Summit of the Research Coordination Networks for Undergraduate Biology Education

Eaton, Carrie Diaz; Allen, Deborah; Anderson, Laurel J.; Bowser, Gillian; Pauley, Mark A.; Williams, Kathy S.; Uno, Gordon E.

doi:10.1187/cbe.16-03-0147

Cited by 11 publications

(6 citation statements)

References 4 publications

(4 reference statements)

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“…The results are in line with the opinion of [6], about the problem of the preparation of tests that often occur in teachers at junior high school (SMP) generally made by teachers less attention to the level of validity and reliability. This is because teacher-made tests cover only limited material.…”

Section: Resultssupporting

confidence: 88%

Students' Capabilities in Essay Preparation Related To Competency and Learning Objectives through Course Evaluation Education of Biology Teacher

Tindangen¹

2018

Proceedings of the 2017 International Conference on Education and Technology (2017 ICEduTech)

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The ability of students in preparing essay questions. Based on these questions, the purpose of this study is to find out what students are driving at the time of procurement about the essay and what the lecturer's efforts to overcome the problem. To achieve the purpose of this study then the research method used is descriptive research and then analysis of data used is categorization of learning outcomes in accordance with the indicators of making the essay in the form of a table that contains the percentage of student achievement related to the making of essay. The next step is to give interpretation or meaning. The results showed 80% of students have problems with Conformity with Learning Objectives / Indicators, 80% of students have Problems Compliance with Learning Materials, 80% of students have a Level of Difficulties Referring to Cognitive Ability 80% of students use Bahasa Indonesia Baku, 80% of students Troubled with Time Allocation For Working, 80% of students are related to the ability of Student Thinking Based on the results of the research, it is read in the lecture material of the lecturer to facilitate the students by descending the question and other forms of evaluation by utilizing the assessment rubric through the presentation activity in the lecture.

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Section: Resultssupporting

confidence: 88%

Students' Capabilities in Essay Preparation Related To Competency and Learning Objectives through Course Evaluation Education of Biology Teacher

Tindangen¹

2018

Proceedings of the 2017 International Conference on Education and Technology (2017 ICEduTech)

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“…Multifactor interventions can be relatively short and intense in a field or professional setting and result in high URM recruitment that often is not the case for longer interventions and research experiences (Diaz Eaton et al 2016). An example of a multifactor intervention is the Rocky Mountain Science and Sustainability Network's (RMSSN) academy, started with a five-year grant from the National Science Foundation to G. Bowser and M. A.…”

Section: Part 2 Brief Interventionsmentioning

confidence: 99%

Developing the ecological scientist mindset among underrepresented students in ecology fields

Bowser

Cid

2021

Ecological Applications

Self Cite

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How do students discover ecology? Answering this question is essential for diversifying the environmental workforce because scientific disciplines, such as ecology, are often not discovered until students enter academia and are exposed to different disciplinary options. Ecology, and many of the environmental sciences, have persistent and alarmingly low numbers of underrepresented minorities (URM; African American, Hispanic American, Native American, and Pacific Islanders), while other science and technology fields have shown progress in diversification. Why does such underrepresentation persist in environmental disciplines? Social factors such as sense of belonging, science identity, implicit biases, and stereotypes all have been explored and are known to influence the participation of URM students in science. The unique role of the field experience in environmental sciences as a "rite of passage" and "authentic" research experience is one important influence on how URM students experience ecology. Interventions using social elements such as belonging and sense of place are demonstrated ways to broaden participation particularly in environmental science fields, yet dramatic underrepresentation still persists. Here we review known factors affecting and enhancing the recruitment and retention of URMs in the sciences and focus on comprehensive strategies shown to be effective recruiting URM students into the environmental workforce.

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“…Modeling takes on many forms, including experiential (physical manipulatives), visual, verbal (qualitative discourse), numerical (quantitative data), or symbolic quantitative models [44]. Multiple model representations can provide different perspective of a problem and thus, have the potential to improve students' comprehensive understanding [45][46] as they encode and retrieve knowledge in different modalities [47].…”

Section: Quantitative Modelingmentioning

confidence: 99%

A Quantitative Reasoning Framework and the Importance of Quantitative Modeling in Biology

Mayes¹,

Owens²,

Dauer³

et al. 2022

ACM

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Biology is becoming more quantitative. If we are to support the future of quantitative biology, then the next generation of biologists must be prepared to consistently integrate quantitative reasoning into subject matter that has traditionally been considered through a qualitative lens. We introduce a quantitative reasoning framework and discuss the importance of quantitative modeling in biology. The framework includes the Quantitative Act as a support for Quantitative Modeling and Quantitative Interpretation. The QM BUGS diagnostic instrument was developed to assesses undergraduate biology students' abilities to create and apply models employing pre-calculus mathematics. A brief discussion of our research findings based on implementation of the instrument include the lack of student ability to develop quantitative models. We present items from the instrument as examples of the Quantitative Act elements: variable quantification through identifying variable and attributes, measurement, variation, quantitative literacy, and context. We also provide items representing quantitative modeling and quantitative interpretation. We then view quantitative biology from K-12 and collegiate perspectives, including instructional practices for teaching quantitative biology, motivating problem contexts that afford quantification, instructional strategies of repetition, scaffolding, peer teaching and learning, direct instruction and teacher moves on the K-12 level, as well as identifying five competencies for the next generation of biologists which require QA abilities.

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Summit of the Research Coordination Networks for Undergraduate Biology Education

Abstract: This report highlights the discussions and recommendations featured at the first summit meeting of projects funded by the National Science Foundation’s Research Coordination Networks for Undergraduate Biology Education program, held January 14–16, 2016, in Washington, DC.

Cited by 11 publications

References 4 publications

Students' Capabilities in Essay Preparation Related To Competency and Learning Objectives through Course Evaluation Education of Biology Teacher

Students' Capabilities in Essay Preparation Related To Competency and Learning Objectives through Course Evaluation Education of Biology Teacher

Developing the ecological scientist mindset among underrepresented students in ecology fields

A Quantitative Reasoning Framework and the Importance of Quantitative Modeling in Biology

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