For our final meeting for this semester, we will be discussing an article by Mike Marder, a physicists, writing for a biologist audience. He points out that there are significant
cultural differences between how science is practiced by physicists and
biologists, and this has implications for interdisciplinary education. Even how we define the "nature of science" reflects our
own disciplines. For example, those of
you who do hypothesis-driven research would be shocked that the word
"hypothesis" almost never appears in a physics grant proposal. And as the article points out, "Students
arrive in college with the strong intuition that science requires a
hypothesis... other ways of spending time are not science." (To be clear, the article isn't arguing that
one approach is better than the other.)
As always, we will be meeting in Rollins Research Center 452 @ 1p on Thursday December 10th.
Find the paper here
Paper URL: http://www.lifescied.org/content/12/2/148.full
A few bits of info from Pat!!!
2013 ASCB Meeting
New Orleans Louisiana
December 14-18, 2013
CBELife Sciences Education
December 2, 2013; 12 (4)
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Editorial
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A Year of Firsts
Erin L. Dolan
CBE Life Sci Educ December 2, 2013
12:577-578; doi:10.1187/cbe.13-10-0198
This editorial recounts highlights from 2013 for
CBE—Life Sciences
Education and notes activities on the horizon
for 2014.
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Letters to the Editor
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PULSE Vision & Change Rubrics
Karen M. Aguirre, Teresa C. Balser, Thomas
Jack, Katherine E. Marley,
Kathryn G. Miller, Marcy P. Osgood,
Pamela A. Pape-Lindstrom, and Sandra
L. Romano
CBE Life Sci Educ December 2, 2013
12:579-581; doi:10.1187/cbe.13-09-0183
Science Choreography: A
Movement-Based Approach to Biology Teaching
Laura Grabel, Michael Weir, Laurel F.
Appel, Elizabeth Johnson, Richard
McCarthy, and Liz Lerman
CBE Life Sci Educ December 2, 2013
12:582-583; doi:10.1187/cbe.13-07-0131
Transdisciplinary Training between
Physics and Biology Led to the
Development of the Hydrodynamics
Laws
Tamer Zeren
CBE Life Sci Educ December 2, 2013
12:584-585; doi:10.1187/cbe.13-07-0128
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Features
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Approaches to Biology Teaching and Learning
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“What if students revolt?”—Considering
Student Resistance: Origins,
Options, and Opportunities for
Investigation
Shannon B. Seidel and Kimberly D. Tanner
CBE Life Sci Educ December 2, 2013
12:586-595; doi:10.1187/cbe-13-09-0190
Instructors attempting new teaching methods may
have concerns that students
will resist nontraditional teaching methods. The
authors provide an
overview of research characterizing the nature
of student resistance and
exploring its origins. Additionally, they
provide potential strategies for
avoiding or addressing resistance and pose
questions about resistance that
may be ripe for research study.
-----------------------------------------------------------------
From the National Academies
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Engaging Actively with Issues in the
Responsible Conduct of Science:
Lessons from International Efforts
Are Relevant for Undergraduate
Education in the United States
John D. Clements, Nancy D. Connell,
Clarissa Dirks, Mohamed El-Faham,
Alastair Hay, Elizabeth Heitman,
James H. Stith, Enriqueta C. Bond, Rita
R. Colwell, Lida Anestidou, Jo L.
Husbands, and Jay B. Labov
CBE Life Sci Educ December 2, 2013
12:596-603; doi:10.1187/cbe.13-09-0184
This Feature describes a National Research
Council project centered on
educating faculty in the Middle East/North
Africa and Asia to use active
learning when teaching responsible conduct of science
(RCS). It provides
insights for faculty in the United States as
they engage students in the
intricacies of RCS or establish
“train-the-trainer” programs at their home
institutions.
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Book Review
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Denying Genetic Causality
Karen G. Hales
CBE Life Sci Educ December 2, 2013
12:604-605; doi:10.1187/cbe.13-09-0187
This edited volume of essays presents a
countermainstream view against
genetic underpinnings for cancer, behavior, and
psychiatric conditions.
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Research Methods
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Best Practices for Measuring Students’
Attitudes toward Learning Science
Matthew Lovelace and Peggy Brickman
CBE Life Sci Educ December 2, 2013
12:606-617; doi:10.1187/cbe.12-11-0197
This review presents an overview of some of the
common assessment tools
available to measure students' attitudes toward
learning science. The
review also provides widely endorsed,
straightforward recommendations for
analysis methods with theory and empirical
evidence to support analysis
plans.
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Articles
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The Classroom Observation Protocol for
Undergraduate STEM (COPUS): A New
Instrument to Characterize
University STEM Classroom Practices
Michelle K. Smith, Francis H. M. Jones,
Sarah L. Gilbert, and Carl E.
Wieman
CBE Life Sci Educ December 2, 2013
12:618-627; doi:10.1187/cbe.13-08-0154
To help institutions collect information on
undergraduate teaching
practices, the authors developed a new classroom
observation protocol known
as the Classroom Observation Protocol for
Undergraduate STEM (COPUS). This
protocol allows college science, technology,
engineering, and mathematics
faculty, after a short training period, to
reliably characterize how
faculty and students are spending their time in
class.
