Other Life Sciences Commons^™

Cultivating Collaboration In Biomolviz: Key Attributes For Building A Stem Educator Community Of Practice, Pamela S. Mertz, Charmita Burch, Roderico Acevedo, Josh T. Beckham, Didem Vardar-Ulu, Kristin M. Fox, Lauren A. Genova, Rachel M. Mitton-Fry, Swati Agrawal, Daniel R. Dries, Kristen Procko

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

BioMolViz is an educational community of practice (CoP) focused on creating resources to improve biomolecular visual literacy instruction and assessment. The community of life science instructors developed in three phases, beginning with a small Core Team that emerged from a conference session and established the domain of interest for the CoP. In-person workshops, supported by short-term funding, drove the initial expansion of the community and the development of shared activities in Phase 2. This CoP was sustained through intentional choices about how members interact, collaborate, and share work. As the community matured in Phase 3, it was supported by longer-term …

Surveying First-Year Stem Students’ Self-Reported Knowledge, Skills, And Attitudes Towards Teamwork, Gregory R. Goldsmith, Camilla Acosta

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The ability to work in a team is cited as a key outcome for many undergraduate Science, Technology, Engineering, and Mathematics (STEM) programs, both as a method for improving learning and as a highly desired trait for employers. Despite a growing focus on teamwork, our ability to design appropriate teamwork curriculum is limited by our poor understanding of what students arriving at university know about teamwork, what teamwork skills they consider themselves to possess, and their attitudes towards teamwork. We delivered a mixed-methods survey to first-year STEM undergraduate students (n = 205) to benchmark knowledge, skills and attitudes towards …

Using “You” As A Subject In Biology Assessment Questions: Examining Student Preferences For Second-Person Framing, Noelle Clark, Kate Hill, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

In college biology courses, exams and quizzes are often used to assess students’ knowledge and performance. Since assessments are a crucial part of biology classes, there has been a wide range of work examining how assessment questions are written, revealing that small changes in how such questions are worded may have large impacts on students’ reading comprehension and performance. One aspect that instructors consider when writing a question is subject framing, i.e., which individual, if any, is being placed as the focal point of the question. In this study, we focus on the following subject framings, an authentic scientist, a …

A Distributed Model For Undergraduate Education In Environmental Remote Sensing: Increased Student Interest In Science And Sense Of Science Identity And Belonging, Gregory R. Goldsmith, Monae Verbeke, Jeremy Forsythe, Joshua B. Fisher

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

"We present results from a new open-access course in satellite remote sensing of the environment that uses evidence-based, active learning pedagogy to train the next generation of interdisciplinary scientists The course, called Observing Earth from Above, teaches students how to access, visualize, and communicate satellite remote sensing data from NASA’s ECOSTRESS instrument to address a variety of environmental challenges. The resources focus on follow-along tutorials for students and also include recorded lectures and interviews with remote sensing scientists."

A Guided Ungrading Example For Independent Research Projects In An Upper-Division Ecosystem Ecology Stem Course, Christine S. O'Connell

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Ungrading is a pedagogical approach that, in some iterations, emphasizes formative feedback and student self-assessment over traditional point-based grading. While increasingly popular in the humanities and social sciences, ungrading remains uncommon in STEM courses, particularly those that are content-intensive. This article presents a structured example of ungrading implemented in an upper-division ecosystem ecology course through a 7-week independent research project. Students used public or previously collected ecological data to investigate a scientific question, culminating in a short-format, manuscript-style research paper and a 10 min oral presentation. The project was scaffolded with multiple checkpoints, including structured reflections, peer review, and instructor …

“Asking For Help Feels Like A Weakness”: Factors Shaping First-Year Students’ Expectations Of Stem Course Office Hours, Jeremy L. Hsu, Grace Holick, Rebecca M. Green, Elaine Benaksas Schwartz, Melissa Rowland-Goldsmith

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Background

Office hours are one of the most ubiquitous resources for students in STEM courses. However, there has been only limited work examining what students think of STEM course office hours, and we are not aware of any past work that has examined (1) how students perceive STEM course office hours upon entering college, and (2) how these perceptions change over time and the factors that shape these perceptions and expectations of what will occur in office hours. Here, we utilize a longitudinal series of surveys to capture first-year students’ perceptions and expectancies for office hours at the beginning of …

