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Table of contents
  1. 1. Crowe, A.,   Dirks, C., & Wenderoth, M.P. (2008) Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology.  CBE - Life Sciences Education, 7, 368-381.    Asking students to attain higher order thinking is critical in biology.  Knowing the terms will only get students so far in genetics. I am always thinking about Bloom’s Taxonomy and this article had very specific examples of how a particular aspect of biology, like a Punnett Square, fits into Bloom’s Taxonomy.  Since I want genetics lab to give students the chance to apply and go higher in the Taxonomy, having this article has really helped me think about where lab questions are located.    Fata-Hartley, C.  (2011)  Resisting Rote: The Importance of Active Learning for All Course Learning Objectives.  Journal of College Science Teaching, 40, 36-39.      Even in lab, I find I may spend up to 20 minutes of my two hours engaged in a lecture-style pre-lab.  I need to be as deliberate in setting learning goals for lab as lecture and then using the time for active learning!    Jensen, J. L. & Lawson, A.  (2011)  Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology.  CBE - Life Sciences Education, 10, 64-73.    I am also working on converting some genetics labs from the “cookbook” style to more “guided inquiry.”  I have seen a bit of literature with modest improvements on learning gains when labs are inquiry-based.  This is one example of college-level changes to include inquiry based learning compared to lecture based instruction.    Myers, M. J. & Burgess, A. B.  (2003)  Inquiry-Based Laboratory Course Improves Students’ Ability to Design Experiments and Interpret Data. Advances in Physiology Education, 27, 26-32.    This paper is a bit older but describes an inquiry-based approach in physiology.  Since genetics and physiology are often second-year courses at Bridgewater, this looked like a solid paper to help in my re-design of genetics labs to be more inquiry-based, with ideas for ways to assess improvements in student learning.    Smith, M. K., Wood, W. B. &  Knight, J. K. (2008) The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics. CBE - Life Sciences Education, 7, 422-430.     I have used this concept assessment test as part of a pre-/post-test in genetics at Bridgewater.  In the first year using this assessment tool, I noticed that the Bridgewater (BC) students had much higher learning gains on the questions about three genes and their location compared to Colorado students.  I wondered if BC students had higher learning gains since we actually do a three-point test cross in lab during the semester while Colorado students do not have a genetics lab.  It is working with the Colorado investigators that led me to SoTL and Biology Scholars.  Since this concept inventory is published, I hope to continue to use it as part of the assessment of my effectiveness in teaching genetics and as part of my research project. 

Crowe, A.,   Dirks, C., & Wenderoth, M.P. (2008) Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology.  CBE - Life Sciences Education, 7, 368-381. 

 

Asking students to attain higher order thinking is critical in biology.  Knowing the terms will only get students so far in genetics. I am always thinking about Bloom’s Taxonomy and this article had very specific examples of how a particular aspect of biology, like a Punnett Square, fits into Bloom’s Taxonomy.  Since I want genetics lab to give students the chance to apply and go higher in the Taxonomy, having this article has really helped me think about where lab questions are located. 

 

Fata-Hartley, C.  (2011)  Resisting Rote: The Importance of Active Learning for All Course Learning Objectives.  Journal of College Science Teaching, 40, 36-39.   

 

Even in lab, I find I may spend up to 20 minutes of my two hours engaged in a lecture-style pre-lab.  I need to be as deliberate in setting learning goals for lab as lecture and then using the time for active learning! 

 

Jensen, J. L. & Lawson, A.  (2011)  Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology.  CBE - Life Sciences Education, 10, 64-73. 

 

I am also working on converting some genetics labs from the “cookbook” style to more “guided inquiry.”  I have seen a bit of literature with modest improvements on learning gains when labs are inquiry-based.  This is one example of college-level changes to include inquiry based learning compared to lecture based instruction. 

 

Myers, M. J. & Burgess, A. B.  (2003)  Inquiry-Based Laboratory Course Improves Students’ Ability to Design Experiments and Interpret Data. Advances in Physiology Education, 27, 26-32. 

 

This paper is a bit older but describes an inquiry-based approach in physiology.  Since genetics and physiology are often second-year courses at Bridgewater, this looked like a solid paper to help in my re-design of genetics labs to be more inquiry-based, with ideas for ways to assess improvements in student learning. 

 

Smith, M. K., Wood, W. B. &  Knight, J. K. (2008) The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics. CBE - Life Sciences Education, 7, 422-430.  

 

I have used this concept assessment test as part of a pre-/post-test in genetics at Bridgewater.  In the first year using this assessment tool, I noticed that the Bridgewater (BC) students had much higher learning gains on the questions about three genes and their location compared to Colorado students.  I wondered if BC students had higher learning gains since we actually do a three-point test cross in lab during the semester while Colorado students do not have a genetics lab.  It is working with the Colorado investigators that led me to SoTL and Biology Scholars.  Since this concept inventory is published, I hope to continue to use it as part of the assessment of my effectiveness in teaching genetics and as part of my research project. 

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