Development of the Biology Card Sorting
Task to Measure Conceptual
Expertise in Biology
Julia I. Smith, Elijah D. Combs, Paul H.
Nagami, Valerie M. Alto, Henry
G. Goh, Muryam A. A. Gourdet,
Christina M. Hough, Ashley E. Nickell,
Adrian G. Peer, John D. Coley, and
Kimberly D. Tanner
CBE Life Sci Educ December 2, 2013
12:628-644; doi:10.1187/cbe.13-05-0096
The authors present the development of a novel
assessment tool, the Biology
Card Sorting Task, designed to probe how
individuals organize their
conceptual knowledge of biology. Results suggest
that the task is robust in
distinguishing populations of biology experts
and novices and represents a
useful tool for probing emerging biology
conceptual expertise.
Understanding Clicker Discussions: Student
Reasoning and the Impact of
Instructional Cues
Jennifer K. Knight, Sarah B. Wise, and
Katelyn M. Southard
CBE Life Sci Educ December 2, 2013
12:645-654; doi:10.1187/cbe.13-05-0090
This paper characterizes in-class discussion of
clicker questions among
upper-level biology majors, demonstrating that
students exchanged ideas in
75% of the recorded clicker discussions, using
high-quality reasoning
almost 50% of the time. In addition, when cued
by the instructor to use
reasoning, they engaged in higher-quality
discussions.
Development of a Meiosis Concept Inventory
Pamela Kalas, Angie O’Neill, Carol
Pollock, and Gülnur Birol
CBE Life Sci Educ December 2, 2013
12:655-664; doi:10.1187/cbe.12-10-0174
A 17-question Meiosis Concept Inventory (Meiosis
CI) was designed,
developed, and validated to diagnose student
misconceptions on meiosis, a
fundamental concept in genetics. The Meiosis CI
targets large introductory
biology and genetics courses.
The EvoDevoCI: A Concept Inventory for
Gauging Students’ Understanding of
Evolutionary Developmental Biology
Kathryn E. Perez, Anna Hiatt, Gregory K.
Davis, Caleb Trujillo, Donald P.
French, Mark Terry, and Rebecca M. Price
CBE Life Sci Educ December 2, 2013
12:665-675; doi:10.1187/cbe.13-04-0079
The authors present the development and
validation of the EvoDevoCI, a
concept inventory for evolutionary developmental
biology. This CI measures
student understanding of six core evolutionary
developmental biology
(evo-devo) concepts using four scenarios and 11
multiple-choice items, all
inspired by authentic scientific examples.
Distracters were designed to
represent the common conceptual difficulties
students have with each
evo-devo concept.
A Deliberate Practice Approach to Teaching
Phylogenetic Analysis
F. Collin Hobbs, Daniel J. Johnson, and
Katherine D. Kearns
CBE Life Sci Educ December 2, 2013
12:676-686; doi:10.1187/cbe-13-03-0046
The authors implemented a deliberate practice
approach to engage students
over the course of a semester in a series of
increasingly complex hands-on
tasks related to phylogenetic tree construction.
Final exam scores, pre-
and postconcept surveys, and student feedback
support that the approach
improved student comprehension of this difficult
subject.
Engagement and Skill Development in
Biology Students through Analysis of
Art
Liliana Milkova, Colette Crossman,
Stephanie Wiles, and Taylor Allen
CBE Life Sci Educ December 2, 2013
12:687-700; doi:10.1187/cbe.12-08-0114
This work describes implementation and
assessment of an art-based activity
that piques undergraduates' curiosity, broadens
the ways in which students
meaningfully engage with course content and
concepts related to human
biology, and develops aspects of students'
higher-level thinking skills,
such as analysis, synthesis, and evaluation.
Lessons Learned from Undergraduate Students
in Designing a Science-Based
Course in Bioethics
John D. Loike, Brittany S. Rush, Adam
Schweber, and Ruth L. Fischbach
CBE Life Sci Educ December 2, 2013
12:701-710; doi:10.1187/cbe.13-01-0012
We present an analysis of students' approaches
for identifying, resolving,
managing, and/or defusing bioethical issues as
applied in the design of a
science-based course in bioethics.
What Do I Want to Be with My PhD? The
Roles of Personal Values and
Structural Dynamics in Shaping the
Career Interests of Recent Biomedical
Science PhD Graduates
Kenneth D. Gibbs, Jr. and Kimberly A.
Griffin
CBE Life Sci Educ December 2, 2013
12:711-723; doi:10.1187/cbe.13-02-0021
This paper addresses the process of
career-interest formation as it relates
to faculty careers in a diverse cohort of 38
recent biomedical sciences PhD
graduates (including 23 women and 18
underrepresented minorities). The
authors show that personal values and structural
dynamics in the biomedical
workforce play strong roles in shaping career
interest.
Activation Energy
A Blog by Stefano Bertuzzi, Executive Director
of the ASCB
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