The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in and how that process might relate outcomes. We test the exposure-persuasion-identification-commitment (EPIC) model buy-in, here applied (n = 245) engagement an undergraduate course featuring learning. Student was positively associated with self-regulated students' performance. positive associations among learning, performance suggest as a...

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement objectives. To make decisions on assessment design, instructors must understand the affordances limitations available question formats. Here, we use a crossover experimental design to identify differences in multiple-true-false (MTF) free-response (FR) exam questions reveal thinking regarding specific conceptions. We report that...

Measuring students’ conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) gauge comprehension of fundamental concepts molecular cell ability apply these novel scenarios. Targeted at graduating students, MBCA consists 18 multiple-true/false (T/F) questions. Each question a narrative stem followed by four T/F statements, which allows more...

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired formation of National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group regional workshops help faculty members learn and implement interactive teaching methods. The SI curriculum promotes pedagogical framework called Scientific Teaching (ST), which aims bring vitality modern research into classroom by...

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying expectations, revealing thinking the instructor, providing feedback that promotes learning, facilitating peer interactions, and activating ownership of learning. While have gained prominence within education community, we limited knowledge regarding perceptions these activities. We used a...

By having students select one answer among several plausible options, multiple–choice (MC) questions capture a student's preferred but provide little information regarding thinking on the remaining options. We conducted crossover design experiment in which similar groups of introductory biology were assigned verbatim MC format or multiple–true–false (MTF) format, requires to separately evaluate each option as either true false. Our data reveal that nearly half who correct likely hold...

Within undergraduate science courses, instructors often assess student thinking using closed-ended question formats, such as multiple-choice (MC) and multiple-true-false (MTF), where students provide answers with respect to predetermined response options. While MC MTF questions both consist of a stem followed by series options, require select just one answer, whereas enable evaluate each option either true or false. We employed an experimental design in which identical were posed format used...

The Vision and Change report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these was an important first step, departments also need ways to measure the extent which understand concepts. Here, we present General Biology–Measuring Achievement Progression in Science (GenBio-MAPS) assessment as tool student understanding at key time points degree program. Data from more than 5000 20 institutions...

Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding structure-function relationships, such have not been widely implemented biochemistry classrooms. Three-dimensional (3D) printing emerging cost-effective means producing to help students investigate concepts. We developed three interactive learning modules with...

Abstract Introductory STEM courses represent entry points into a major, and student experiences in these can affect both their persistence success disciplines. Identifying course-based concerns may help instructors detect negative perceptions, areas of struggle, potential barriers to success. Using an open-response survey question, we identified 13 common expressed by students introductory courses. We converted student-generated closed-ended items that were administered at the beginning...

Scientific practices are the skills used to develop scientific knowledge and essential for careers in science. Despite calls from education government agencies cultivate practices, there remains little evidence of how often students asked apply them undergraduate courses. We analyzed exams biology courses at 100 institutions across United States found that only 7% exam questions addressed a practice 32% did not test any practices. The low occurrence on signals may be integrating foundational...

Allosteric kinase inhibitors hold promise for revealing unique features of kinases that may not be apparent using conventional ATP-competitive inhibitors. Here we explore the activity a previously reported allosteric inhibitor BCR-Abl kinase, GNF-2, against two cellular isoforms Abl tyrosine kinase: one carries myristate in N terminus and other is deficient N-myristoylation. Our results show GNF-2 inhibits non-myristoylated c-Abl more potently than myristoylated by binding to...

Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is high attrition rate students who intend to complete undergraduate majors in these disciplines. Students leave STEM degree programs often cite uninspiring instruction introductory courses, including traditional lecturing, as reason. While courses play critical role retention, little understood about instructional transitions encounter upon moving from secondary post-secondary courses. This...

Calls for science education reform have been made decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights need employ evidence-based instructional practices (EBIPs) undergraduate STEM classes create engaging effective learning environments. EBIPs are teaching strategies that empirically demonstrated positively impact student learning, attitudes, achievement disciplines. However, mechanisms processes...

The c-Abl tyrosine kinase is present in mouse brain synapses, but its precise synaptic function unknown. We found that levels the rat hippocampus increase postnatally, with expression peaking at first postnatal week. In 14 d vitro hippocampal neuron cultures, localizes primarily to postsynaptic compartment, which it colocalizes scaffold protein density protein-95 (PSD-95) apposition presynaptic markers. associates PSD-95, and chemical or genetic inhibition of activity reduces PSD-95...

Amyloid-β (Aβ) overproduction and dendrite arbor atrophy are hallmarks of Alzheimer's disease. The RhoA GTPase (Rho) signals through Rho kinase (ROCK) to control cytoskeletal dynamics regulate neuron structure. Hyperactive signaling destabili

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how is practiced by actively and inclusively engaging students their own learning making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms quantify its implementation. While many useful instruments exist document teaching practices, these only partially align with range...

A new assessment tool, Ecology and Evolution–Measuring Achievement Progression in Science or EcoEvo-MAPS, measures student thinking ecology evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts uses a novel approach that asks students to evaluate series predictions, conclusions, interpretations as likely unlikely be true given specific scenario. We collected evidence validity reliability for through iterative process faculty review, interviews, analyses...

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty share their knowledge of innovative teaching practices with other in home departments. Here, we provide interview, survey, social network analyses revealing that who use preferentially talk each other, suggesting greater steps are needed information about reach more broadly.

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some may not understand how they support learning or resist their implementation. Improving our understanding of FA buy-in has important implications, since can potentially affect whether fully engage with learn from FAs. We investigated FAs in 12 undergraduate biology courses...

We describe the development of a new, freely available, online, programmatic-level assessment tool, Measuring Achievement and Progress in Science Physiology, or Phys-MAPS ( http://cperl.lassp.cornell.edu/bio-maps ). Aligned with conceptual frameworks Core Principles Vision Change Concepts, can be used to evaluate student learning core physiology concepts at multiple time points an undergraduate program, providing valuable longitudinal tool gain insight into thinking aid data-driven reform...

A suite of resources aligned with the core concepts Vision and Change are presented to help instructors teach assess student understanding concepts.

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 class. Here, we report on observations in 23 introductory science, technology, engineering, math (STEM) courses. We described STEM structure their time by characterizing topics covered through inductive coding videos. found that all discussed policies basic information. However, a cluster analysis revealed two...