Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.

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 qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.

A case study on genomic imprinting facilitates student learning.

Problem-based learning encourages students to deepen their understanding of a concept by working through a real-world example of course content. Case studies represent a form of problem-based learning that engages students in realistic scenarios to achieve a deeper understanding of concepts. Case studies have been shown to facilitate the learning of challenging subject matter. We hypothesized that the use of a case study would help students better learn the topic of genomic imprinting, an abstract phenomenon in molecular biology and genetics. We wrote an interrupted case study that focused on genomic imprinting. The case study consists of three short popular news articles that relate to genomic imprinting. Each article is followed by a set of two to four questions. Students read each article and discuss its associated questions in small groups and then with the entire class before moving on to the next article. We deployed the case study in an intermediate-level molecular biology course at a small, liberal arts university. We assessed student learning and attitudes toward the case study (50 pre/postmatched pairs). In four true/false assessment questions, our results showed that the students' performance on the assessment after the case study was significantly higher than their performance before the case study. Students also self-reported increased knowledge of concepts related to genomic imprinting. Finally, students were likely to agree that the case study was beneficial to their learning and was an enjoyable classroom activity. We conclude that the case study is an effective way to instruct students about the topic of genomic imprinting.NEW & NOTEWORTHY Students often struggle with the concept of genomic imprinting, in part because it violates Mendelian rules of inheritance. Students learned about genomic imprinting, and enjoyed doing it when completing this case study.

Probing Internal Assumptions of the Revised Bloom's Taxonomy.

Bloom's taxonomy is a classification of learning objectives originally developed for general educational purposes. The taxonomy was revised to expand beyond cognitive processes and to include knowledge types as an orthogonal dimension. As Bloom's taxonomy is a tool widely used in biology education by researchers and instructors, it is important to examine the underlying assumptions embedded within how people may implicitly understand and use the taxonomy. In this paper, we empirically examine two major assumptions: the independence of the knowledge-type and cognitive-process dimensions and the use of action verbs as proxies for different cognitive processes. Contingency analysis on 940 assessment items revealed that the knowledge-type and cognitive-process dimensions are related and not independent. Subsequent correspondence analysis identified two principle axes in how the two dimensions are related, with three clusters of knowledge types and cognitive processes. Using the Shannon evenness index, we did not find a clear relationship between question prompt words (including action verbs) and cognitive processes in the assessment items. Based on these results, we suggest that both dimensions of the revised Bloom's taxonomy should be used and that question prompt words or action verbs alone are not sufficient in classifying the embedded learning objectives within assessment items.

Moving towards More Diverse and Welcoming Conference Spaces: Data-Driven Perspectives from Biology Education Research Scholars.

Academic conferences are integral to the dissemination of novel research findings and discussion of pioneering ideas across all postsecondary disciplines. For some participants, these environments are spaces to develop new collaborations, research projects, and social bonds; however, for others, conferences can be a place of marginalization and outright hostility. To assess how diverse individuals experience conference spaces, we interpreted results from a conference climate survey filled out by 198 of 482 registrants of the Society for the Advancement of Biology Education Research (SABER) West 2021 conference. Analysis of the survey data was conducted by six biology education researchers, who in addition to raising conference participant voices, provide insights, and next steps whose implementation can promote greater participant equity, representation, and engagement in future science, technology, engineering, and math (STEM) education conferences specifically and potentially all academic conference spaces more broadly.

Examining the Variations in Undergraduate Students' Conceptions of Successful Researchers: A Phenomenographic Study.

Undergraduate education represents an important transitional stage in which students make career decisions, and undergraduate research experiences (UREs) play a critical role in training the next generation of science, technology, engineering, and mathematics researchers. Extensive studies have identified the different ways in which researchers and graduate students understand their profession, but little work has focused on undergraduate students. To contribute to this gap in literature, this study examines how undergraduate students conceptualize successful researchers. Data were collected using semistructured interviews with transfer students at a research-intensive university, in which participants articulated how they perceive a successful researcher and how their conception had changed based on their undergraduate experiences. Using phenomenography as the research approach, three conceptions of successful researchers were identified based on variations within the following aspects: process of research, interactions with other researchers, and scope of contribution. Retrospective conceptions were more simplistic, with little appreciation for the complex methodological processes and collaborations needed to meaningfully contribute to the research community. After UREs, participants reported conceptions with more nuanced understanding that successful researchers demonstrate proactive engagement, collaboration, and contribution. These findings can be applied to facilitate meaningful research experiences and target undergraduates' professional development as they are enculturated into the research community.

Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis.

Background: The University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: Teaching Professor or Professor of Teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies. Results: We observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively. Conclusions: The novel tenure-track education-focused faculty position within the University of California system represents a formal structure that results in higher adoption of active-learning strategies in undergraduate STEM education. Campus context and evolving expectations of the position (faculty rank) contribute to the symbols related to learning and teaching that correlate with differential implementation of active learning. Supplementary Information: The online version contains supplementary material available at 10.1186/s40594-022-00365-9.