Factors Influencing Student Motivations And Experiences In Stem Course Office Hours, Gabriella R. Dauber, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Office hours are a part of nearly all science, technology, engineering, and mathematics (STEM) courses, with many academic and affective benefits for students who attend. However, despite their ubiquity, there has only been limited past work examining the sources of knowledge students draw from to shape their perceptions of office hours, as well as the factors that influence students' experiences in STEM course office hours. Here, we conducted semistructured interviews with 20 students enrolled in an introductory STEM course to investigate what motivates students to attend STEM course office hours, the factors that shape their experiences in office hours, and …

Investigating Student Noticing Of Quantitative Reasoning In Introductory Biology Labs, Jeremy L. Hsu, Sara Gartland, Joelle Prate, Charles Hohensee

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Quantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data influences how they process this information and connect it with other events to form new conceptions. Students must mentally isolate given features, create mental records of those features, and identify features or objects that they connect to existing knowledge. Identifying these features or objects is thus critical since they …

Charting A New Vision: Lessons On Vision & Change From A Network Of Biology Educators, Jeremy L. Hsu, Anjali Misra, Michael J. Wolyniak, Carlos C. Goller, Stephanie Mathews, Uma Swamy, Dina L. Newman, Michael E. Moore

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The 2011 Vision & Change report outlined several recommendations for transforming undergraduate biology education, sparking multiple pedagogical reform efforts. Among these was the Promoting Active Learning and Mentoring (PALM) network, an NSF-funded program that provided mentorship and training to instructors on implementing active learning in the classroom. Here, we provide a perspective on how members of the biology education community in PALM view the recommendations of Vision & Change, drawing upon our experiences both as members of PALM and as leaders of an associated project funded by another NSF grant that hosted PALM alumni at various conferences. These efforts …

Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research, Richelle L. Tanner, Nicholas P. Burnett, Emily E. King, Anne E. Todgham

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational “soft” …

Exploring The Journey Of Stem Faculty Into Justice-Centered Pedagogy, Desiree Forsythe, Bryan Dewsbury, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time. Here, we draw upon critical race theory and critical white studies to investigate what events or life experiences influence STEM instructors to understand the …

Private Management Of African Protected Areas Improves Wildlife And Tourism Outcomes But With Security Concerns In Conflict Regions, Sean Denny, Gabriel Englander, Patrick Hunnicutt

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Protected areas can conserve wildlife and benefit people when managed effectively. African governments increasingly delegate the management of protected areas to private, nongovernmental organizations, hoping that private organizations’ significant resources and technical capacities actualize protected areas’ potential. Does private sector management improve outcomes compared to a counterfactual of government management? We leverage the transfer of management authority from governments to African Parks (AP)—the largest private manager of protected areas in Africa—to show that private management significantly improves wildlife outcomes via reduced elephant poaching and increased bird abundances. Our results also suggest that AP’s management augments tourism, while the effect on …

Climate Change-Associated Declines In Water Clarity Impair Feeding By Common Loons, Walter H. Piper, Max R. Glines, Kevin C. Rose

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Climate change has myriad impacts on ecosystems, but the mechanisms by which it affects individual species can be difficult to pinpoint. One strategy to discover such mechanisms is to identify a specific ecological factor related to survival or reproduction and determine how that factor is affected by climate. Here we used Landsat imagery to calculate water clarity for 127 lakes in northern Wisconsin from 1995 to 2021 and thus investigate the effect of clarity on the body condition of an aquatic visual predator, the common loon (Gavia immer). In addition, we examined rainfall and temperature as potential predictors …

Overcoming The Barriers To Teaching Teamwork To Undergraduates In Stem, Gregory R. Goldsmith, Miranda L. Aiken, Hector M. Camarillo-Abad, Kamal Diki, Daniel L. Gardner, Mario Stipčić, Javier F. Espeleta

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, …

Variations In Student Approaches To Problem Solving In Undergraduate Biology Education, Jeremy L. Hsu, Rou-Jia Sung, Su L. Swarat, Alexandra J. Gore, Stephanie Kim, Stanley M. Lo

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three …

Science Communication Training Imparts Confidence And Influences Public Engagement Activity, Christina M. Swords, Jerlym S. Porter, Amy J. Hawkins, Edwin Li, Melissa Rowland-Goldsmith, Matthew D. Koci, John F. Tansey, Nicole C. Woitowich

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology …

Ecological Protection Alone Is Not Enough To Conserve Ecosystem Carbon Storage: Evidence From Guangdong, China, Lihan Cui, Wenwen Tang, Sheng Zheng, Ramesh P. Singh

