Measuring undergraduates' understanding of the culture of scientific research as an outcome variable in research on CUREs.

Researchers who work on course-based undergraduate research experiences (CUREs) and issues related to science, technology, engineering, and math (STEM) retention have begun exploring changes in student thinking about what it means to be a scientist. To support this effort, we developed rubrics to score answers to three open-response prompts: What does it mean to think like a scientist? What does it mean to do science? and Did you do real research in your coursename labs? The rubric development process was iterative and was based on input from the literature, experienced researchers, and early-career undergraduates. A post hoc analysis showed that the rubric elements map to 27 of 31 statements in the Culture of Scientific Research (CSR) framework, suggesting that scored responses to the three prompts can assess how well students understand what being a science professional entails. Scores on responses from over 400 students who were starting an introductory biology course for majors furnish baseline data from the rubrics and suggest that (i) undergraduates at this level have, as expected, a novice-level understanding of CSR, and (ii) level of understanding in novice students does not vary as a function of demography or academic preparation. Researchers and instructors are encouraged to add CSR to their list of learning objectives for CUREs and consider assessing it using the rubrics provided here.

Assessing Community College Biology Student Perceptions of Being Called on in Class.

Random call has been proposed as an inclusive and equitable practice that engages students in learning. However, this inclusion may come with a cost. In some contexts, students experience anxiety and distress when being called on. Recently, focus has shifted to critical components of random call that may mitigate this cost. We examined how community college (CC) students perceive being called on by addressing 1) benefits that help their learning and 2) characterizing the anxiety students experience through this practice. To do this, we surveyed students in six biology courses taught by six faculty members over six academic quarters. We analyzed survey responses from 383 unique students (520 total responses) using mixed methods. Qualitative responses were coded and consensus codes revealed that students saw benefits to being called on, including paying attention and coming prepared. Qualitative codes also revealed different types of anxiety, both distress and eustress. Analysis of Likert scale survey data revealed perceptions of increased student interaction with their peers in warm random call classes. Furthermore, warm random call may increase participation in class discussions, and it is not correlated with increased extreme anxiety. These data suggest warm random call used in smaller, community college classes, may contribute to students' positive perceptions of being called on.

Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.

Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning outcomes using a pre/postassessment as well as two-stage exams. Attitudes towards working in groups were measured using a previously published pre/post survey and an exit survey. We found that students in large groups did better on group exams and large groups had higher highest scores on the individual part of two-stage exams. Group size had no effect on students' postassessment scores or attitudes towards working in groups. We next assigned students to permanent or nonpermanent groups. We used the same metrics as the group size experiment. Students in permanent groups had higher group exam scores and better attitudes towards working in groups. Group permanence had no effect on students' postassessment scores. Students preferred working in permanent groups due to positive group interactions that developed over the quarter. Optimal group size and permanence are likely context-specific and dependent on the types of group work used in class.

A CURE on the Evolution of Antibiotic Resistance in Escherichia coli Improves Student Conceptual Understanding.

We developed labs on the evolution of antibiotic resistance to assess the costs and benefits of replacing traditional laboratory exercises in an introductory biology course for majors with a course-based undergraduate research experience (CURE). To assess whether participating in the CURE imposed a cost in terms of exam performance, we implemented a quasi-experiment in which four lab sections in the same term of the same course did the CURE labs, while all other students did traditional labs. To assess whether participating in the CURE impacted other aspects of student learning, we implemented a second quasi-experiment in which all students either did traditional labs over a two-quarter sequence or did CURE labs over a two-quarter sequence. Data from the first experiment showed minimal impact on CURE students' exam scores, while data from the second experiment showed that CURE students demonstrated a better understanding of the culture of scientific research and a more expert-like understanding of evolution by natural selection. We did not find disproportionate costs or benefits for CURE students from groups that are minoritized in science, technology, engineering, and mathematics.

Assessing how well students understand the molecular basis of evolution by natural selection.

