Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates.

We describe the development of a new, freely available, online, programmatic-level assessment tool, Measuring Achievement and Progress in Science in Physiology, or Phys-MAPS ( http://cperl.lassp.cornell.edu/bio-maps ). Aligned with the conceptual frameworks of Core Principles of Physiology, and Vision and Change Core Concepts, Phys-MAPS can be used to evaluate student learning of core physiology concepts at multiple time points in an undergraduate physiology program, providing a valuable longitudinal tool to gain insight into student thinking and aid in the data-driven reform of physiology curricula. Phys-MAPS questions have a modified multiple true/false design and were developed using an iterative process, including student interviews and physiology expert review to verify scientific accuracy, appropriateness for physiology majors, and clarity. The final version of Phys-MAPS was tested with 2,600 students across 13 universities, has evidence of reliability, and has no significant statement biases. Over 90% of the physiology experts surveyed agreed that each Phys-MAPS statement was scientifically accurate and relevant to a physiology major. When testing each statement for bias, differential item functioning analysis demonstrated only a small effect size (<0.008) of any tested demographic variable. Regarding student performance, Phys-MAPS can also distinguish between lower and upper division students, both across different institutions (average overall scores increase with each level of class standing; two-way ANOVA, P < 0.001) and within each of three sample institutions (each ANOVA, P ≤ 0.001). Furthermore, at the level of individual concepts, only evolution and homeostasis do not demonstrate the typical increase across class standing, suggesting these concepts likely present consistent conceptual challenges for physiology students.

Meal consumption is ineffective at maintaining or correcting water balance in a desert lizard, Heloderma suspectum.

Many xeric organisms maintain water balance by relying on dietary and metabolic water rather than free water, even when free water may be available. For such organisms, hydric state may influence foraging decisions, since meal consumption is meeting both energy and water demands. To understand foraging decisions it is vital to understand the role of dietary water in maintaining water balance. We investigated whether meal consumption was sufficient to maintain water balance in captive Gila monsters (Heloderma suspectum) at varying levels of dehydration. Gila monsters could not maintain water balance over long time scales through meal consumption alone. Animals fed a single meal took no longer to dehydrate than controls when both groups were deprived of free water. Additionally, meal consumption imparts an acute short-term hydric cost regardless of hydration state. Meal consumption typically resulted in a significant elevation in osmolality at 6 h post-feeding, and plasma osmolality never fell below pre-feeding levels despite high water content (~70%) of meals. These results failed to support our hypothesis that dietary water is valuable to Gila monsters during seasonal drought. When considered in conjunction with previous research, these results demonstrate that Gila monsters, unlike many xeric species, are heavily reliant on seasonal rainfall and the resulting free-standing water to maintain water balance.

Resources for Teaching and Assessing the Vision and Change Biology Core Concepts.

The Vision and Change report called for the biology community to mobilize around teaching the core concepts of biology. This essay describes a collection of resources developed by several different groups that can be used to respond to the report's call to transform undergraduate education at both the individual course and departmental levels. First, we present two frameworks that help articulate the Vision and Change core concepts, the BioCore Guide and the Conceptual Elements (CE) Framework, which can be used in mapping the core concepts onto existing curricula and designing new curricula that teach the biology core concepts. Second, we describe how the BioCore Guide and the CE Framework can be used alongside the Partnership for Undergraduate Life Sciences Education curricular rubric as a way for departments to self-assess their teaching of the core concepts. Finally, we highlight three sets of instruments that can be used to directly assess student learning of the core concepts: the Biology Card Sorting Task, the Biology Core Concept Instruments, and the Biology-Measuring Achievement and Progression in Science instruments. Approaches to using these resources independently and synergistically are discussed.

GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs.

The Vision and Change report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these concepts was an important first step, departments also need ways to measure the extent to which students understand these concepts. Here, we present the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment as a tool to measure student understanding of the core concepts at key time points in a biology degree program. Data from more than 5000 students at 20 institutions reveal that this instrument distinguishes students at different stages of the curriculum, with an upward trend of increased performance at later time points. Despite this trend, we identify several concepts that advanced students find challenging. Linear mixed-effects models reveal that gender, race/ethnicity, English-language status, and first-generation status predict overall performance and that different institutions show distinct performance profiles across time points. GenBio-MAPS represents the first programmatic assessment for general biology programs that spans the breadth of biology and aligns with the Vision and Change core concepts. This instrument provides a needed tool to help departments monitor student learning and guide curricular transformation centered on the teaching of core concepts.

Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments.

Assessing learning across a biology major can help departments monitor achievement of broader program-level goals and identify opportunities for curricular improvement. However, biology departments have lacked suitable tools to measure learning at the program scale. To address this need, we developed four freely available assessments-called Biology-Measuring Achievement and Progression in Science or Bio-MAPS-for general biology, molecular biology, ecology/evolution, and physiology programs. When administered at multiple time points in a curriculum, these instruments can provide departments with information on how student conceptual understanding changes across a major and help guide curricular modifications to enhance learning.

No Effect of Human Presence at Night on Disease, Body Mass, or Metabolism in Rural and Urban House Finches (Haemorhous mexicanus).

Global urban development continues to accelerate and have diverse effects on wildlife. Although most studies of anthropogenic impacts on animals have focused on indirect effects (e.g., environmental modifications like habitat change or pollution), there may also be direct effects of physical human presence and actions on wildlife stress, behavior, and persistence in cities. Most studies on how humans physically interact with wildlife have focused on the active, daytime phase of diurnal animals, rarely considering effects of our night-time activities. We hypothesized that, if night-time human presence is a stressor for wildlife that are not commonly exposed to humans, night-disturbed rural animals would show stronger physiological signs of elevated stress than would urban individuals. Specifically, we experimentally investigated the effects of human presence at night (HPAN) on disease, body mass, and mass-specific metabolic rates in urban- and rural-caught house finches (Haemorhous mexicanus) in captivity. Our HPAN treatment consisted of a human entering the housing room of the birds and briefly jostling the home cages of each finch as the person walked around the room for a 3-min period on five randomly selected nights per week. Compared with a control (night-undisturbed) group, we found that HPAN greatly increased the odds finches were awake for ca. 33 min post-disturbance, but that chronic treatment did not alter body mass, parasitic infection by coccidian endoparasites, or mass-specific basal metabolic rates. Additionally, finches caught from urban and rural sites did not differ in their response to the treatment. Overall, our results are consistent with those showing that brief but regular human disturbances can have acute negative effects on wildlife, but carry few if any long-term metabolic or disease-related costs in fast-lived birds. However, these findings contrast with the broad, chronic physiological effects of other anthropogenic changes, such as artificial light at night, and highlight the differential impacts that various human activities (which differ in sensory stimulus type, perceived threat, duration and intensity, etc.) can have on wildlife health and behavior.

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.

A new assessment tool, Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students.