Many science, technology, engineering, and math (STEM) community college students do not complete their degree, and these students are more likely to be women or in historically excluded racial or ethnic groups. In introductory courses, low grades can trigger this exodus. Implementation of high-impact study strategies could lead to increased academic performance and retention. The examination of study strategies rarely occurs at the community college level, even though community colleges educate approximately half of all STEM students in the United States who earn a bachelor's degree. To fill this research gap, we studied students in two biology courses at a Hispanic-serving community college. Students were asked their most commonly used study strategies at the start and end of the semester. They were given a presentation on study skills toward the beginning of the semester and asked to self-assess their study strategies for each exam. We observed a significantly higher course grade for students who reported spacing their studying and creating drawings when controlling for demographic factors, and usage of these strategies increased by the end of the semester. We conclude that high-impact study strategies can be taught to students in community college biology courses and result in higher course performance.
Using a biochemical approach, we have detected an activity in Saccharomyces cerevisiae extract that displays the same DNA binding specificity as the mammalian E2F transcription factor and interacts with TTTCGCGC promoter elements. Additional studies revealed that this factor, termed SCELA (S. cerevisiae E2F-like activity), also binds to the closely related SCB promoter sequences. SCB sites (consensus: TTTCGTG) are involved in the cell cycle regulation of several S. cerevisiae cyclin genes and have been shown to interact with the heterodimeric yeast Swi4-Swi6 complex. However, genetic studies clearly demonstrate that SCELA is not related to Swi4 or Swi6. These experiments imply that SCB sites are able to interact with at least two activities: Swi4-Swi6 and SCELA. Because SCB sites are critical for the periodic activation of cell cycle genes, we asked whether SCELA is regulated during yeast cell cycle. Employing a temperature-sensitive strain, we were able to demonstrate that the DNA binding activity of SCELA oscillates during the cell cycle and reaches its maximum at the transition between the G1 and S phases. Preliminary studies suggest that this fluctuation is mediated by phosphorylation/dephosphorylation events. Further characterization of SCELA by UV cross-linking experiments indicate a molecular mass of 47 kDa for this activity. In addition, we present evidence strongly suggesting that SCELA is actually the DNA binding moiety of a large 300-kDa protein complex. Together, these studies firmly indicate that SCELA (as part of a larger complex) plays a critical role in cell cycle regulation of SCB-containing genes, such as CLN cyclins and HO endonuclease. This hypothesis is consistent with other studies that conclude that the SCB-mediated cell cycle oscillation of CLN cyclins and HO requires activities that are distinct from Swi4-Swi6. Finally, it is worth mentioning that the similarities between SCELA and E2F, which is a crucial component in mammalian cell cycle regulation, extend well beyond the DNA binding specificity. In analogy to E2F, SCELA oscillates during the cell cycle, interacts with other cellular activities, and binds to promoter elements that are known mediators of cell cycle control. We will discuss possible functions for SCELA in yeast cell cycle regulation and its relationship to E2F.
Community college students were surveyed on their study strategies at the start and end of two biology courses that included an intervention to improve study strategies. The changes students made in their study strategies and the effects on course grades are examined.
Metacognitive reflections embedded in course activities allow students to evaluate their learning immediately following the activities themselves, while providing instructors the opportunity to revise and optimize instruction to target misconceptions. This activity, “Histology Personal Trainer” helps students not only identify major tissue types, but reflect on how they identified them. This activity aims to improve student performance by exercising the students’ observation and comparative skills in combination with a self-reflection activity that helps to identify successful and unsuccessful identification strategies. By the end of the activity, students should be able to adapt their approach to obtain more accurate answers. This activity was used in an anatomy and physiology course, but could be modified for use in various STEM classes.
Biology education research (BER), currently conducted mostly at four-year colleges and universities, is changing the culture of teaching biology and improving student success. We are community college faculty participating in the NSF-funded CC Bio INSITES network, getting training and support in BER to ask questions to improve student success in our highly diverse classes. Our research adapts and validates existing BER surveys and interventions in Hispanic-serving college settings, with pre-health professions' students, and with traditionally underserved populations in STEM. BER projects serve assessment and program review goals common across many community colleges, and when implemented with high-impact practices, BER measures the gains in student retention and success. We call for support to continue changing the culture of discipline-based education research at community colleges.
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