Role of Mindfulness Practices in the College Classroom

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.

An introductory biology research-rich laboratory course shows improvements in students’ research skills, confidence, and attitudes

As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.

Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology

Development and integration of ideological awareness curriculum enhances students’ ability to apply traditional biology learning objectives to societally relevant topics by understanding the biases, stereotypes, and assumptions that shape the world around them.

Preparing for Class: Actions and Resources of Introductory Biology Students

Instructors want students to be prepared for class. There are several different resources and activities available to help students prepare for class, but very little is known about how students choose to prepare for class in the context of undergraduate biology.

Understanding Differences in Underrepresented Minorities and First-Generation Student Perceptions in the Introductory Biology Classroom

We used quantitative methods to better understand the perceptions of students in an introductory biology course (Biology 101) at a small, liberal arts college (SLAC) that is also a primarily white institution (PWI). In pre/post surveys, we asked students questions related to their attitudes and beliefs about their professor, classmates, and Biology 101.

An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology

Scientific education provides a set of tools to make sense of a complex world by teasing out complicated cause-and-effect relationships, such as the elimination of effects of confounding factors in controlled experiments. There is evidence that depth of understanding of controlled experiments is lacking among undergraduate science students despite exposure to controlled experiments in courses.

A Course Redesign Project

In the summer of 2019, a cooperative team of Biology faculty and a principal investigator worked to develop a solid set of aligned student learning outcomes across the sections of first semester (BIOL 1305) and second semester (BIOL 1306) of introductory Biology. Additionally, the group worked on course objectives alignment within the scope and sequence of the courses, as well as aligned syllabi. A full course redesign was initiated over the summer, where the goal was to align student learning outcomes (SLOs), assessments, and develop a shared set of syllabi for six sections across two courses of introductory biology. At UTEP, the overall goal was to integrate adaptive courseware technology tools, open education resources (OER) and active learning strategies within a course redesign in our Learning Management System (LMS), Blackboard, for a number of sections in Biology 1305 and Biology 1306 beginning in the spring of 2020. This is challenging, as much of adaptive courseware technology is not as strong in content as the Biology faculty would like for these classes, although it can help to substantially reduce the costs for students. The information that follows defines the case study for integrating adaptive courseware within the course redesign process for a series of high enrollment introductory Biology courses