Enhancing Information Retention of Forensic Science Students: Incorporating a Simulated Crime Scene Practicum in the College Classroom

The purpose of this research was to investigate whether crime scene simulations benefit the learning process in terms of retention of knowledge. By providing a real-word experience via the Applied Learning pedagogy, the comprehension of the basic foundations of forensic science were indeed retained and reinforced through the incorporation of a mock crime scene in the classroom. A total of 50 undergraduate students majoring in criminal justice participated and were evaluated using three different assessment measures employed throughout the practicum: feedback, reflection, and debriefings. This qualitative research uncovered that students’ retention of the theories and concepts continued past the midterm examination while the instructor benefited from a multi-assessment approach to gauging student performance. Additionally, this research also found that learners benefited in ways beyond the scope of this study; they also came away with practical realizations relating to the benefits of collaboration and an understanding of how this course prepares them for careers in law enforcement.

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Using Harry Potter to Introduce Students to DNA Fingerprinting & Forensic Science

The American Biology Teacher ◽

10.1525/abt.2010.72.4.8 ◽

2010 ◽

Vol 72 (4) ◽

pp. 241-244 ◽

Cited By ~ 1

Author(s):

Laura K. Palmer

Keyword(s):

Forensic Science ◽

Dna Fingerprinting ◽

Fragment Length Polymorphism ◽

Crime Scene ◽

Harry Potter ◽

Scene Analysis ◽

Polymorphism Analysis ◽

Science Students ◽

Common Misconception ◽

Mock Crime

This lesson uses characters from the Harry Potter series of novels as a ‘‘hook’’ to stimulate students' interest in introductory forensic science. Students are guided through RFLP (restriction fragment length polymorphism) analysis using inexpensive materials and asked to interpret data from a mock crime scene. Importantly, the lesson provides an opportunity to discuss limitations of using DNA fingerprinting for forensic purposes and addresses a common misconception that the sophisticated science involved in crime-scene analysis is infallible.

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Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

Journal of Animal Science ◽

10.1093/jas/skab246 ◽

2021 ◽

Author(s):

Caitlin N Cadaret ◽

Dustin T Yates

Keyword(s):

Undergraduate Students ◽

Cognitive Skills ◽

Higher Order ◽

Information Retention ◽

Desirable Difficulties ◽

Animal Physiology ◽

Initial Learning ◽

Retention Of Knowledge ◽

Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

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The Case for Biocalculus: Design, Retention, and Student Performance

CBE—Life Sciences Education ◽

10.1187/cbe.15-04-0096 ◽

2017 ◽

Vol 16 (2) ◽

pp. ar25 ◽

Cited By ~ 6

Author(s):

Carrie Diaz Eaton ◽

Hannah Callender Highlander

Keyword(s):

Student Performance ◽

Undergraduate Students ◽

Life Science ◽

Science Students ◽

Traditional Course ◽

Science Technology ◽

Learning Mathematics ◽

Traditional Courses ◽

And Mathematics ◽

Authentic Life

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies.

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Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.6.11 ◽

2021 ◽

Vol 18 (6) ◽

pp. 155-173

Author(s):

Jonathon Headrick ◽

◽

Brooke Harris-Reeves ◽

Talei Daly-Olm ◽

◽

...

Keyword(s):

Student Performance ◽

Undergraduate Students ◽

Test Performance ◽

First Year ◽

First Year Students ◽

Collaborative Testing ◽

Assessment Approach ◽

Student Cohorts ◽

Formative Experiences ◽

Sport And Exercise

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts.

