Advancing Undergraduate Laboratory Education Using Non-Model Insect Species

2021 ◽  
Vol 66 (1) ◽  
pp. 485-504
Author(s):  
Christopher W. Beck ◽  
Lawrence S. Blumer
Keyword(s):  
Insect Species ◽  
Research Experiences ◽  
Authentic Inquiry ◽  
Laboratory Courses ◽  
Laboratory Education ◽  
Undergraduate Laboratory ◽  
Research Questions ◽  
Pedagogical Goals ◽  
Fundamental Shift ◽  
Regulatory Economic

Over the past decade, laboratory courses have made a fundamental shift to inquiry-based modules and authentic research experiences. In many cases, these research experiences emphasize addressing novel research questions. Insects are ideal for inquiry-based undergraduate laboratory courses because research on insects is not limited by regulatory, economic, and logistical constraints to the same degree as research on vertebrates. While novel research questions could be pursued with model insect species (e.g., Drosophila, Tribolium), the opportunities presented by non-model insects are much greater, as less is known about non-model species. We review the literature on the use of non-model insect species in laboratory education to provide a resource for faculty interested in developing new authentic inquiry-based laboratory modules using insects. Broader use of insects in undergraduate laboratory education will support the pedagogical goals of increased inquiry and resesarch experiences while at the same time fostering increased interest and research in entomology.

scholarly journals Measuring Networking as an Outcome Variable in Undergraduate Research Experiences

2015 ◽  
Vol 14 (4) ◽  
pp. ar38 ◽  
Author(s):  
David I. Hanauer ◽  
Graham Hatfull
Keyword(s):  
Internal Consistency ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Outcome Variable ◽  
Psychosocial Variable ◽  
Research Experiences ◽  
Laboratory Courses ◽  
Final Study ◽  
Undergraduate Laboratory ◽  
Discussion Partners

The aim of this paper is to propose, present, and validate a simple survey instrument to measure student conversational networking. The tool consists of five items that cover personal and professional social networks, and its basic principle is the self-reporting of degrees of conversation, with a range of specific discussion partners. The networking instrument was validated in three studies. The basic psychometric characteristics of the scales were established by conducting a factor analysis and evaluating internal consistency using Cronbach’s alpha. The second study used a known-groups comparison and involved comparing outcomes for networking scales between two different undergraduate laboratory courses (one involving a specific effort to enhance networking). The final study looked at potential relationships between specific networking items and the established psychosocial variable of project ownership through a series of binary logistic regressions. Overall, the data from the three studies indicate that the networking scales have high internal consistency (α = 0.88), consist of a unitary dimension, can significantly differentiate between research experiences with low and high networking designs, and are related to project ownership scales. The ramifications of the networking instrument for student retention, the enhancement of public scientific literacy, and the differentiation of laboratory courses are discussed.

Graduate and undergraduate laboratory courses in acoustics and vibration

2012 ◽  
Author(s):  
Aldo A. Glean ◽  
John Judge ◽  
Joseph F. Vignola ◽  
Patrick F. O'Malley ◽  
Teresa J. Ryan
Keyword(s):  
Laboratory Courses ◽  
Undergraduate Laboratory

scholarly journals Bringing immersive science to undergraduate laboratory courses using CRISPR gene knockouts in frogs and butterflies

2020 ◽  
Vol 223 (Suppl 1) ◽  
pp. jeb208793
Author(s):  
Arnaud Martin ◽  
Nora S. Wolcott ◽  
Lauren A. O'Connell
Keyword(s):  
Laboratory Courses ◽  
Undergraduate Laboratory ◽  
Gene Knockouts

A Remotely Accessed Flow Rig Student Laboratory

2008 ◽  
Author(s):  
Sumei Dai ◽  
El-Sayed Aziz ◽  
Sven K. Esche ◽  
Constantin Chassapis
Keyword(s):  
Fluid Mechanics ◽  
Theoretical Concepts ◽  
Practical Applications ◽  
Laboratory Courses ◽  
Laboratory Setup ◽  
Air Stream ◽  
Experimental Apparatus ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
Institute Of Technology

The movement of a fluid represents a fundamental phenomenon with many practical applications in a variety of engineering disciplines. The losses incurred in pipes, ducts and fittings and the characteristics of the corresponding fluid flow patterns are core subjects of undergraduate engineering courses in fluid mechanics. These courses are typically accompanied by laboratory components that aim to help the students in visualizing and understanding the complex theoretical concepts. Conducting hands-on experiments in undergraduate laboratory courses with large student enrollment imposes significant strains on the fiscal, spatial and personnel resources of the educational institutions. Therefore, virtual and remote laboratories are rapidly being adopted in engineering education across the globe as a compelling tool for enhancing the laboratory experience of students residing on campus as well as beyond the local campus. This paper will discuss some recent developments that were accomplished as part of a multi-disciplinary research project on online laboratories at Stevens Institute of Technology with funding from the National Science Foundation. Here, a remote laboratory setup is presented, which was developed by retrofitting a commercially available air flow rig with remote control and remote monitoring capabilities. The resulting system enables the students to access the experimental apparatus via the Internet in real time from anywhere at anytime and to conduct several laboratory exercises, including the calibration of a flow meter based on an orifice plate that is inserted into the air stream, the exploration of the flow development in a straight pipe and the determination of the free-flow velocity profile after the outlet. This remote experiment setup and/or a previously developed interactive virtual flow rig simulation module can be used in the laboratory part of the fluid mechanics course to complement hands-on experiments where the students are present in the actual laboratory facility.

