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ASMCUE Abstracts

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Titles of the abstracts accepted for presentation at the ASMCUE 2011 meeting are below.  To read the abstract, please print this document (also attached below).

 

Quality of the Click: Evaluating the Effect of High Cognitive Level Clicker Questions on Student Thinking and Learning

D.K. Anderson. St. Norbert College, De Pere, WI.

 

A Study of Students Studying Nature: Understanding Attitudes Towards Nature and Sustainability among Students at an Urban Community College

C.P. Colon. Kingsborough Community College, City University of New York, Brooklyn, NY.

 

Do Students Know What They Know? Student Metacognition in Introductory Biology

C.L. Fata-Hartley and A.M. McCright. Michigan State University, Lyman Briggs College, East Lansing, MI.

 

Improving Student Outcomes in Introductory Majors Biology: Popular Media

J.R. Geiser. Western Michigan University, Kalamazoo, MI.


Understanding, and Using, Predictors of Student Achievement in First-Year Biology in Course Redesign

C.M. Graham, W.R. Huddleston, H.D.Addy, J. Stallard. University of Calgary, Calgary, AB, Canada.

 

Assessing the Impact of Student Response Systems on Pedagogy and Learning Outcome

in a Cell and Molecular Biology Course

K.F. Hung and M. Menze. Eastern Illinois University, Charleston, IL.

 

Characterizing Student Use and Perceptions of Instructional Objectives in Freshman Life Science Courses

J.A. LaMack. Milwaukee School of Engineering, Milwaukee, WI.

 

Student Learning and Development is Enhanced by Research Experiences the Classroom

S.C. Nold. University of Wisconsin-Stout, Menomonie, WI.

 

Incorporating Primary Research Articles into Case Studies to Stimulate Research Oriented Learning

B.B Quimby. University of Maryland, College Park, MD.

 

Assessing Undergraduate Laboratory Research Education via a Virtual Research Community-based Platform

J.N. Rampersad, D. Ammons, and R. Carlson. University of Texas- Pan American, Edinburg, TX

 

Producing New Forms Of Engaging, High-Benefit Assessment for Undergraduate Science Students

S.L. Rowland and I. Wood, University of Queensland, Brisbane, QLD, Australia.

 

Determinants of Student Success in a Hybrid Microbiology Course

H.M. Seitz. Johnson County Community College, Overland Park, KS. 

 

Using Self-assessment to Increase Student Metacognition and Learning Gains

A.M. Siegesmund. Pacific Lutheran University, WA

 

Previous Exposure to Topics in a Test Format Yields Initial Improvement on Exam Scores for Those Topics in an Introductory Biology Course

S.K. Sullivan and N. Ponder. Louisiana State University of Alexandria, Alexandria, LA.

 

Writing-to-learn Activities as a Measure of Ecological Literacy

A.M. Wallace1 and M. Balgopal2. 1Minnesota State University Moorhead, Moorhead, MN and 2Colorado State University, Fort Collins, CO.

 

Assessing Improvement in Student Data Analysis Skills in a Microbiology Course for Allied Health Majors

K. Walton. Missouri Western State University, St. Joseph, MO.

 

The Use of Team-Based Learning in a Non-majors Human Genetics Course

K.L. Zoghby. University of Richmond, Richmond, VA.

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