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The increase in atmospheric CO₂ caused by land use and land cover change (LUCC) is one of the drivers of the global climate. As one of the most typical high-urbanization areas, the ecological conflicts occurring in Guangdong Province warrant urgent attention. A growing body of evidence suggests LUCC could guide the future ecosystem carbon storage, but most LUCC simulations are simply based on model results without full consistency with the actual situation. Fully combined with the territorial spatial planning project and based on the land use pattern in 2010 and 2020, we have used the Markov and Patch-generating Land …

Student Motivations And Barriers Toward Online And In-Person Office Hours In Stem Courses, Jeremy L. Hsu, Melissa Rowland-Goldsmith, Elaine Benaksas Schwartz

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Office hours are one of the most common support mechanisms found in courses. Despite the prevalence of office hours in life sciences classes, there has been little investigation of how science, technology, engineering, and math (STEM) students perceive office hours, particularly at non–research intensive universities or other institutions where a majority of students attend office hours. We surveyed more than 500 students, representing most life sciences majors at a comprehensive university, to investigate their motivations and barriers for attending office hours. We then compared instructors’ perceptions to students’ conceptions of office hours. We identified key themes in student and instructor …

Open Source Solutions In Experimental Design: An Introduction To The Symposium, Richelle L. Tanner, Kirt L. Onthank

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The Open Science movement has increased dramatically in popularity with deserved calls to action around transparency, access to resources, and inclusion in our field. However, its practical applications within experimental design have been slow to uptake, with researchers unsure where to even start with the dizzying array of open source hardware and software solutions available. The perceived time investment and unknown cost, especially in implementing open source hardware, has stagnated the implementation of inexpensive experimental solutions, but we sought to increase awareness to lower the barrier to participation in this space. While there are countless technical and financial advantages to …

Virtual Expeditions Facilitated By Open Source Solutions Broaden Student Participation In Natural History Research, Richelle L. Tanner, Talia Y. Moore

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

From its genesis in the Victorian era as an activity for the elite to today's emphasis on “Big Data” and continuous monitoring, natural history has a prominent role in scientific discoveries for many fields. However, participation in field expeditions is limited by funding, space, accessibility, and safety constraints. Others have detailed the active exclusion of minoritized groups from field expeditions and harm/discrimination faced by the few who do participate, but we provide one solution to broaden opportunities for participation in natural history: Virtual Expeditions. Virtual Expeditions are broadly defined as open source, web-facilitated research activities designed to analyze bulk-collected digital …

A Push For Inclusive Data Collection In Stem Organizations, Nicholas P. Burnett, Alyssa M. Hernandez, Emily E. King, Richelle L. Tanner, Kathryn Wilsterman

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Professional organizations in STEM (science, technology, engineering, and mathematics) can use demographic data to quantify recruitment and retention (R&R) of underrepresented groups within their memberships. However, variation in the types of demographic data collected can influence the targeting and perceived impacts of R&R efforts - e.g., giving false signals of R&R for some groups. We obtained demographic surveys from 73 U.S.-affiliated STEM organizations, collectively representing 712,000 members and conference-attendees. We found large differences in the demographic categories surveyed (e.g., disability status, sexual orientation) and the available response options. These discrepancies indicate a lack of consensus regarding the demographic groups that …

Emory-Tibet Science Initiative: Changes In Monastic Science Learning Motivation And Engagement During A Six-Year Curriculum, Kelsey M. Gray, Cindy Achat-Mendes, Ann Cale Kruger, Tashi Lhamo, Rinchen Wangyal, Gelek Gyatso, Carol M. Worthman

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related …

Sickness Behaviors Across Vertebrate Taxa: Proximate And Ultimate Mechanisms, Patricia C. Lopes, Susannah S. French, Douglas C. Woodhams, Sandra A. Binning

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

There is nothing like a pandemic to get the world thinking about how infectious diseases affect individual behavior. In this respect, sick animals can behave in ways that are dramatically different from healthy animals: altered social interactions and changes to patterns of eating and drinking are all hallmarks of sickness. As a result, behavioral changes associated with inflammatory responses (i.e. sickness behaviors) have important implications for disease spread by affecting contacts with others and with common resources, including water and/or sleeping sites. In this Review, we summarize the behavioral modifications, including changes to thermoregulatory behaviors, known to occur in vertebrates …

The Best Predictions In Experimental Biology Are Critical And Persuasive, Douglas S. Fudge, Andy J. Turko

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

A powerful way to evaluate scientific explanations (hypotheses) is to test the predictions that they make. In this way, predictions serve as an important bridge between abstract hypotheses and concrete experiments. Experimental biologists, however, generally receive little guidance on how to generate quality predictions. Here, we identify two important components of good predictions – criticality and persuasiveness – which relate to the ability of a prediction (and the experiment it implies) to disprove a hypothesis or to convince a skeptic that the hypothesis has merit. Using a detailed example, we demonstrate how striving for predictions that are both critical and …

