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2011 Scholar Pages

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Anne Bernard, Connecticut College, New London, CT



Laurie Caslake, Lafayette College, Easton, PA

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


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



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


Wendy Dustman, University of Georgia, Athens, GA



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



Kendra Hill, South Dakota State University, Brookings, SD



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

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


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



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.


Kirt Moody, Columbia College, Columbia, SC



Rongsun Pu, Kean University, Union, NJ



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? 


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 13:08, 15 Jul 2011
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