We Can't Fail Again: Arguments for Professional Development in the Wake of COVID-19.

The majority of academic institutions were underprepared for a global pandemic, leading to spikes in instructor anxiety and drops in student engagement with STEM courses. With many STEM professors teaching online for the first time, they independently sought out training in distance education and inclusive teaching practices. Had institutions been proactive in providing such professional development prior to the pandemic, the negative impacts of transitioning to online education would have been reduced. While recent events are still fresh in people's minds, we advocate for increased or maintained professional development opportunities for STEM instructors in order to protect this critical pedagogical support from budget cuts.

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field.

Biology education research (BER) is a recently emerging field mainly focused on the learning and teaching of biology in postsecondary education. As BER continues to grow, exploring what goals, questions, and scholarship the field encompasses will provide an opportunity for the community to reflect on what new lines of inquiry could be pursued in the future. There have been top-down approaches at characterizing BER, such as aims and scope provided by professional societies or peer-reviewed journals, and literature analyses with evidence for current and historical research trends. However, there have not been previous attempts with a bottom-up approach at characterizing BER by directly surveying practitioners and scholars in the field. Here, we share survey results that asked participants at the Society for the Advancement of Biology Education Research (SABER) annual meeting what they perceive as current scholarship in BER as well as what areas of inquiry in the field that they would like to see pursued in the future. These survey responses provide us with information directly from BER practitioners and scholars, and we invite colleagues to reflect on how we can collectively and collaboratively continue to promote BER as a field.

Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success.

Community colleges are a pathway in higher education for many students, including students who are pursuing baccalaureate degrees in science, technology, engineering, and mathematics (STEM). Because of the increased demand for professionals in the STEM workforce, a successful transition from community colleges to the university setting is essential for increasing the number of transfer students who complete STEM degree programs. Fostering a stabilized academic transition for transfer students requires an understanding of how different academic and sociocultural backgrounds can influence students' identity trajectories during their undergraduate education. In this study, Holland et al.'s framework of figured worlds was used to examine how transfer students pursuing STEM degrees negotiated their identities in their transition to the university. Because identity is a complex construct that can influence student experiences in STEM, this study examined areas of compatible and incompatible expectations of what constitutes success across the university, community college, and high school learning environments, and among students, families, and faculty. Inconsistent expectations across these figured worlds provide insight into the challenges associated with the community college to university transition that can affect transfer students' experiences and identity production at the university.

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes.

In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.

Effects of Remote Teaching in a Crisis on Equity Gaps and the Constructivist Learning an Environment in an Introductory Biology Course Series.

Because of the COVID-19 pandemic in March 2020, higher education institutions had to pivot rapidly to online remote learning. Many educators were concerned that the disparate impact of this crisis would exacerbate inequities in learning outcomes and student learning experiences, especially for students from minoritized backgrounds. We examined course grades and student perceptions of their learning experiences in fall (face-to-face) and spring (fully remote) quarters in an introductory biology course series at a public research university. Contrary to our hypothesis, we found that student course grades increased overall during remote learning, and equity gaps in course grades were mitigated for minoritized students. We hypothesize that instructors may have changed their grading practices to compensate for challenges in remote learning in crisis. However, spring students reported significant decreases in the amount of peer negotiation and social support, critical components of active learning. These findings suggest that remote teaching in crisis may have negatively affected student learning environments in ways that may not have been captured by grading practices.

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology.

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course.

Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention's design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.

Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.

Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.

Applying Graph Theory to Examine the Dynamics of Student Discussions in Small-Group Learning.

Group work in science, technology, engineering, and mathematics courses is an effective means of improving student outcomes, and many different factors can influence the dynamics of student discussions and, ultimately, the success of collaboration. The substance and dynamics of group discussions are commonly examined using qualitative methods such as discourse analysis. To complement existing work in the literature, we developed a quantitative methodology that uses graph theory to map the progression of talk-turns of discussions within a group. We observed groups of students working with peer facilitators to solve problems in biological sciences, with three iterations of data collection and two major refinements of graph theory calculations. Results include general behaviors based on the turns in which different individuals talk and graph theory parameters to quantify group characteristics. To demonstrate the potential utility of the methodology, we present case studies with distinct patterns: a centralized group in which the peer facilitator behaves like an authority figure, a decentralized group in which most students talk their fair share of turns, and a larger group with subgroups that have implications for equity, diversity, and inclusion. Together, these results demonstrate that our adaptation of graph theory is a viable quantitative methodology to examine group discussions.

Testing the test: Are exams measuring understanding?