Researchers have called for undergraduate courses to update teaching frameworks based on the Modern Synthesis with insights from molecular biology, by stressing the molecular underpinnings of variation and adaptation. To support this goal, we developed a modified version of the widely used Assessing Conceptual Reasoning of Natural Selection (ACORNS) instrument. The expanded tool, called the E-ACORNS, is explicitly designed to test student understanding of the connections among genotypes, phenotypes, and fitness. E-ACORNS comprises a slight modification to the ACORNS open-response prompts and a new scoring rubric. The rubric is based on five core concepts in evolution by natural selection, with each concept broken into elements at the novice, intermediate, and expert-level understanding. Initial tests of the E-ACORNS showed that (1) upper-level undergraduates can score responses reliably and quickly, and (2) students who were just starting an introductory biology series for majors do not yet grasp the molecular basis of phenotypic variation and its connection to fitness.

Increased Pass Rates in Introductory Biology: Benefits and Potential Costs of Implementing a Mathematics Prerequisite in a Community College Setting.

We explored the impacts of a mathematics prerequisite on student success in Introductory Biology, focusing on students historically underserved in science, technology, engineering, and mathematics (STEM). Specifically, we studied Introductory Biology student outcomes 5 years before and 6 years after adding the prerequisite. Students who had not previously passed Intermediate Algebra had a 54.91% chance of passing Introductory Biology, compared with a ​​69.25% chance for students who had passed this math course. Furthermore, we found a disproportionate benefit of passing the math course for Pell Grant recipients. When considering pre- versus post-prerequisite terms of Introductory Biology, we found pass rates were significantly higher after the mathematics prerequisite was required, but grades were not. After the mathematics prerequisite, enrollments in Introductory Biology temporarily decreased in comparison to a similar chemistry course and the college's overall enrollments, a potential cost to students. Pell Grant recipients and women took Introductory Biology at the same rate as before, and contrary to our hypothesis, we saw the proportion of persons excluded due to ethnicity or race (PEER) students enrolled in Introductory Biology was higher after the implementation. This study provides a model for assessing prerequisites in a local context and contributes evidence that mathematical prerequisites can benefit students.

MeadoWatch: a long-term community-science database of wildflower phenology in Mount Rainier National Park.

We present a long-term and high-resolution phenological dataset from 17 wildflower species collected in Mt. Rainier National Park, as part of the MeadoWatch (MW) community science project. Since 2013, 457 unique volunteers and scientists have gathered data on the timing of four key reproductive phenophases (budding, flowering, fruiting, and seeding) in 28 plots over two elevational gradients alongside popular park trails. Trained volunteers (87.2%) and University of  Washington scientists (12.8%) collected data 3-9 times/week during the growing season, using a standardized method. Taxonomic assessments were highly consistent between scientists and volunteers, with high accuracy and specificity across phenophases and species. Sensitivity, on the other hand, was lower than accuracy and specificity, suggesting that a few species might be challenging to reliably identify in community-science projects. Up to date, the MW database includes 42,000+ individual phenological observations from 17 species, between 2013 and 2019. However, MW is a living dataset that will be updated through continued contributions by volunteers, and made available for its use by the wider ecological community.

Reframing Educational Outcomes: Moving beyond Achievement Gaps.

The term "achievement gap" has a negative and racialized history, and using the term reinforces a deficit mindset that is ingrained in U.S. educational systems. In this essay, we review the literature that demonstrates why "achievement gap" reflects deficit thinking. We explain why biology education researchers should avoid using the phrase and also caution that changing vocabulary alone will not suffice. Instead, we suggest that researchers explicitly apply frameworks that are supportive, name racially systemic inequities and embrace student identity. We review four such frameworks-opportunity gaps, educational debt, community cultural wealth, and ethics of care-and reinterpret salient examples from biology education research as an example of each framework. Although not exhaustive, these descriptions form a starting place for biology education researchers to explicitly name systems-level and asset-based frameworks as they work to end educational inequities.

Using the Intended-Enacted-Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses.

