From BioSkills to LifeSkills-a framework for developing life skills for non-science majors in introductory life science courses [0.03%]
从生物技能到生活技能——为非理科专业学生开设的基础生命科学课程中生活技能培养框架
Davida S Smyth,Sam Donovan,Melanie Lenahan et al.
Davida S Smyth et al.
Over a decade ago, the national "Vision and Change" report articulated the critical need to reform undergraduate biology education. Since its introduction, reform efforts guided by V&C have focused primarily on the biology major, with less ...
Curating lesson level learning objectives for non-majors introductory biology [0.03%]
非生物专业入门生物学的课程目标设定
Peggy Brickman,Cara Gormally
Peggy Brickman
Biology faculty have consensus-based guidelines based on Vision and Change principles about what to teach introductory biology majors. In contrast, faculty have not reached a consensus concerning the learning goals for introductory non-majo...
A course-based undergraduate research experience (CURE) designed for modern genetics and biodiversity courses using a classroom benchtop sequencer [0.03%]
一种基于课程的本科生研究经验(CURE)，用于现代遗传学和生物多样性课程，使用教室台式测序仪
Erika T Ebbs,Allyson Barredo,Amelia Whitehurst et al.
Erika T Ebbs et al.
Modern genetics increasingly relies on genomic data sets to address medical, ecological, and evolutionary questions. Investigating these questions requires a diverse set of core competencies in wet-lab techniques, data analysis, and bioinfo...
Taking microbial art beyond the laboratory: safe, simple, and scalable public engagement at the Osaka Expo [0.03%]
超越实验室的微生物艺术：大阪博览会上的安全、简单的公共参与活动
Zen-Ichiro Kimura,Yuki Iwasaki,Takahisa Shigematsu
Zen-Ichiro Kimura
Public perceptions of microbes remain predominantly negative, often emphasizing contamination and disease rather than their roles in food, ecosystems, and health. Hands-on microbial art has emerged as a promising way to make microbial life ...
Addressing undergraduate misconceptions about antimicrobial resistance: a two-phase study of student reasoning and community engagement [0.03%]
面向本科生的抗菌素抗药性误解教育：学生推理与社区参与的两阶段研究
Kyle S Schutz,Andrea Gaccetta,Sandhya Krishnan et al.
Kyle S Schutz et al.
Prior to the COVID-19 pandemic, misconceptions about antimicrobial resistance (AMR) were widespread among undergraduates. Since then, few studies have reexamined students' thinking about AMR, and even fewer have offered strategies for educa...
Science across generations: establishing best practices for intergenerational learning in course-based undergraduate research experiences (CUREs) [0.03%]
跨越世代的科学：在基于课程的本科研究经历(CUREs)中建立代际学习的最佳实践
Carolina Mehaffy,Erica Simpson,Khuc Phan et al.
Carolina Mehaffy et al.
Science communication is a powerful tool for disseminating scientific concepts to both STEM and non-STEM audiences. However, undergraduate students are rarely presented with opportunities to practice this skill with non-STEM audiences in th...
Implementation of ungrading in a course-based undergraduate research experience: a framework for an alternative assessment scheme in laboratory courses [0.03%]
一种基于课程的本科研究经历中实施无等级制度的实现：实验室课程中的替代评估方案框架
Beth Beason-Abmayr,Thomas Michael McCabe
Beth Beason-Abmayr
We provide a framework for the implementation of ungrading in course-based undergraduate research experiences (CUREs) and a case example of ungrading in an advanced laboratory course. Although assessments should measure and reflect learning...
From bench to biotech: how a CURE cultivates student self-efficacy, gains in scientific thinking, and career aspirations [0.03%]
从实验室到生物科技：CURE如何培养学生的自我效能感、科学思维能力以及职业抱负
Mallory M Rice,Melanie Ponce,Raquel Yoshinaga et al.
Mallory M Rice et al.
Course-based undergraduate research experiences (CUREs) have well-documented benefits, including increasing students' access to research, fostering science identity, and improving retention in STEM. However, CUREs in biotechnology education...
Examination of undergraduate learning assistants' science communication and science teaching approaches [0.03%]
本科助教的科学传播和科学教学方法的研究
Madelyn Spengler,Nicole Kelp
Madelyn Spengler
Undergraduate learning assistants (ULAs) are a tool to help increase the inclusivity and success of large-enrollment STEM courses for all students. ULAs are trained in inclusive pedagogy but are generally not trained in inclusive approaches...
Chloe A Fouilloux,Jonathan S Compton,Naing Naing et al.
Chloe A Fouilloux et al.
Gamification has gained momentum in STEM education as a way to boost student engagement, motivation, and conceptual learning. A wide variety of games, from short in-class activities to long-format student-built projects, are used across dis...