Unique Down to Our Microbes-Assessment of an Inquiry-Based Metagenomics Activity [0.03%]
独特的微观世界——探究式宏基因组学实验的教学评估
Thomas B Lentz,Laura E Ott,Sabrina D Robertson et al.
Thomas B Lentz et al.
Metagenomics is an important method for studying microbial life. However, undergraduate exposure to metagenomics is hindered by associated software, computing demands, and dataset access. In this inquiry-based activity designed for introduc...
Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept [0.03%]
基于期望价值理论的概念验证性研究减少学生对主动学习的抗拒心理
Katelyn M Cooper,Michael Ashley,Sara E Brownell
Katelyn M Cooper
There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some ...
Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE [0.03%]
各有各的治愈系课程：讲授基于课程的研究性教学项目的教师告诉你为什么你也应该开设这样的项目
Erin E Shortlidge,Gita Bangera,Sara E Brownell
Erin E Shortlidge
Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on studen...
Verónica A Segarra,MariaElena Zavala,Latanya Hammonds-Odie
Verónica A Segarra
The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional develop...
Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences [0.03%]
在规划基于课程的本科研究经历时，运用逆向设计确定目标的呼吁
Katelyn M Cooper,Paula A G Soneral,Sara E Brownell
Katelyn M Cooper
We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly r...
William S Bradshaw,Jennifer Nelson,Byron J Adams et al.
William S Bradshaw et al.
This study reports part of a long-term program to help students improve scientific reasoning using higher-order cognitive tasks set in the discipline of cell biology. This skill was assessed using problems requiring the construction of vali...
Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success [0.03%]
形成性评估中的学生参与度：学生的因素及其对课程成功的影响
Kathleen R Brazeal,Brian A Couch
Kathleen R Brazeal
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 students may not unde...
Lara K Goudsouzian
Lara K Goudsouzian
Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements [0.03%]
利用预评估和课堂问题来改变学生对分子运动的理解
J Shi,Jennifer K Knight,Hyonho Chun et al.
J Shi et al.
Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student unde...
An Internship May Not Be Enough: Enhancing Bioscience Industry Job Readiness through Practicum Experiences [0.03%]
实习也许不够：通过实践课体验提升生物科学产业就业能力
Jason M Cramer,Paul T Hamilton
Jason M Cramer
In contrast to the narrowing of options in academic careers, the bioscience industry offers robust employment opportunities for STEM-trained workers, especially those who display both scientific and business talent. Unfortunately, tradition...