Seasonal Origins Of Soil Water Used By Trees, Scott T. Allen, James W. Kirchner, Sabine Braun, Rolf T. W. Siegwolf, Gregory R. Goldsmith

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Rain recharges soil water storages and either percolates downward into aquifers and streams or is returned to the atmosphere through evapotranspiration. Although it is commonly assumed that summer rainfall recharges plant-available water during the growing season, the seasonal origins of water used by plants have not been systematically explored. We characterize the seasonal origins of waters in soils and trees by comparing their midsummer isotopic signatures (δ2H) to seasonal isotopic cycles in precipitation, using a new seasonal origin index. Across 182 Swiss forest sites, xylem water isotopic signatures show that summer rain was not the predominant water source …

Phylogenetic And Biogeographic Controls Of Plant Nighttime Stomatal Conductance, Kailiang Yu, Gregory R. Goldsmith, Yujie Wang, William R. L. Anderegg

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The widely documented phenomenon of nighttime stomatal conductance (g_sn) could lead to substantial water loss with no carbon gain, and thus it remains unclear whether nighttime stomatal conductance confers a functional advantage. Given that studies of g_sn have focused on controlled environments or small numbers of species in natural environments, a broad phylogenetic and biogeographic context could provide insights into potential adaptive benefits of g_sn.

We measured g_sn on a diverse suite of species (n = 73) across various functional groups and climates‐of‐origin in a common garden to study the phylogenetic and biogeographic/climatic controls …

Concept Inventories As A Resource For Teaching Evolution, Robert E. Furrow, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Understanding evolution is critical to learning biology, but few college instructors take advantage of the body of peer-reviewed literature that can inform evolution teaching and assessment. Here we summarize the peer-reviewed papers on tools to assess student learning of evolutionary concepts. These published concept inventories provide a resource for instructors to design courses, gauge student preparation, identify key misconceptions in their student population, and measure the impact of a lesson, course, or broader curriculum on student learning. Because these inventories vary in their format, target audience, and degree of validation, we outline and explain these features. In addition to summarizing …

Emptying And Refilling Of Slime Glands In Atlantic (Myxine Glutinosa) And Pacific (Eptatretus Stoutii) Hagfishes, Sarah Schorno, Todd E. Gillis, Douglas S. Fudge

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Hagfishes are known for their unique defensive slime, which they use toward off gill-breathing predators. Although much is known about the slime cells (gland thread cells and gland mucous cells), little is known about how long slime gland refilling takes, or how slime composition changes with refilling or repeated stimulation of the same gland. Slime glands can be individually electrostimulated to release slime, and this technique was used to measure slime gland refilling times for Atlantic and Pacific hagfish. The amount of exudate produced, the composition of the exudate and the morphometrics of slime cells were analyzed during refilling, and …

Automating Data Analysis For Two-Dimensional Gas Chromatography/Time-Of-Flight Mass Spectrometry Non-Targeted Analysis Of Comparative Samples, Ivan A. Titaley, O. Maduka Ogba, Leah Chibwe, Eunha Hoh, Paul H.-Y. Cheong, Staci L. Massey Simonich

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Non-targeted analysis of environmental samples, using comprehensive two‐dimensional gas chromatography coupled with time-of-flight mass spectrometry (GC × GC/ToF-MS), poses significant data analysis challenges due to the large number of possible analytes. Non-targeted data analysis of complex mixtures is prone to human bias and is laborious, particularly for comparative environmental samples such as contaminated soil pre- and post-bioremediation. To address this research bottleneck, we developed OCTpy, a Python™ script that acts as a data reduction filter to automate GC × GC/ToF-MS data analysis from LECO^® ChromaTOF^® software and facilitates selection of analytes of interest based on peak area …

No Evidence For Trace Metal Limitation On Anaerobic Carbon Mineralization In Three Peatland Soils, Jason K. Keller, Jillian Wade

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Peatlands store roughly one-third of the terrestrial soil carbon and release the potent greenhouse gas methane (CH₄) to the atmosphere, making these wetlands among the most important ecosystems in the global carbon cycle. Despite their importance, the controls of anaerobic decomposition of organic matter to carbon dioxide (CO₂) and CH₄ within peatlands are not well understood. It is known, however, that the enzymes responsible for CH₄ production require cobalt, iron and nickel, and there is a growing appreciation for the potential role of trace metal limitation in anaerobic decomposition. To explore the possibility of …