Integrating cell and molecular biology concepts: Comparing learning gains and self-efficacy in corresponding live and virtual undergraduate laboratory experiences

2018 ◽  
Vol 46 (4) ◽  
pp. 361-372 ◽  
Author(s):  
Lara K. Goudsouzian ◽  
Patricia Riola ◽  
Karen Ruggles ◽  
Pranshu Gupta ◽  
Michelle A. Mondoux
Keyword(s):  
Molecular Biology ◽  
Self Efficacy ◽  
Learning Gains ◽  
Undergraduate Laboratory ◽  
Laboratory Experiences

scholarly journals Laboratory Experiences in Sophomore Level Cell and Molecular Biology Laboratories: What works?

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Mary Huff ◽  
Rachell Booth ◽  
Melanie Van Stry ◽  
Quinn Vega
Keyword(s):  
Molecular Biology ◽  
What Works ◽  
Laboratory Experiences

scholarly journals Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Anastasia Ostrawoski ◽  
Anastasia Ostrawoski
Keyword(s):  
Gender Differences ◽  
Student Learning ◽  
Self Efficacy ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Female Students ◽  
Male Students ◽  
Learning Gains ◽  
Education Programs ◽  
Survey Responses

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.

scholarly journals University students’ ideas about data processing and data comparison in a physics laboratory course

2012 ◽  
Vol 2 (2) ◽  
pp. 40-53 ◽  
Author(s):  
Rebecca Lippmann Kung ◽  
Cedric Linder
Keyword(s):  
Data Processing ◽  
Undergraduate Students ◽  
Systems Engineering ◽  
Laboratory Course ◽  
Physics Laboratory ◽  
Data Comparison ◽  
Before And After ◽  
Undergraduate Laboratory ◽  
Reported Study ◽  
Laboratory Experiences

This study investigates undergraduate students’ ability to use the ideas of measurement and uncertainty to process and compare experimental data. These ideas include not only knowing what it means to use an instrument to take a measurement, but also being able to apply that knowledge, including the ideas that make up uncertainty analysis, to every aspect of an experiment. A physics laboratory course for the Energy Systems Engineering programme at Uppsala University has been designed to focus on teaching students the ideas of measurement and the associated laboratory skills. In the reported study, we use an open-ended survey to investigate students’ ideas about data processing and data comparison before and after this laboratory course. The results show that several students, even after the course, are still unable to appropriately use the ideas of uncertainty. This suggests that these ideas must be continuously revisited and explored as a fundamental part of all undergraduate laboratory experiences.

scholarly journals Increasing Undergraduate Laboratory Experiences

2020 ◽  
Author(s):  
Keith Koenig ◽  
Emmanuel Okoro ◽  
Viva Austin ◽  
Thomas Hannigan
Keyword(s):  
Undergraduate Laboratory ◽  
Laboratory Experiences

Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students

2011 ◽  
Vol 35 (2) ◽  
pp. 206-212 ◽  
Author(s):  
Gregory Mulligan ◽  
Nichole Taylor ◽  
Mary Glen ◽  
Dona Tomlin ◽  
Catherine A. Gaul
Keyword(s):  
Student Perceptions ◽  
Exercise Physiology ◽  
Qualitative Evaluation ◽  
Student Interest ◽  
Exercise Science ◽  
Undergraduate Chemistry ◽  
Undergraduate Laboratory ◽  
Open Coding ◽  
Analysis Laboratory ◽  
Laboratory Experiences

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class ( n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.

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