ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom
Submitted by Ben Wiggins on
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Biology Education
Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants
Submitted by Ben Wiggins on
Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms
Submitted by Ben Wiggins on
Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research
Submitted by Ben Wiggins on
Biology students in the Husky 100
Group experience impacts individual performance
Submitted by Alison Crowe on
The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences
Submitted by Alison Crowe on
Navigating from vision to change with Bio-MAPS
There have been several national calls to revise undergraduate biology education to focus primarily on core concepts and skills as opposed to topics. Many departments have been moving toward this goal, but have lacked a means to measure their progress. We have developed, validated and field-tested a programmatic-level assessment called BioMAPS (for Biology-Measuring Achievement and Progress in Science) that is aligned with the core concepts outlined by the American Association for the Advancement of Science (AAAS) report Vision and Change.
Bergstrom and West: Calling B.S. in the Age of Big Data
Women learn more from local than global examples of the biological impacts of climate change
Submitted by Scott Freeman on
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