Grades in undergraduate science, technology, engineering, and mathematics (STEM) courses are distributed under the assumption that high-performing students have a strong understanding of the material. Similarly, the STEM education literature often presents exam performance as equivalent to understanding. Despite these assumptions, we have little knowledge regarding student thinking in relation to exam scores. To investigate this relationship, we asked undergraduate students to complete a series of written and verbal tasks. Twenty-two participants were presented with biology questions and were instructed to write exam-like responses along with their thought process. More than half of the participants then took part in retrospective interviews. We graded the exam-like responses to award a performance score and coded the entirety of participants' writing for their understanding. We found a discrepancy between performance and understanding for over one quarter of our data. Furthermore, interviews allowed for a more complete picture of participant understanding than written responses. These results contribute to calls for re-evaluating our course assessments and for questioning the understanding those assessments value. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):296-302, 2019.

Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research.

Biology education research (BER) is a growing field, as evidenced by the increasing number of publications in CBE-Life Sciences Education ( LSE) and expanding participation at the Society for the Advancement of Biology Education Research (SABER) annual meetings. To facilitate an introspective and reflective discussion on how research within LSE and at SABER has matured, we conducted a content analysis of LSE research articles ( n = 339, from 2002 to 2015) and SABER abstracts ( n = 652, from 2011 to 2015) to examine three related intraresearch parameters: research questions, study contexts, and methodologies. Qualitative data analysis took a combination of deductive and inductive approaches, followed by statistical analyses to determine the correlations among different parameters. We identified existing research questions, study contexts, and methodologies in LSE articles and SABER abstracts and then compared and contrasted these parameters between the two data sources. LSE articles were most commonly guided by descriptive research questions, whereas SABER abstracts were most commonly guided by causal research questions. Research published in LSE and presented at SABER both prioritize undergraduate classrooms as the study context and quantitative methodologies. In this paper, we examine these research trends longitudinally and discuss implications for the future of BER as a scholarly field.

Bloch mode selection in silicon photonic crystal microring resonators.

A novel method of selecting a subset of Bloch modes in silicon-based photonic crystal microring resonators (PhCR)s is demonstrated. Bloch modes in the PhCR are calculated, and their intensity beating patterns are analyzed. Based on the different spatial intensity distribution for each resonance, a subset of resonances is out-coupled using an output coupler waveguide (CWG) which is positioned at an angle θ=90° with respect to the input CWG. As shown in theory and experiment, resonances with an even mode number are selected, while resonances with an odd mode number are rejected. The highest contrast between mode selection and mode rejection is ∼9 dB in the experiments. This approach opens another design freedom for ring resonator-based devices and could potentially reduce the footprint of microring resonator-based multiplexers and add-drop filters.

Photonic crystal microring resonator for label-free biosensing.

A label-free optical biosensor based on a one-dimensional photonic crystal microring resonator with enhanced light-matter interaction is demonstrated. More than a 2-fold improvement in volumetric and surface sensing sensitivity is achieved compared to conventional microring sensors. The experimental bulk detection sensitivity is ~248nm/RIU and label-free detection of DNA and proteins is reported at the nanomolar scale. With a minimum feature size greater than 100nm, the photonic crystal microring resonator biosensor can be fabricated with the same standard lithographic techniques used to mass fabricate conventional microring resonators.

Chromatin modification by PSC occurs at one PSC per nucleosome and does not require the acidic patch of histone H2A.

Chromatin architecture is regulated through both enzymatic and non-enzymatic activities. For example, the Polycomb Group (PcG) proteins maintain developmental gene silencing using an array of chromatin-based mechanisms. The essential Drosophila PcG protein, Posterior Sex Combs (PSC), compacts chromatin and inhibits chromatin remodeling and transcription through a non-enzymatic mechanism involving nucleosome bridging. Nucleosome bridging is achieved through a combination of nucleosome binding and self-interaction. Precisely how PSC interacts with chromatin to bridge nucleosomes is not known and is the subject of this work. We determine the stoichiometry of PSC-chromatin interactions in compact chromatin (in which nucleosomes are bridged) using Scanning Transmission Electron Microscopy (STEM). We find that full compaction occurs with one PSC per nucleosome. In addition to compacting chromatin, we show that PSC oligomerizes nucleosome arrays. PSC-mediated oligomerization of chromatin occurs at similar stoichiometry as compaction suggesting it may also involve nucleosome bridging. Interactions between the tail of histone H4 and the acidic patch of histone H2A are important for chromatin folding and oligomerization, and several chromatin proteins bind the histone H2A acidic patch. However, mutation of the acidic patch of histone H2A does not affect PSC's ability to inhibit chromatin remodeling or bridge nucleosomes. In fact, PSC does not require nucleosomes for bridging activity but can bridge naked DNA segments. PSC clusters nucleosomes on sparsely assembled templates, suggesting it interacts preferentially with nucleosomes over bare DNA. This may be due to the ability of PSC to bind free histones. Our data are consistent with a model in which each PSC binds a nucleosome and at least one other PSC to directly bridge nucleosomes and compact chromatin, but also suggest that naked DNA can be included in compacted structures. We discuss how our data highlight the diversity of mechanisms used to modify chromatin architecture.