We investigated whether transient covert attention would differentially affect 'performance fields' (shape depicted by percent correct performance at particular locations in the visual field) for orientation discrimination, detection and localization tasks, while manipulating a number of visual factors. We found that although attention improved overall performance, it did not affect performance fields. Two patterns were observed regardless of the presence of a local post -mask, the stimulus orientation, or the task. A horizontal -vertical anisotropy (HVA) became more pronounced as spatial frequency, eccentricity and set size increased. A vertical meridian asymmetry (VMA) became more pronounced as spatial frequency and eccentricity increased. We conclude that performance fields are determined by visual, rather than by transient attentional, constraints.

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Directing covert attention to the target location enhances sensitivity, but it is not clear how this enhancement comes about. Knowing that a single spatial frequency channel mediates letter identification, we use the critical-band-masking paradigm to investigate whether covert attention affects the spatial frequency tuning of that channel. We find that directing attention to the target location halves threshold energy without affecting the channel's spatial frequency tuning.

Many biochemistry laboratory courses expose students to laboratory techniques through pre-determined experiments in which students follow stepwise protocols provided by the instructor. This approach fails to provide students with sufficient opportunities to practice experimental design and critical thinking. Ten inquiry modules were created for a one-semester undergraduate biochemistry laboratory course; these are freely available on the project website. A slightly modified version of the Experimental Design Ability Test (EDAT) was used to assess the impact of inquiry-based learning on student experimental design ability in four experimental (inquiry) and four control (cookbook) sections. EDAT is a published tool that has been validated for use in undergraduate populations. The results, measured by pre- and post-tests, showed a significant positive impact on the experimental design ability of students in sections that employed the inquiry approach, when compared to those in control sections that employed the cookbook approach. A follow-up conversation with students in a sequel course suggested that the inquiry-based approach also benefited students by promoting self-directed learning.

Reports from employers of higher education graduates indicate the existence of a considerable gap between the skills required by employers and those possessed by recent graduates. As a first step toward closing this gap, this study aims to determine its origin. Interviews with nine research-active biochemistry professionals were used to identify the most important skills for biochemistry students to succeed in research positions postgraduation. The results of these interviews were used to develop a survey, which was then administered to a larger group of biochemistry faculty and industry professionals. The output of the survey was a list of 52 skills valued by biochemistry professionals and rated by perceived importance. Importantly, the survey results also afford a comparative look at the prioritization of skills by two key populations: the academic faculty training students and the industry professionals hiring them. While there are many areas of agreement between these two populations, the survey also reveals areas were priorities diverge. The discrepancies found here suggest that the skills gap manifest at the point of employment may stem directly from differences in prioritization between the academic and industrial environments. This article aims to provide insight into the needs and requirements of the modern biochemical research environment, and invites debate concerning the preparation students receive in academia. Moreover, the results presented herein point to a need for further exploration of the possible misalignment of these two critical environments for young scientists.

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Dr. Ferguson designs assessments and analyzes data related to student learning and its relevance to student success. Focusing on how experiential learning and co-curricular education works in conjunction with traditional academic environments, Dr. Ferguson works to develop, plan, implement, and evaluate meaningful assessments across multiple learning environments and provides support for projects related to institutional assessment.

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