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Barriers to Female Condom Use among Undergraduate Health Science Students

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/6530 ◽

2020 ◽

Vol 22 (1) ◽

Author(s):

Bongekile T. Dlamini ◽

Mduduzi Colani Shongwe

Keyword(s):

Undergraduate Students ◽

Female Condom ◽

Sexual Pleasure ◽

Health Science ◽

Science Students ◽

Tertiary Institution ◽

Health Science Students ◽

Inadequate Knowledge ◽

Interview Guide ◽

Depth Interviews

The female condom (FC), also known as the femidom, has been on the market since 1993, however, its use remains limited in many parts of southern Africa, including in Eswatini (formerly Swaziland). There is a dearth of literature on the reasons for the limited use of the FC, especially from the perspective of health science students who would otherwise be expected to be knowledgeable about and have favourable attitudes to it. The aim of this study was to explore and describe the barriers to FC use among undergraduate health science students at a selected tertiary institution in Eswatini. A qualitative, exploratory descriptive study was conducted among nine conveniently sampled, unmarried undergraduate students at a selected tertiary institution in the Hhohho region in Mbabane, Eswatini. Responses to an unstructured interview guide, using in-depth interviews were analysed thematically following Creswell’s steps of qualitative data analysis. Five themes emerged from the data: (1) inadequate knowledge about the FC, (2) the FC hinders sexual pleasure, (3) insertion of the FC is time-consuming and uncomfortable, (4) the FC is bigger than the vagina, and (5) fear of being labelled “promiscuous”. Generally, the participants stated that they did not use the FC because of societal myths. Therefore, there is a need to strengthen health education campaigns for the femidom to clear the myths and misconceptions that limit its use.

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Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

International Journal of STEM Education ◽

10.1186/s40594-021-00286-z ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Dania Hernandez ◽

Gema Jacomino ◽

Uma Swamy ◽

Krista Donis ◽

Sarah L. Eddy

Keyword(s):

Social Support ◽

Active Learning ◽

Student Performance ◽

Undergraduate Students ◽

Social Supports ◽

Informational Support ◽

Confirmatory Factor Analyses ◽

Appraisal Support ◽

Instrument Measuring ◽

Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

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The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

Teaching of Psychology ◽

10.1177/00986283211015359 ◽

2021 ◽

pp. 009862832110153

Author(s):

Rhea L. Owens ◽

Sean Heaslip ◽

Meara Thombre

Keyword(s):

Mental Illness ◽

Undergraduate Students ◽

Psychological Disorders ◽

Mental Illness Stigma ◽

Assessment Practices ◽

Abnormal Psychology ◽

Assessment Approach ◽

Psychology Courses ◽

Psychology Course ◽

The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

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Forensic science and gendered organizations: an exploratory study of crime scene examiners

Australian Journal of Forensic Sciences ◽

10.1080/00450618.2021.1937315 ◽

2021 ◽

pp. 1-14

Author(s):

Hannah Marshall ◽

Roberta Julian ◽

Loene M. Howes

Keyword(s):

Forensic Science ◽

Exploratory Study ◽

Crime Scene ◽

Gendered Organizations

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Crossing Boundaries: Steps Toward Measuring Undergraduates’ Interdisciplinary Science Understanding

CBE—Life Sciences Education ◽

10.1187/cbe.19-09-0168 ◽

2020 ◽

Vol 19 (1) ◽

pp. ar8 ◽

Cited By ~ 2

Author(s):

Brie Tripp ◽

Sophia A. Voronoff ◽

Erin E. Shortlidge

Keyword(s):

Education Reform ◽

Undergraduate Students ◽

Science Students ◽

Interdisciplinary Science ◽

Writing Assignments ◽

Assessment Development ◽

New Instrument ◽

Science Understanding ◽

Interdisciplinary Framework ◽

Undergraduate Science

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students’ interdisciplinary science understanding. Results indicate that individual writing-intensive activities are the most frequently used assessment type (69%). To understand how writing assignments can accurately assess students’ ability to think interdisciplinarily, we used a preexisting rubric, designed to measure social science students’ interdisciplinary understanding, to assess writing assignments from 71 undergraduate science students. Semistructured interviews were conducted with 25 of those students to explore similarities and differences between assignment scores and verbal understanding of interdisciplinary science. Results suggest that certain constructs of the instrument did not fully capture this competency for our population, but instead, an interdisciplinary framework may be a better model to guide assessment development of interdisciplinary science. These data suggest that a new instrument designed through the lens of this model could more accurately characterize interdisciplinary science understanding for undergraduate students.

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