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Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

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Effect size measures are a key complement to statistical significance testing when reporting quantitative research findings. The authors provide a rationale for use of effect size and specific tools and guidelines for interpretation of results.

Ecological partnerships, or mutualisms, are globally widespread, sustaining agriculture and biodiversity. Mutualisms evolve through the matching of functional traits between partners, such as tongue length of pollinators and flower tube depth of plants. Long-tongued pollinators specialize on flowers with deep corolla tubes, whereas shorter-tongued pollinators generalize across tube lengths. Losses of functional guilds because of shifts in global climate may disrupt mutualisms and threaten partner species. We found that in two alpine bumble bee species, decreases in tongue length have evolved over 40 years. Co-occurring flowers have not become shallower, nor are small-flowered plants more prolific. We argue that declining floral resources because of warmer summers have favored generalist foraging, leading to a mismatch between shorter-tongued bees and the longer-tubed plants they once pollinated.

Relationships between peak annual vascular aboveground phytomass and annual climate variation in alpine plant communities located on Niwot Ridge, Colorado, were analyzed using path analysis. The five community types, fellfield, dry meadow, moist meadow, wet meadow, and snowbed, represent a snow depth—soil moisture gradient and broadly represent the most common vegetation types on east—facing slopes of the Front Range alpine zone. Using nine successive years of data, this is the first longer term analysis of alpine phytomass and climate and one of the longest nonagricultural production records available. Live phytomass ranged from 97 g/m2 (snowbed) to 237 g/m2 (fellfield). Among—community differences in phytomass were greater than differences among years, but there was also significant phytomass variation among years. Path analysis indicated that climate accounted for 15—40% of the variation in phytomass. The dry communities, fellfield (exposed rocky summit areas dominated by cushion and mat plants) and dry meadow, were most sensitive to previous year precipitation, the moist and wet meadow communities were most sensitive to current growth season soil moisture, and the snowbed community was most sensitive to date of snow release. Because of the relatively high amount of variation attributable to variables related to precipitation, changes in precipitation regimes that may occur in alpine ecosystems will likely result in changes in phytomass that are detectable with clip—harvest methods.

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Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.