages, retention, and job placement. Graduate students also benefit from serving as mentors, as they gain teaching and research management experience. In early 2020, the SARS-CoV-2 (COVID-19) pandemic caused many institutions to shut down physical work spaces and move ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar14]

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Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy.

Eileen Kogl Camfield, NaTasha R Schiller, Kirkwood M Land,

When a global pandemic hits during a longitudinal study of biology student success, researchers can unearth rich information about student resilience. By sharing case studies from two demographically different midsized 4-year institutions, this article illustrates the aspects of student self-efficacy beliefs that were undercut by the shift to emergency remote ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar25]

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Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates.

MaryGrace Erickson, Michel A Wattiaux, Danielle Marks, Elizabeth L Karcher,

In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar28]

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Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective.

Remy Dou, Heidi Cian, Valentina Espinosa-Suarez,

Despite the wealth of research exploring science, technology, engineering, and mathematics (STEM) identity and career goals in both formal and informal settings, existing literature does not consider STEM identity for undergraduate students pursuing health and medical careers through STEM pathways. We address this gap by examining the STEM identity of ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar24]

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Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM.

Mariel A Pfeifer, Eve Melanie Reiter, Julio J Cordero, Julie Dangremond Stanton,

Self-advocacy is linked to the success and retention of students with disabilities in college. Self-advocacy is defined as communicating individual wants, needs, and rights to determine and pursue required accommodations. While self-advocacy is linked to academic success, little is known about how students with disabilities in science, technology, engineering, and ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar17]

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Measuring Research Mentors' Cultural Diversity Awareness for Race/Ethnicity in STEM: Validity Evidence for a New Scale.

Angela Byars-Winston, Amanda R Butz,

Research mentors are reticent to address, and sometimes unaware of how, racial or ethnic differences may influence their mentees' research experiences. Increasing research mentors' cultural diversity awareness (CDA) is one step toward improving mentoring effectiveness, particularly with mentees from underrepresented racial/ethnic groups in science, technology, engineering, and mathematics fields. The ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar15]

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Production Processes for Creating Educational Videos.

Stephanie Castillo, Karisa Calvitti, Jeffery Shoup, Madison Rice, Helen Lubbock, Kendra H Oliver,

Asynchronous video-based educational resources allow for increased course material engagement. In today's climate, educators are encouraged to create videos for online instruction but are typically given limited production guidance. Few formal resources exist to guide educators for high-quality video production in a non-studio setting. This article is a how-to guide ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):es7]

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Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety.

K R Williams, S R Wasson, A Barrett, R F Greenall, S R Jones, E G Bailey,

Hardy-Weinberg (HW) equilibrium and its accompanying equations are widely taught in introductory biology courses, but high math anxiety and low math proficiency have been suggested as two barriers to student success. Population-level Punnett squares have been presented as a potential tool for HW equilibrium, but actual data from classrooms have ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar22]

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A Tale of Two Institutions: Analyzing the Impact of Gamified Student Response Systems on Student Anxiety in Two Different Introductory Biology Courses.

Sarah J Adkins-Jablonsky, Justin F Shaffer, J Jeffrey Morris, Ben England, Samiksha Raut,

Anxiety can impact overall performance and persistence in college. Student response systems (SRSs), real-time active-learning technologies used to engage students and gauge their understanding, have been shown to elicit anxiety for some students. Kahoot! is an SRS technology that differs from others in that it involves gamification, the use of ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar19]

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Concept Inventories as a Complement to Learning Progressions.

Charlotte R Reed, Adele J Wolfson,

Learning progressions (LPs) are descriptions of students' growing sophistication in the understanding of a particular construct through a curricular sequence. They are particularly useful for organizing complex constructs for which students do not necessarily connect concepts as taught in different courses. However, they are challenging to construct, because they attempt ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):es4]

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Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance.

Christine S Booth, Changsoo Song, Michelle E Howell, Achilles Rasquinha, Aleš Saska, Resa Helikar, Sharmin M Sikich, Brian A Couch, Karin van Dijk, Rebecca L Roston, Tomáš Helikar,

Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive computer simulations of metabolic systems would increase their ability to recognize ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(1):ar13]

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"I Like and Prefer to Work Alone": Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning.

S Hood, N Barrickman, N Djerdjian, M Farr, S Magner, H Roychowdhury, R Gerrits, H Lawford, B Ott, K Ross, O Paige, S Stowe, M Jensen, K Hull,

Although active learning improves student outcomes in science, technology, engineering, and mathematics (STEM) programs, it may provoke anxiety in some students. We examined whether two psychological variables, social anxiety (psychological distress relating to the fear of negative evaluation by others) and academic self-efficacy (confidence in one's ability to overcome academic ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(1):ar12]

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Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses.

A Kelly Lane, Clara L Meaders, J Kenny Shuman, MacKenzie R Stetzer, Erin L Vinson, Brian A Couch, Michelle K Smith, Marilyne Stains,

Student impressions formed during the first day of class can impact course satisfaction and performance. Despite its potential importance, little is known about how instructors format the first day of class. Here, we report on observations of the first day of class in 23 introductory science, technology, engineering, and math ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(1):ar7]

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