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Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
Primary Literature Across The Undergraduate Curriculum: Teaching Science Process Skills And Content, Emily S.J. Rauschert, Joseph Dauer, Jennifer L. Momsen, Ariana Sutton-Grier
Primary Literature Across The Undergraduate Curriculum: Teaching Science Process Skills And Content, Emily S.J. Rauschert, Joseph Dauer, Jennifer L. Momsen, Ariana Sutton-Grier
Biological, Geological, and Environmental Faculty Publications
No abstract provided.
Peer Review In An Undergraduate Biology Curriculum: Effects On Students’ Scientific Reasoning, Writing And Attitudes, Briana Timmerman
Peer Review In An Undergraduate Biology Curriculum: Effects On Students’ Scientific Reasoning, Writing And Attitudes, Briana Timmerman
Briana Eileen Timmerman
Scientific reasoning and writing skills are ubiquitous processes in science and therefore common goals of science curricula, particularly in higher education. Providing the individualized feedback necessary for the development of these skills is often costly in terms of faculty time, particularly in large science courses common at research universities. Past educational research literature suggests that the use of peer review may accelerate students’ scientific reasoning skills without a concurrent demand on faculty time per student. Peer review contains many elements of effective pedagogy such as peer-peer collaboration, repeated practice at evaluation and critical thinking, formative feedback, multiple contrasting examples, and …
Mapping Nest Success In Migrating Birds, Daniel Bisaccio
Mapping Nest Success In Migrating Birds, Daniel Bisaccio
Science and Engineering Saturday Seminars
Does habitat size, fragmented forests, or “the edge effect” impact nest success of migrating / resident birds?
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
Faculty Publications
A common complaint among instructors of introductory biology courses is the course covers too much material. Without a national consensus specifying which topics are essential, instructors are leery of excluding material. A survey was administered to Two-Year College and Four-Year College and University section members of the National Association of Biology Teachers (NABT) to identify the topics and skills college and university biology instructors believe students completing introductory biology should know and comprehend. Analysis identified a strong consensus for twenty topics and seven skills that should be included in all year-long introductory college biology course sequences for majors.