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What resources or references did you find most helpful in your project?
Kathleen Archer
The most helpful resources were human resources.  The exchange of ideas at our July workshop last year, the questions at a talk I presented on my study for a regional ASM meeting, and discussions over the year with my colleagues here at Trinity College were the most helpful resources for me.
James Bader
I have found the human support network to be the most helpful. The collective wisdom of this group plus a few kindred spirits on my campus have provided multiple opportunities to share ideas and ask for help. This is a learning process, and the more chances I get to think about these issues, the more I learn. Of course, I seem to be proving correct my colleague's adage that "the more wrong you are, the more you learn".
Janet Branchaw
This is difficult to answer because I have not made as much progress on my Biology Scholars project as I would have liked. With regard to defining the project, my fellow Biology Scholars were definitely the most helpful. I anticipate that the help of a statistician will be extremely valuable in the future as my data set grows and becomes more complex.
As/If I move forward with this project, I will need the support of the Institute for which I work to make it happen. It is clear, after a year of trying to find time to do this research, that I will need relief from some of my other responsibilities if I am going to go down this road. 
Ann Cheeptham
I have a very similar experience to Karen.  Dr. Nancy Flood, my colleague, is a biologist/statistician and she prioritizes teaching at undergraduate level.  So I truly learn a lot from her.  A few days ago we started to pull all the data together, challenging it is I found.  I am still in the middle of it all, data analyzing.  And imagine, I have only 58 students in my lower level and 9 in the upper level and both classes we need to put all the data on spreadsheet.  And that the first step I was thinking how I am going to design the spread sheet so it is easy to read and analyze.  During teh process, I came up with a number of questions towards our experimental design and pre/post tests and when and how it was done..already...I guess, I will need to collect more data in the next few years.   I found the following paper is most useful:
Marshall D. Sundberg. 2002. Assessing Student learning. Cell Biology Education. 1. 11-15.
Karen Curto
Most helpful to my project was the input from an instructional designer, a statistician, my team leader/members and my students. The instructional designer and statistician reviewed my survey questions and made a number of suggestions that made them easier to score in a pre and post survey format. My team members and leader had helpful comments to make about my abstract and helped me on some technical difficulties with my Wiki submissions. My students let me know what was problematic or confusing and how they felt about the assignment.
I spent alot of time online searching BioSciEdNet looking for guidance on analogies and concepts maps.
One text I referenced for inspiration now and then was Learning and Motivation in the Postsecondary Classroom by Marilla D. Svinicki.

Jonathan Davis: After I returning from Washington, I had several very nice email conversations with Craig Nelson, who I met at the NMSU Teaching Academy:

Nelson, C. E. (1996). Student diversity requires difference approaches to collage teaching, even in math and science. Amer Behav Scientist 40 (2): 165-175.

Nelson, C. E. (2010). Want Brighter, Harder Working Students? Change Pedagogies! Some Examples, Mainly from Biology (in press).

Nelson is convinced the group learning are absolutely necessary for many students and that students from underrepresented groups in particular lack the experiences to effectively work in groups. And yet most of my students (most of whom are Hispanic) seem to resist all my efforts to get them to work in cooperative learning groups.

