Now showing items 1-6 of 6
Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses
(The American Society for Cell Biology, 2017-10-13)
Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the ...
Interactive Computer Simulations as Pedagogical Tools in Biology Labs
(The American Society for Cell Biology, 2018-08-24)
Student learning in biology may be impaired by instructional environments that emphasize technical methodology over analysis. We hypothesized that time gained by experimenting with accurate computer simulations could be ...
Using Reading Quizzes in STEM Classes—The What, Why, and How
(National Science Teachers Association, 2015)
Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading ...
Unique Down to Our Microbes—Assessment of an Inquiry-Based Metagenomics Activity
(American Society for Microbiology, 2017-06)
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 ...
Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment
Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, ...
Using Clickers for Deliberate Practice in Five Large Science Courses
Clickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions ...