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Full-Text Articles in Science and Mathematics Education
Investigating The Influence Of Assessment Question Framing On Undergraduate Biology Student Preference And Affect, Jeremy L. Hsu, Noelle Clark, Kate Hill, Melissa Rowland-Goldsmith
Investigating The Influence Of Assessment Question Framing On Undergraduate Biology Student Preference And Affect, Jeremy L. Hsu, Noelle Clark, Kate Hill, Melissa Rowland-Goldsmith
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term “you”, placing the student in the experiment; another section received the same scenario that used classmate names; while a third section's scenario integrated counterstereotypical scientist names. Our results demonstrate …
Reading Primary Scientific Literature: Approaches For Teaching Students In The Undergraduate Stem Classroom, Lara K. Goudsouzian, Jeremy L. Hsu
Reading Primary Scientific Literature: Approaches For Teaching Students In The Undergraduate Stem Classroom, Lara K. Goudsouzian, Jeremy L. Hsu
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible …
Insight From Biology Program Learning Outcomes: Implications For Teaching, Learning, And Assessment, Noelle Clark, Jeremy L. Hsu
Insight From Biology Program Learning Outcomes: Implications For Teaching, Learning, And Assessment, Noelle Clark, Jeremy L. Hsu
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Learning goals and objectives are a key part of instruction, informing curricular design, assessment, and learning. These goals and objectives are also applied at the programmatic level, with program learning outcomes (PLOs) providing insight into the skills that undergraduate biology programs intend for their students to master. PLOs are mandated by all major higher education accreditation agencies and play integral roles in programmatic assessment. Despite their importance, however, there have not been any prior attempts to characterize PLOs across undergraduate biology programs in the United States. Our study reveals that many programs may not be using PLOs to communicate learning …