Professional development (PD) workshops designed to help faculty move from teacher- learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty's satisfaction a workshop, what they learned, and applied in the classroom. outcomes seldom through analysis of observed teaching practices. We analyzed videotapes biology following PD three questions: (1) How learner centered was their teaching? (2) Did data about differ independent...

Strategic literature searches have the potential to connect disciplines.

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, surprisingly scarce. We sought determine whether this claim was evidence-based. To do so we quantified the cognitive level learning targeted by faculty in introductory-level courses. used Bloom's Taxonomy Educational Objectives assign levels course goals as articulated on syllabi individual items high-stakes assessments (i.e., exams quizzes)....

Systems, as a core and crosscutting concept in science, can serve unifying paradigm for biology that helps frame how is taught. This article presents the systems-thinking (BST) framework, which describes requisite skills thinking about biological systems.

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students develop fluency in tools and language disciplines. Quantitative literacy (QL) important future scientists as well citizens, who need interpret numeric information data-based claims regarding nearly every aspect daily life. To address QL education, we incorporated concepts throughout a semester-long introductory course at large...

Abstract Research in contemporary biology has become increasingly complex and organized around understanding biological processes the context of systems. To better reflect ways thinking required for learning about systems, we developed implemented a pedagogical approach using box‐and‐arrow models (similar to concept maps) as foundational tool instruction assessment an Introductory Biology course on genetics, evolution, ecology. Over one semester, students iteratively constructed, evaluated,...

Mutation is the key molecular mechanism generating phenotypic variation, which basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We student-generated conceptual models assess origin variation. By midterm, only small percentage articulated complete accurate representations variation in models. Targeted feedback was offered through activities...

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...

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed implemented to prepare TAs this role, but data about effectiveness lacking derived almost exclusively from self-reported surveys. In study, we describe the design of a reformed PD (RPD) model apply Kirkpatrick's Evaluation Framework evaluate multiple outcomes TA...

The purpose of this paper is to share the iterative process we used design a task that elicits causal mechanistic reasoning and how subsequent student responses can be analyzed. Our goal in strike balance between eliciting as much knowledge possible without providing so structure answer becomes obvious. development was approached using (1) resources perspective learning, (2) principles scaffolding, (3) evidence-centered design, for which specified evidence would considered fully explanation....

One of the goals college-level introductory biology is to establish a foundation knowledge and skills that can be built upon throughout curriculum. In reformed course, we used iterative model construction as pedagogical tool promote students' understanding about conceptual connections, particularly those linking genetic variation organismal fitness. interviews conducted 2.5 years later, examined retrieval connections emphasized during course. Students constructed similar practiced reviewed...

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As an instructional tool, models can transform the student experience from static to dynamic, flat 3D, and siloed integrated. Few practical resources exist help instructors transition toward model-based classroom practices. The Modeling in Classroom evidence-based teaching guide provides with a tool kit for incorporating modeling into their classrooms (https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom). discusses underpinnings of as core scientific practice, one...

There is emerging recognition that mechanistic reasoning about scientific phenomena as well developing an interdisciplinary understanding of science are valuable for student success. Our team chemistry, biology, and teacher education researchers strives to support students in their learning engage them causal (CMR), a thinking strategy involves identifying underlying entities properties linking these ideas explain or predict target phenomenon. We aim help build connections between...

Purpose: To introduce a method to efficiently identify and calculate meaningful tradeoffs between criteria in an interactive IMRT treatment planning procedure. The provides systematic approach developing high‐quality radiation therapy plans. Methods: Treatment planners consider numerous dosimetric of varying importance that, when optimized simultaneously through multicriteria optimization, yield Pareto frontier which represents the set Pareto‐optimal However, generating navigating this is...

Evolution is foundational to understanding biology, yet learners at all levels struggle reason about and explain core evolution concepts. This study examines the influence of prompt context in shaping students’ explanations natural selection by comparing responses human versus nonhuman animals.