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Direct linkMohammed, Tasneem F.; Nadile, Erika M.; Busch, Carly A.; Brister, Danielle; Brownell, Sara E.; Claiborne, Chade T.; Edwards, Baylee A.; Wolf, Joseph Gazing; Lunt, Curtis; Tran, Missy; Vargas, Cindy; Walker, Kobe M.; Warkina, Tamiru D.; Witt, Madison L.; Zheng, Yi; Cooper, Katelyn M. – CBE - Life Sciences Education, 2021
Anxiety is the top mental health concern for undergraduates. While researchers have identified ways that in-person science courses can affect anxiety, little is known about how online science courses affect anxiety. In this study, 2111 undergraduates at a large research-intensive institution completed survey questions about their anxiety in…
Descriptors: Class Size, Online Courses, Electronic Learning, Educational Environment
Schussler, Elisabeth E.; Weatherton, Maryrose; Chen Musgrove, Miranda M.; Brigati, Jennifer R.; England, Benjamin J. – CBE - Life Sciences Education, 2021
The use of active learning in the undergraduate biology classroom improves student learning and classroom equity, but its use can lead to student anxiety. Instructors can reduce student anxiety through practices that convey supportiveness and valuing of students. We collected students' ratings of their classroom anxiety and perceptions of their…
Descriptors: Student Attitudes, Undergraduate Students, Teacher Student Relationship, Helping Relationship
Victoria S. Farrar; Bianca-Yesenia Cruz Aguayo; Natalia Caporale – CBE - Life Sciences Education, 2023
Despite the existent gender parity in undergraduate biology degree attainment, gendered differences in outcomes are prevalent in introductory biology courses. Less is known about whether these disparities persist at the upper-division level, after most attrition is assumed to have occurred. Here, we report the consistent presence of gender equity…
Descriptors: Gender Differences, Achievement Gap, Biology, College Science
Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L. – CBE - Life Sciences Education, 2017
Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes.…
Descriptors: Biochemistry, Class Size, Multiple Choice Tests, College Science
Meaders, Clara L.; Toth, Emma S.; Lane, A. Kelly; Shuman, J. Kenny; Couch, Brian A.; Stains, Marilyne; Stetzer, MacKenzie R.; Vinson, Erin; Smith, Michelle K. – CBE - Life Sciences Education, 2019
The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course…
Descriptors: Undergraduate Students, Student Attitudes, Expectation, Educational Practices
Cash, Ceilidh Barlow; Letargo, Jessa; Graether, Steffen P.; Jacobs, Shoshanah R. – CBE - Life Sciences Education, 2017
Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with…
Descriptors: Large Group Instruction, Class Size, Biology, Teacher Attitudes
Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob – CBE - Life Sciences Education, 2017
While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive…
Descriptors: Science Instruction, Evidence Based Practice, Undergraduate Study, Science Departments
Cooper, Katelyn M.; Haney, Brian; Krieg, Anna; Brownell, Sara E. – CBE - Life Sciences Education, 2017
Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students…
Descriptors: College Science, Biology, Class Size, Teacher Student Relationship
Smith, Michelle K.; Vinson, Erin L.; Smith, Jeremy A.; Lewin, Justin D.; Stetzer, MacKenzie R. – CBE - Life Sciences Education, 2014
At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be…
Descriptors: STEM Education, Science Instruction, Teaching Methods, Science Teachers
Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill – CBE - Life Sciences Education, 2012
In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and…
Descriptors: Majors (Students), Class Size, Class Activities, Learning Activities
Creech, Leah Renee; Sweeder, Ryan D. – CBE - Life Sciences Education, 2012
This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her…
Descriptors: Academic Achievement, Majors (Students), Grade Point Average, Biochemistry
Moran, Jose M.; Gonzalez-Polo, Rosa A.; Soler, German; Fuentes, Jose M. – CBE - Life Sciences Education, 2006
This report describes a laboratory exercise that was incorporated into a Cell Biology and Molecular Biology advanced course. The exercise was made for a class size with eight students and was designed to reinforce the understanding of basic molecular biology techniques. Students used the techniques of reverse transcription and arginase activity…
Descriptors: Advanced Courses, Class Size, Cytology, Molecular Biology