Lianna Etchberger
The best resources for me was the members of the 2010 Biology Scholars cohort and the facilitators; helpful, willing to share, and great at directing me to the right resources even if they were hot yet published- Thanks Jenny Kinght!
The Crowe et. al. 2008 CBE paper "Biology in Bloom" (Vol. 7, 368–381; see Scholar Publications tab, scroll to Mary Pat's name) was very helpful to me in my teaching in general, as well as in my project. The Blooming Biology Tool is very helpful for identifying cognitive levels in order to better align classroom activities with learning objectives and exams. Great resource.
I was especially inspired by Randy Bass and his article "What's the Problem?". His idea of asking students about a broad idea and having them revisit the same question at the end of the class gave me the idea to create the most important assessment in my project- the case study to assess higher order cognitive skills pre/post instruction.
Ron Gerrits: A couple of people were quite helpful, including Mary Pat Wenderoth, whos is quite knowledgable about the literature and always has good feedback, and our schools reference librarian, who was able to find articles for me. I also recently came across a "white paper" titled Learning from Visuals, which is written mostly in support of some new Wiley education books, but is also has a short, but very useful summary on the categories of visuals and how to make them effective. It also has a few references that seem to be must reads for me, as my project focused on the usefulness of visuals to my students. The document can be found at
Trudy Gillevet
Brinda Govindan
The resources that I found the most helpful have been my colleague Kimberly Tanner, who asked important questions and gave me a lot of support.   Mary-Pat Wenderoth and Mary Mawn from team 3 were very helpful with feedback on my abstract.  Feeling a part of the BSP community has also been a big help--I know that I would not have completed this on my own! It helped to have deadlines and reminders to keep on track with the project.  The wiki was extremely useful for finding resources as well.  Having access to student attitude surveys and concept inventories online was a big help.
Wendy Heck Grillo: Perhaps my best resource was my colleage Gail Hollowell whom also teaches BIOL 1101.  The students in her sections in the Fall were the control group (they didnt' take the daily quizzes).  Without her help, this project would not have been possible and a success.  She too is vested in research in Undergraduate Science Education.  Needless to say, we work well together and are constantly exchanging ideas, advice, etc.  As far as the literature, I have come across a few journal articles that have been or may be of help in the future:
  • Glynn, S.M., Taasoobshirazi, G., and Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, Vol. 46, pp. 127-146.
  • Soto, J.G., and Anand, S. (2009). Factors influencing academic performance of students enrolled in a lower division Cell Biology core course. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, pp. 64-80.
  • Moore, R.W. and Foy, R. L. H. (1997). The Scientific Attitude Inventory: A Revision (SAI II). Journal of Research in Science Teaching, Vol 34, pp 327-336.
Caron Inouye

For me, many of the resources that Jenny and Mary Pat posted were incredibly helpful/inspirational to my current project as well as projects that I'm planning for this coming year.  Namely, the Smith et al. (2009) Science article (Jenny co-authoreed) on peer discussion, the Wood (2009) in press article in Ann Rev Cell Dev Biol, and the concept inventories/ assemessment resources.  In addition, two review articles have been very helfpul:

  • Michael J. 2006.  Where's the evidence that active learning works?  Adv Physiol Educ 30: 159-167.
  • Prince, M.  2004.  Does active learning work?  A review of the research.  J Engr Educ 93(3): 223-231.
Lisa Johansen
 I have yet to do any real reference searching.  I am still trying to get a handle on my data - what to do with it, if there is anything interesting there, etc.  Talking with my Science Ed colleague has been quite interesting - I have realized that there is a lot more to teasing out the "data" than just Likert scales.
Jodie Krontiris-Litowitz

My favorite article was the Randy Bass article “The Scholarship of Teaching:  What’s the Problem”, one of our assigned articles.  It was encouraging to read about the value of classroom research. 

I also read some good articles while preparing for my project.  These included:

  • Rybarczyk, Brian, Incorporating primary literature into science learning.  Pp159-.  Handbook of College Science Teaching (Talks about challenges that face students when they use primary literature). <meta content="text/html; charset=utf-8" http-equiv="Content-Type"/> <meta content="Word.Document" name="ProgId"/> <meta content="Microsoft Word 12" name="Generator"/> <meta content="Microsoft Word 12" name="Originator"/> <link href="file:///C:\Users\USER-K~1\AppData\Local\Temp\msohtmlclip1\01\clip_filelist.xml" rel="File-List"/> <link href="file:///C:\Users\USER-K~1\AppData\Local\Temp\msohtmlclip1\01\clip_themedata.thmx" rel="themeData"/> <link href="file:///C:\Users\USER-K~1\AppData\Local\Temp\msohtmlclip1\01\clip_colorschememapping.xml" rel="colorSchemeMapping"/><style type="text/css"></style>

    Regassa LB abnd Morrison-Shelter AI (2009)  Student learning in a project-based molecular biology course J Coll Sci Teaching 48:58-67  (An excellent study that is a very good model for conducting classroom research)

And recently I read the Science and Literacy series in a  May issue of Science. All of the  articles were good but I liked the one below the most because it defined “academic language”. The authors  talked about how the language of biology/science is constructed and used differently than informal or oral language and how this can be a rodblock to student learning. 

