A5089741891- Innovative Teaching Methods
- Education and Critical Thinking Development
- Science Education and Pedagogy
- Experimental Learning in Engineering
- Genetics, Bioinformatics, and Biomedical Research
- Diverse Educational Innovations Studies
- Educational Strategies and Epistemologies
- Biomedical and Engineering Education
- Evaluation of Teaching Practices
- Innovative Teaching and Learning Methods
- Problem and Project Based Learning
- Animal and Plant Science Education
- Educational Assessment and Pedagogy
- Canadian Identity and History
- Open Education and E-Learning
- Literature and Culture Studies
- Travel Writing and Literature
- Innovations in Educational Methods
- Online and Blended Learning
- Interdisciplinary Research and Collaboration
- Outdoor and Experiential Education
- Protein Kinase Regulation and GTPase Signaling
- Geography Education and Pedagogy
- Service-Learning and Community Engagement
- Short Stories in Global Literature
Cornell University
2006-2024
University of Otago
2021
Florida State University
2020
University of Iowa
2020
University of Auckland
2019
University of Maine
2012-2018
Michigan State University
2018
Stony Brook University
2018
University of South Florida
2018
Marist College
2016
Significance The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number science, technology, engineering, mathematics (STEM) bachelor’s degrees completed per year recommended adoption empirically validated teaching practices as critical to achieving that goal. studies analyzed here document active learning leads increases examination performance would raise average grades by half letter, failure rates under traditional lecturing 55% over...
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply peer influence knowledgeable neighbors. To distinguish between these alternatives undergraduate genetics course, we followed above exercise a second, similar (isomorphic) concept that answered individually....
Lecture is prominent, but practices vary
We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors nonmajors undergraduate genetics courses. Written everyday language with minimal jargon, the GCA is intended for use as pre- posttest measure student gains. The assessment was reviewed by experts, interviews, taken >600 students at three institutions. Normalized gains on were positively correlated averaged exam scores, suggesting that measures...
The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the means different things to people, groups, STEM domains. To better understand learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology discipline-based (DBER). Our examined two perspectives (i.e., DBER) surveyed current landscape instructional practices related...
Use of in-class concept questions with clickers can transform an instructor-centered “transmissionist” environment to a more learner-centered constructivist classroom. To compare the effectiveness three different approaches using clickers, pairs similar were used monitor student understanding in majors’ and nonmajors’ genetics courses. After answering first question individually, students participated peer discussion only, listened instructor explanation or engaged followed by explanation,...
Objective: To improve the planning of hepatic surgery, we have developed a fully automatic anatomical, pathological, and functional segmentation liver derived from spiral CT scan.Materials Methods: From 2 mm-thick enhanced scan, first stage automatically delineates skin, bones, lungs, kidneys, spleen by combining use thresholding, mathematical morphology, distance maps. Next, reference 3D model is immersed in image deformed to contours. Then an Gaussian fitting on imaging histogram estimates...
Objective: To improve the planning of hepatic surgery, we have developed a fully automatic anatomical, pathological, and functional segmentation liver derived from spiral CT scan.Materials Methods: From 2 mm-thick enhanced scan, first stage automatically delineates skin, bones, lungs, kidneys, spleen by combining use thresholding, mathematical morphology, distance maps. Next, reference 3D model is immersed in image deformed to contours. Then an Gaussian fitting on imaging histogram estimates...
Regulatory mechanisms of rat brain Ca2+/calmodulin-dependent protein kinase II (CaM-kinase II) were probed using a synthetic peptide (CaMK-(281-309] corresponding to residues 281–309 (α-subunit) which contained the calmodulin (CaM)-binding and inhibitory domains also initial autophosphorylation site (Thr286). Kinetic analyses indicated that inhibition completely Ca2+/CaM-independent form CaM-kinase by CaMK-(281–309) was noncompetitive with respect substrate (syntide-2) but competitive ATP....
At the University of Maine, middle and high school science, technology, engineering, mathematics (STEM) teachers observed 51 STEM courses across 13 different departments collected information on active-engagement nature instruction. The results these observations show that faculty members teaching cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit continuum instructional behaviors between...
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes Science Survey Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes range that vary between experts and novices, including enjoyment discipline, propensity to make connections real world, recognition conceptual underlying knowledge, problem-solving strategies. has been tested response validity with both undergraduate...
Active learning is frequently used to describe teaching practices, but the term not well-defined in context of undergraduate biology education. To clarify this term, we explored how active defined education literature (n = 148 articles) and community by surveying a national sample researchers instructors 105 individuals). Our objectives were increase transparency reproducibility practices research findings Findings showed majority concerning never authors often provided examples specific...
Synthetic peptides corresponding to the autoinhibitory domains of calcium/calmodulin-dependent protein kinase II (CaMK-(281-309)), smooth muscle myosin light chain (MLCK-(480-501)), and C (PKC-(19-36)) as well a peptide derived from heat-stable inhibitor cAMP-dependent (PKI-tide) were tested for their inhibitory specificities. The potencies four determined each kinases using both substrates (at approximate Km concentrations) concentrations less than Km). In agreement with previous studies...
To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution student responses to multiple-choice questions from Genetics Concept Assessment. In total, examined pretest (before instruction) and posttest (after 751 students enrolled in six courses either majors or nonmajors. Students improved on all 25 after instruction, but varying degrees. Notably, there was a subgroup nine which single incorrect answer,...
Important determinants in the autoinhibitory domain of calcium/calmodulin-dependent protein kinase II (CaMK-II), corresponding to residues 281-302 alpha-subunit sequence, were identified. Replacement Thr286 with Ala (CaMK-(281-302 Ala286)) had no effect on either potency (IC50 = 2 MicroM) or inhibitory mechanism (competitive ATP) using catalytic fragment CaMK-II. Single replacement charged CaMK-(281-302, Ala286) identified His282, Arg283, Lys291, Arg297, and Lys298 as important (greater than...
Introductory biology courses are frequently offered separately to majors and nonbiology majors, with the assumption that two groups of students different enough merit courses. To assess evidence behind this assumption, we compared in genetics classes at University Colorado–Boulder, one class for nonscience (nonmajors) other planning a biology-related career (majors), see whether these were fundamentally performance attitudes. measure content knowledge, administered identical assessments both...
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using data to make iterative improvements. We describe community 16 from five institutions who overcame these challenges collaboratively designed, taught, iteratively revised, published an instructional unit about the potential effect mutations on DNA replication, transcription, translation. The was taught more than 2000...
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...
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...
Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are to reveal thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which must create their own answer, may better students’ thinking, but time- and resource-intensive evaluate. This report describes the initial meeting a National Science Foundation–funded cross-institutional collaboration interdisciplinary...