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Scholars: Kathleen Archer, James Bader, Janet Branchaw, Naowarat Cheeptham, Karen Curto, Jonathan Davis, Lianna Etchberger, Ronald Gerrits, Trudy Gillevet, Brinda Govindan, Wendy Heck Grillo, Caron Inouye, Lisa Johansen, Jodie Krontiris-Litowitz, Mary Mawn, Kristina Obom, Iglika Pavlova, Julie Reynolds, Miriam Segura-Totten, Conrad Toepfer, and Jacqueline Washington
Faculty Facilitators: Alix Darden, Bill Cliff, Carol Hurney, Jenny Knight, Loretta Taras, and Mary Pat Wenderoth
Staff: Amy Chang, Kelly Gull and KaRyn Daley
Program Website and Contact Information: http://www.biologyscholars.org biologyscholars@asmusa.org
Scholar Teams:
Team 1: Facilitator-Jenny Knight
Lisa Johansen, Julie Reynolds, Miriam Segura-Totten, Conrad Toepfer
Team 2: Facilitator-Bill Cliff
Wendy Heck Grillo, Caron Inouye, Jodie Krontiris-Litowitz, Jacqueline Washington
Team 3: Facilitator-Mary Pat Wenderoth
Janet Branchaw, Karen Curto, Ronald Gerrits, Brinda Govindan, Mary Mawn
Team 4: Facilitator-Loretta Taras
Jonathan Davis, Lianna Eichberger, Trudy Gillivet, Kristina Obom
Team 5: Facilitator-Carol Hurney
Kathleen Archer, James Bader, Naowarat Cheeptham, Iglika Pavlova
Scholar Research:
| Scholar | Research Question |
| | Do group exams improve retention of knowledge? |
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| Does participating in cooperative learning increase student performance and metacognition? |
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| Does requiring students to write out their thinking processes and problem solving strategies help them improve their problem solving abilities?
Does sharing their written thinking processes and problem solving strategies with their peers help them improve their problem solving abilities?
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| How do educational field trips impact students?
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| Cell Signaling as Network
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| How well do my students learn how to: 1) create hypotheses, 2) test hypotheses, and 3) use tested hypotheses to speculate on the implications and applications of knowledge gained?
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| In my introductory biology course (~15 students):
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| What percentage of students found the handouts helpful? What were the specific reasons why students found them helpful? Did learning style affect a student’s attitude about the handouts? Were they reported as helpful when provided? |
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| Does placing students with different learning skills into teams improve students' knowledge of core content?
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| Does more frequent assessment promote student learning outcomes? Does it increase the mean exam scores for the class as a whole? Does it decrease the number of failures? Does this intervention narrow the "gap" in performance between high-risk and low-risk students?
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| The use of daily quizzes in an introductory general biology course for majors: Will implementing daily quizzes motivate my students to study on a continual basis?
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| Being cognizant of cognitive load: less is more approach in the physiology lab
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| Does guided practice (trining the students to use a rubric based on Bloom's taxonomy) improve the students' ability to communicate their analysis of new data sets at a higher level (based on Bloom's)? |
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| Engaging First Year Biology Majors In/With The Literature
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| Promoting Online Students’ Understanding of Scientific Process Can the review of primary literature in an online genetics course promote student understanding of how scientific information is acquired and interpreted? |
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| Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course: Is PBL as effective as traditional online delivery for meeting unit learning objectives? |
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| Does the tool "scales of evidence and belief" increase scientific thinking? |
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| Thesis Assessment Protocol for Biology...and beyond What can we do to improve the quality of undergraduate theses? How can we increase participation rates in URE without decreasing quality? |
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| Can a research-intensive, inquiry based course promote synthesis and evaluation skills in students? |
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| Will an open-ended, learner-centered approach to a content-laden course improve student learning and retention of content? |
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| Does the use of clickers increase motivation to learn in a small non-majors science course? |
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