To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation.

Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing on students recruited from science classrooms. We analyzed the data using an inductive approach and found three main themes: (1) A wide variety of external factors impact students' decision to participate, including instructor characteristics and choices, peer influences, and course material characteristics; (2) Students weigh these factors in complex ways, and this internal calculus varies by student; and (3) Women put greater emphasis on fearing peer judgment, and men may be more motivated by course material considerations. Most of the external factors we identified as important for student participation have been described previously, and we validate that previous literature. We add to the literature by a more complex discussion of how students weigh these different factors and how complex the classroom ecosystem can be. We end by framing our results within the Expectancy Value Theory of motivation, discussing limitations, and providing implications for science college instructors to promote broad and equitable participation.

Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.

Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.

Examining the effects of early patient care and biomedical science integration on predoctoral dental student competence and confidence.

INTRODUCTION: Our study investigates early experiential learning as a method of curricular integration by allowing students to begin their clinical experience in the first year of the programme, as well as distributing biomedical classes throughout the predoctoral dental school curriculum. MATERIALS AND METHODS: This study utilises a quasi-experimental design with two different groups, Standard Curriculum Group and Integrated Curriculum Group, n = 87. Data were collected from 2017 to 2021. RESULTS: We found that, on average, it took 608 h less for the participants in an integrated curriculum group to reach clinical competence in comparison to peers who did not experience the same methods of integration in their programme. These data were collected through daily faculty evaluations of students' progression as well as participants' own self-assessment. Our results indicate that participants in the Integrated Curriculum Group also experienced a positive effect on their confidence in their ability to apply the biomedical sciences to patient care. DISCUSSION/CONCLUSION: Our findings demonstrate that predoctoral dental programmes may be able to bring about positive outcomes for students' clinical confidence and competence by providing patient care opportunities early in the programme and sequencing the biomedical sciences throughout the curriculum. As such, it appears that early experiential learning may be a viable option for curricular integration that can have a positive effect on both students' confidence in their clinical abilities and their progression to clinical competence.

Popular media and the bombardment of evolution misconceptions.

Background: Many students enter science classrooms with misconceptions about scientific principles. One of the most perceived controversial scientific principle for students is evolution. Students struggle to learn and accept evolution due to the many misconceptions students have interacted with before they enter a biology class. Evolution misconceptions come from many sources, such as religious beliefs, textbooks, and even unprepared educators. However, with students spending on average over seven hours a day viewing popular media, it is crucial to investigate further the accuracy of the portrayals of evolution in popular media. Results: We gathered data on the sources students saw evolution portrayed in popular media and determined what misconceptions were present in these popular media references. We found that 96% of the popular media references mentioned by students in our study inaccurately depicted evolution. The two most common misconceptions we observed in popular media were that evolution was depicted as a linear process and that individual organisms evolve instead of populations. Conclusion: Popular media does a poor job depicting evolution, which may be why many students are hesitant to learn evolution and overcome misconceptions. We suggest that these incorrect portrayals of evolution may provide an engaging way to teach correct evolutionary principles in the classroom.

An Instructor's Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom.

Indigenous students are underrepresented in science, and the exclusion of Indigenous knowledge from Western education may be a contributor. Recently, Indigenous and non-Indigenous researchers have called for a better integration of Indigenous knowledge systems into Western science. One suggestion from the literature is to integrate Traditional Ecological Knowledge (TEK), or the diverse intimate knowledges and practices that relate to the environment that are commonly held by Indigenous peoples around the world, into our classrooms. However, this approach can be daunting and unfamiliar for undergraduate biology instructors, and they may be hesitant to attempt to include TEK in their classrooms. In this essay, we summarize practical suggestions and caution from the literature on how to include TEK in biology courses for instructors who are interested in increasing Indigenous student belonging using this approach. Suggestions include exploring other ways of knowing, teaching holistically, establishing a classroom culture of respect, explicitly including TEK, consulting Indigenous experts, incorporating Indigenous languages, and using other evidence-based teaching practices. Implementing these practices in biology classrooms may be messy, but engaging in this difficult process is important as we strive for more inclusivity in biology education. We end the essay with suggestions for future research.

Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching.

Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.

Verbalized Studying and Elaborative Interrogation in the Virtual Classroom: Students with Social Anxiety Prefer Working Alone, but Working with a Peer Does Not Hurt Their Learning.

Due to public health measures enacted in response to the Covid-19 pandemic, educators and students alike have been suddenly thrust into the realm of online learning. To better understand how active and collaborative learning methods can apply to students studying in isolation, we compared the effects of two teach-and-question assignments: one that utilizes the active learning method of reciprocal peer tutoring and a solo version that requires individual verbalized studying and elaborative interrogation. We used a quasi-experimental design, with student participants enrolled in an online introductory human anatomy course. The first treatment group completed regular teach-and-question study assignments virtually with a peer, and the second treatment group completed the same assignment independently. We found no differences in exam scores between treatments, even for students with high social anxiety; however, student attitudes about the social versus individual assignment did differ for specific types of students. Students who reported experiencing high social anxiety preferred completing the active learning exercise by themselves, and students with low scientific reasoning ability preferred the partnered assignment. This research has potential implications for online classrooms. For instance, our results indicate that students who study independently, or in isolation, may have learning outcomes similar to those of students who study with a peer as long as they study actively. Because we found no negative impact on examination results, it also could be that virtually partnered or independent teach-and-question assignments could be helpful for instructors teaching large online classes to ensure all students are getting individualized feedback and attention.