Using Online Data for Student Investigations in Biology and Ecology

2011 ◽  
pp. 80-100 ◽  
Author(s):  
Nancy M. Trautmann ◽  
Colleen M. McLinn
Keyword(s):  
Undergraduate Research ◽  
Biological Research ◽  
Ecological Data ◽  
Online Data ◽  
Research Experiences ◽  
Large Classes ◽  
Online Databases ◽  
And Behavior ◽  
Science Investigations ◽  
Pedagogical Goals

Undergraduate research experiences are difficult to provide in large classes, institutions with no lab or field facilities, and distance-learning courses. This chapter illustrates how to overcome such obstacles and engage undergraduates in environmental and life science investigations using large and rapidly growing online databases including ecological data derived through citizen science and behavioral data available through Cornell University’s archive of sound and video. Examples are provided of driving questions and curricular support of undergraduate investigations focusing on two themes central to undergraduate biology: 1) ecology and conservation, and 2) organismal biology and behavior. These database investigations serve one or more of three pedagogical goals: 1) to enable undergraduates to conduct ecological and biological research in any setting, even where fieldwork is impossible, 2) to set the scene for student fieldwork, or 3) to make it possible for students to view their field data within the context of broader temporal and geographic trends.

Design and implementation of instructional videos for upper-division undergraduate laboratory courses

2017 ◽  
Vol 18 (4) ◽  
pp. 749-762 ◽  
Author(s):  
Jennifer A. Schmidt-McCormack ◽  
Marc N. Muniz ◽  
Ellie C. Keuter ◽  
Scott K. Shaw ◽  
Renée S. Cole
Keyword(s):  
Laboratory Experiments ◽  
Chemistry Laboratory ◽  
Mixed Methods Approach ◽  
Instructional Videos ◽  
Science Practices ◽  
Student Autonomy ◽  
Laboratory Courses ◽  
Physical Measurements ◽  
Undergraduate Laboratory ◽  
The Impact

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

scholarly journals Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

2016 ◽  
Vol 15 (4) ◽  
pp. ar52 ◽  
Author(s):  
Christopher W. Beck ◽  
Lawrence S. Blumer
Keyword(s):  
Instructional Practices ◽  
Student Perceptions ◽  
Liberal Arts ◽  
Student Outcomes ◽  
Liberal Arts Colleges ◽  
Faculty Perceptions ◽  
Future Research ◽  
Laboratory Courses ◽  
Undergraduate Laboratory ◽  
Upper Level

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts.

Reducing the Costs of Laboratory Instruction through the Use of On-Line Laboratory Instruction

2000 ◽  
Vol 632 ◽  
Author(s):  
David P. Pope ◽  
Helen L. Anderson
Keyword(s):  
Cost Savings ◽  
University Of Pennsylvania ◽  
Laboratory Instruction ◽  
Laboratory Equipment ◽  
Web Based ◽  
Laboratory Courses ◽  
Undergraduate Laboratory ◽  
On Line ◽  
Safety Considerations ◽  
The Way

ABSTRACTThis paper describes a new program for teaching undergraduate laboratories in the School of Engineering and Applied Science at the University of Pennsylvania based on the idea that laboratories can be taught more efficiently, less expensively, and better through the use of World Wide Web-based technology. This technology is used to help the students prepare themselves before coming to the laboratory by becoming acquainted with the equipment, going through pre-lab exercises and taking pre-lab quizzes, both on the content of the work and on the safety considerations of the laboratory, all through web-based exercises.We have shown that by using web-based teaching tools we can both improve the quality of an undergraduate laboratory while, at the same time, reducing costs. We have accomplished this by making a number of changes in the way laboratory courses are offered:1. We are changing the way students prepare for laboratory periods by putting more information on the web, beginning the laboratories online before class.2. We have instituted an institution-wide system of on-line grading.3. We have shown that the costs of laboratory equipment can be dramatically reduced by using of special software on desktop computers to convert the computers into “virtual instruments”.4. We have estimated the costs of teaching some of our laboratories using the so-called “ingredients method” of cost analysis and have shown that we are accomplishing substantial cost savings, up to 20%, in some cases.

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