One critical step in the challenging process of curricular reform is determining how closely a curriculum aligns with national recommendations. Here, we examine the alignment of teaching, assessment, and student experience in undergraduate biology courses with the Vision and Change core competency recommendations. We applied the intended-enacted-experienced curriculum model to obtain a more complete, multiperspective view of the curriculum. First, we developed and piloted the BioSkills Curriculum Survey with more than 100 biology instructors across five institutions. Using multilevel logistic regression modeling of the survey data, we found that instructors were equally likely to report teaching all competencies; however, they reported assessing some competencies more than others. After adding course characteristics to our model, we found that the likelihood of teaching certain competencies depended on course type. Next, we analyzed class materials and student perceptions of instruction in 10 biology courses in one department. Within this smaller sample, we found that instructors messaged a narrower range of competency learning outcomes on their syllabi than they reported teaching on the survey. Finally, modeling revealed that inclusion of an outcome on assessments, but not syllabi, increased the likelihood that students and their instructor agreed whether it was taught.

Early snowmelt and warmer, drier summers shrink postflowering transition times in subalpine wildflowers.

Plant reproductive phenology-the timing of reproduction-is shifting rapidly with global climate change. Many studies focus on flowering responses to climate, but few investigate how postflowering processes, such as how quickly plants develop from flowering to seed dispersal, respond to environmental factors. We examined the climatic drivers of postflowering phenology in 28 species of western North American subalpine meadow plants over large spatial and temporal climate gradients. We took a Bayesian hierarchical approach to address whether and how climate influences the time it takes for wildflower populations to transition from flower to seed. Our previous work on the same species demonstrated that the initiation of flowering depends on snowmelt timing, with warmer temperatures and soil moisture also playing a role. Here, we found that for the majority of the flowering community, the same climate drivers also affected the time it takes to move from flowering to seed dispersal. Climate-sensitive species shortened flower-seed transitions when snow melted earlier, temperatures were warmer, and/or soil dried down more quickly-conditions we expect with higher frequency under climate change. Our work underscores the fact that predicting the impact of climate change on plant reproductive phenology demands empirical data on phases beyond flowering. Additionally, it suggests that some species face a future in which multiple environmental factors will push them towards more rapid transitions from flowering to postflowering phases, with potential effects on plants themselves and the many animal associates that rely on them, including frugivores and seed predators.

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math.

We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted a comprehensive search for both published and unpublished studies that compared the performance of underrepresented students to their overrepresented classmates in active-learning and traditional-lecturing treatments. This search resulted in data on student examination scores from 15 studies (9,238 total students) and data on student failure rates from 26 studies (44,606 total students). Bayesian regression analyses showed that on average, active learning reduced achievement gaps in examination scores by 33% and narrowed gaps in passing rates by 45%. The reported proportion of time that students spend on in-class activities was important, as only classes that implemented high-intensity active learning narrowed achievement gaps. Sensitivity analyses showed that the conclusions are robust to sampling bias and other issues. To explain the extensive variation in efficacy observed among studies, we propose the heads-and-hearts hypothesis, which holds that meaningful reductions in achievement gaps only occur when course designs combine deliberate practice with inclusive teaching. Our results support calls to replace traditional lecturing with evidence-based, active-learning course designs across the STEM disciplines and suggest that innovations in instructional strategies can increase equity in higher education.

Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research.

Discipline-based education researchers have a natural laboratory-classrooms, programs, colleges, and universities. Studies that administer treatments to multiple sections, in multiple years, or at multiple institutions are particularly compelling for two reasons: first, the sample sizes increase, and second, the implementation of the treatments can be intentionally designed and carefully monitored, potentially negating the need for additional control variables. However, when studies are implemented in this way, the observations on students are not completely independent; rather, students are clustered in sections, terms, years, or other factors. Here, I demonstrate why this clustering can be problematic in regression analysis. Fortunately, nonindependence of sampling can often be accounted for with random effects in multilevel regression models. Using several examples, including an extended example with R code, this paper illustrates why and how to implement random effects in multilevel modeling. It also provides resources to promote implementation of analyses that control for the nonindependence inherent in many quasi-random sampling designs.

Climate drives phenological reassembly of a mountain wildflower meadow community.

