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2011 Scholar Pages

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SCHOLAR RESEARCH

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Anne Bernard, Connecticut College, New London, CT

 

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Laurie Caslake, Lafayette College, Easton, PA

Does practice designing, producing, interpreting graphs improve students' ability to read a graph or table?

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Laurence Clement, City College of San Francisco, San Francisco, CA

 

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Lisa DiGirolamo, City College of San Francisco, San Francisco

 Evaluation of a tool to increase scientific literacy through using data from primary literature in a nonmajors biology course

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Wendy Dustman, University of Georgia, Athens, GA

 

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Eric Hanson, University of Southern Nevada, South Jordan, UT

 

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Kendra Hill, South Dakota State University, Brookings, SD

 

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Jean Huang, F.W. Olin College of Engineering, Needham, MA

 What happens when students ask their own questions (instead of answering our questions)?

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Laura Mauro, University of Minnesota, St. Paul, MN

 

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Ann McDonald, Concordia University Wisconsin, Mequon, WI

 The central dogma is an essential but difficult concept for many students regardless of scientific backgrounds. I wish to investigate whether students that gain a better understanding of the structure of DNA will be able to apply that to the concept of gene expression, mutation and genetic disease.

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Kirt Moody, Columbia College, Columbia, SC

 

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Rongsun Pu, Kean University, Union, NJ

 

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Robyn Puffenbarger, Bridgewater College, Bridgewater, VA

 

Is there value-added for genetics to be 4 credit course with lab versus 3 credit lecture only?  How does lab increase mastery of basic content in genetics? 

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Naomi Wernick, University of Massachusetts, Lowell, MA

How does the peer discussion format (organic vs. directed) used in context with clicker questions impact student learning of structure/function relationships? 


 

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Will there be instructor feedback and a chance to apply feedback prior to assigning a grade on the assessment activity?
Posted 12:08, 15 Jul 2011
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