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Investigating the Mechanisms of Seasonally-Driven Song Circuit Plasticity in Songbirds (by: Eric Lumsden in the Perkel Lab)
Generalized neural decoding across participants and recording modalities (by: Steven Peterson in the Brunton Lab)
A synthetic biology tool to decode the development of lateral roots (by: Sarah Guiziou in the Nemhauser Lab)
Natural disaster accelerates age-associated immune dysregulation
By: Marina Watowich (Snyder-Mackler Lab)
Body size and paleolatitude in Lystrosaurus: Did Bergmann’s Rule apply during the Early Triassic?
By: Zoe Kulik (Sidor Lab)
Classroom practices affect student behavior, and by extension, their learning. Through studying how students discuss clicker questions in active learning classrooms, we have found that students rarely use reasoning when answering in-class questions. However, their use of reasoning increases when they are cued to use reasoning by instructors or peers, or when under pressure of accountability. Can students transfer in-class group practices to individual assessment opportunities that require reasoning and logic?