  • Snow, C. (2010).    Academic language and the challenge of reading for learning science.  Science 23 April 2010: Vol. 328. no. 5977, pp. 450 – 452.
Mary Mawn
I found that the Scholarship of Teaching and Learning (SoTL) Institute served as an effective kick-off to my research project.  The sessions that I attended and the conversations that I had with fellow scholars and facilitators were extremely helpful. In addition, I found the ongoing interactions with my BSP team (Brinda, Karen, Janet, Ron, and Mary Pat) and BSP buddy (Brinda) to be most helpful.  This provided me with a support “network” throughout the year, particularly when preparing my ASM-CUE abstract and conference poster.  Finally, I received resources and references from other 2009-2010 Biology Scholars, which were very helpful.  I greatly appreciated this support!
Kristina Obom
I agree with many of my colleagues that the best resources were other people.  The ability to discuss my project with my team and critical friend were important for formulating a coherent project and helping to identify resources for my project.  In addition, I work very closely with a colleague at JHU who provided invaluable advice. 
Iglika Pavlova
I recommend "Personal epistemology" a book edited by Barbara K. Hofer and Paul R. Pintrich (2002)  for ANY of you interested in CRITICAL THINKING. And any of the recent papers by the authors, especially Patricia King and  Karen Kichener. This is something you may not stumble upon naturally, but provides good frameworks and good research in the field, the state of the field of knowledge/complex thinking assessment.
Julie Reynolds
 I love this wiki!  I have found that it is a great resource for looking for tools and resources that others are using.  I use Google Reader (also a new resource that had been helpful) to track any changes made on this wiki so I can keep up with the latest updates.  I would have loved to have someone at the initial summer retreat suggest using an RSS feed to keep up with the wiki  (maybe someone did and I missed it).  As for personal resources, I am collaborating with a statistician and a psychometrician on my project, both of whom are bringing so much depth to the project.  
Miriam Segura-Totten
In terms of "human resources", I found that feedback from the Educators' group as UGA was invaluable, as well as feedback from the BSP email list. I also got a lot of help with qualitative analysis from Michelle Byrne, a nursing colleague in my institution.
In terms of articles, the two that stand out the most are:
Crowe A., Dirks C., and Wenderoth M.P. (2008). Biology in Bloom: Implementing Bloom’s Taxonomy to Enhance Student Learning in Biology. CBE-Life Sciences 7(4): 368-381.
This article (Mary Pat's!) helped us think about critical thinking and levels of thinking in very concrete terms. Ironically, we're probably not going to end up using the assessment that we developed through this article, but I still found it tremendously useful
Kitchen E., Bell J.D., Reeve S., Sudweeks R.R., and Bradshaw W.S.(2003). Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness. CBE 2(3): 180–194.
This article will serve us as a model for how to look at some of our data, and how to organize the manuscript.
Conrad Toepfer
I also found people to be the most important resource.  My fellow Scholars really helped me refine my ideas last summer and continue to give me confidence in continuing down this avenue.  The course did not turn out quite like I had planned but there were a couple of people in San Diego that helped me understand that I might really be on to something with a little work next time.  I also found the students in the course to be incredibly clever and insightful.  I didn't give them much to go on at the beginning of the semester but they stepped up and did some things that I didn't expect.  They have definitely given me the baseline to improve on next year; I might even ask a couple of them to be informal consultants for the next offering of the course.
Jacqueline Washington
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