Online Tools for Teaching Cancer Bioinformatics.

The rise of deep molecular characterization with omics data as a standard in biological sciences has highlighted a need for expanded instruction in bioinformatics curricula. Many large biology data sets are publicly available and offer an incredible opportunity for educators to help students explore biological phenomena with computational tools, including data manipulation, visualization, and statistical assessment. However, logistical barriers to data access and integration often complicate their use in undergraduate education. Here, we present a cancer bioinformatics module that is designed to overcome these barriers through six exercises containing authentic, biologically motivated computational exercises that demonstrate how modern omics data are used in precision oncology. Upper-division undergraduate students develop advanced Python programming and data analysis skills with real-world oncology data which integrates proteomics and genomics. The module is publicly available and open source at https://paynelab.github.io/biograder/bio462. These hands-on activities include explanatory text, code demonstrations, and practice problems and are ready to implement in bioinformatics courses.

The retention benefits of cumulative versus non-cumulative midterms in introductory biology may depend on students' reasoning skills.

Assessment has long played an important role as a measurement tool of student mastery over course content. However, testing has also been shown to be an effective learning tool. Cumulative testing, in which all material from the entire learning period is covered, has been assumed to be effective, yet few studies have explicitly tested its effectiveness compared to non-cumulative testing. Studies in psychology and mathematics courses suggest that cumulative final exams increase long-term retention of information, and cumulative testing during the semester can increase cumulative final exam performance and long-term retention. Because frequent testing has also been shown to increase student learning, the purpose of this quasi-experimental study is to investigate the effects of cumulative versus non-cumulative midterms on student learning in a course that uses frequent assessment. In this study, one section of an introductory biology course for non-majors was given seven cumulative midterms, with about half of the questions drawn from previous units and the rest covering the current unit. The other section was given seven non-cumulative midterms that focused on current material while other course characteristics were held constant. Student performance on a common, cumulative final exam and a retention exam five months later were compared. Midterm format had no effect on final exam performance, contradicting the few studies done in psychology and mathematics courses. Thus, there may be no additional benefit of cumulative testing if exams are given frequently. Cumulative midterms appeared to increase retention after five months, but only for students who entered the course with low reasoning skills. Interestingly, students with high reasoning skills appeared to retain more from the course if they were given non-cumulative midterms. Possible explanations and ideas for future research are discussed.

Examining the effects of cholesterol on model membranes at high temperatures: Laurdan and Patman see it differently.

At high temperature, the presence of cholesterol in phospholipid membranes alters the influence of membrane dipoles, including water molecules, on naphthalene-based fluorescent probes such as Laurdan and Patman (solvatochromism). Although both of these probes report identical changes to their emission spectra as a function of temperature in pure phosphatidylcholine bilayers, they differ in their response to cholesterol. Computer simulations of the spectra based on a simple model of solvatochromism indicated that the presence of cholesterol reduces the probability of bilayer dipole relaxation and also blunts the tendency of heat to enhance that probability. While the overall effect of cholesterol on membrane dipoles was detected identically by the two probes, Laurdan was influenced much more by the additional effect on temperature sensitivity than was Patman. A comparison of the fluorescence data with simulations using a coarse-grained bilayer model (de Meyer et al., 2010) suggested that these probes may be differentially sensitive to two closely related properties distinguishable in the presence of cholesterol. Specifically, Patman fluorescence correlated best with the average phospholipid acyl chain order. On the other hand, Laurdan fluorescence tracked more closely with the area per lipid molecule which, although affected generally by chain order, is also impacted by additional membrane-condensing effects of cholesterol. We postulate that this difference between Laurdan and Patman may be attributed to the bulkier charged headgroup of Patman which may cause the probe to preferentially locate in juxtaposition to the diminutive headgroup of cholesterol as the membrane condenses.

Using Backward Design in Education Research: A Research Methods Essay.

Education research within the STEM disciplines applies a scholarly approach to teaching and learning, with the intent of better understanding how people learn and of improving pedagogy at the undergraduate level. Most of the professionals practicing in this field have 'crossed over' from other disciplinary fields and thus have faced challenges in becoming experts in a new discipline. In this article, we offer a novel framework for approaching education research design called Backward Design in Education Research. It is patterned on backward curricular design and provides a three-step, systematic approach to designing education projects: 1) Define a research question that leads to a testable causal hypothesis based on a theoretical rationale; 2) Choose or design the assessment instruments to test the research hypothesis; and 3) Develop an experimental protocol that will be effective in testing the research hypothesis. This approach provides a systematic method to develop and carry out evidence-based research design.