Spatial community reassembly driven by changes in species abundances or habitat occupancy is a well-documented response to anthropogenic global change, but communities can also reassemble temporally if the environment drives differential shifts in the timing of life events across community members. Much like spatial community reassembly, temporal reassembly could be particularly important when critical species interactions are temporally concentrated (e.g., plant-pollinator dynamics during flowering). Previous studies have documented species-specific shifts in phenology driven by climate change, implying that temporal reassembly, a process we term "phenological reassembly," is likely. However, few studies have documented changes in the temporal co-occurrence of community members driven by environmental change, likely because few datasets of entire communities exist. We addressed this gap by quantifying the relationship between flowering phenology and climate for 48 co-occurring subalpine wildflower species at Mount Rainier (Washington, USA) in a large network of plots distributed across Mt. Rainier's steep environmental gradients; large spatio-temporal variability in climate over the 6 yr of our study (including the earliest and latest snowmelt year on record) provided robust estimates of climate-phenology relationships for individual species. We used these relationships to examine changes to community co-flowering composition driven by 'climate change analog' conditions experienced at our sites in 2015. We found that both the timing and duration of flowering of focal species was strongly sensitive to multiple climatic factors (snowmelt, temperature, and soil moisture). Some consistent responses emerged, including earlier snowmelt and warmer growing seasons driving flowering phenology earlier for all focal species. However, variation among species in their phenological sensitivities to these climate drivers was large enough that phenological reassembly occurred in the climate change analog conditions of 2015. An unexpected driver of phenological reassembly was fine-scale variation in the direction and magnitude of climatic change, causing phenological reassembly to be most apparent early and late in the season and in topographic locations where snow duration was shortest (i.e., at low elevations and on ridges in the landscape). Because phenological reassembly may have implications for many types of ecological interactions, failing to monitor community-level repercussions of species-specific phenological shifts could underestimate climate change impacts.

Student perception of group dynamics predicts individual performance: Comfort and equity matter.

Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one individual. To explore how group dynamics impact student learning, we asked students in a large-enrollment university biology class to self-report their experience during in-class group work. Specifically, we asked students whether there was a friend in their group, whether they were comfortable in their group, and whether someone dominated their group. Surveys were administered after students participated in two different types of intentionally constructed group activities: 1) a loosely-structured activity wherein students worked together for an entire class period (termed the 'single-group' activity), or 2) a highly-structured 'jigsaw' activity wherein students first independently mastered different subtopics, then formed new groups to peer-teach their respective subtopics. We measured content mastery by the change in score on identical pre-/post-tests. We then investigated whether activity type or student demographics predicted the likelihood of reporting working with a dominator, being comfortable in their group, or working with a friend. We found that students who more strongly agreed that they worked with a dominator were 17.8% less likely to answer an additional question correct on the 8-question post-test. Similarly, when students were comfortable in their group, content mastery increased by 27.5%. Working with a friend was the single biggest predictor of student comfort, although working with a friend did not impact performance. Finally, we found that students were 67% less likely to agree that someone dominated their group during the jigsaw activities than during the single group activities. We conclude that group activities that rely on positive interdependence, and include turn-taking and have explicit prompts for students to explain their reasoning, such as our jigsaw, can help reduce the negative impact of inequitable groups.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students' level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies.

Lilies at the limit: Variation in plant-pollinator interactions across an elevational range.

PREMISE OF THE STUDY: Many studies assume climatic factors are paramount in determining species' distributions, however, biotic interactions may also play a role. For example, pollinators may limit species' ranges if floral abundance or floral attractiveness is reduced at range margins, thus causing lower pollinator visitation and reduced reproductive output. METHODS: To test if pollinators influence the altitudinal distribution of Erythronium montanum (Liliaceae) at Mount Rainier National Park, we asked whether (1) seed production in this species relies on pollinators, (2) seed production and pollen limitation is greatest at range limits, and (3) pollinator visitation rates (either overall or by individual taxonomic groups) reflect patterns of seed production and pollen limitation. RESULTS: From this three-year study, we established that this plant does rely on pollinators for fruit set and we found that pollen limitation trended toward being higher at the upper range limit in some years, but not consistently year to year. Insect visitation rates did not mirror spatial patterns of pollen limitation, but annually variable pollinator composition suggested differential importance of some pollinator taxonomic groups (specifically, bumblebees may be better pollinators than syrphid flies). CONCLUSIONS: Overall, these results suggest that while pollinators are critical for the reproductive success of this high mountain wildflower, plant-pollinator interactions do not obviously drive the distribution of this species. Nonetheless, high spatio-temporal variability in range-wide plant-pollinator dynamics may complicate responses to climate change.