Evidence-Based Education: Promoting Excellence through an Inclusive Environment
Supported by CBE—Life Science Education
4:15-7:00 pm
Room 26B
Co-Chairs: Tracie Gibson, University of Massachusetts-Amherst; and Jennifer Hood-DeGrenier, Worcester State University
4:15 pm Introduction
4:20 pm M61 Transformation of Introductory Cell Biology into a flipped classroom with a model-based reasoning approach led to significant reduction of the “achievement gap” in underserved students. S.K. Olson1, M.L. Petreaca2; 1Biology, Pomona College, Claremont, CA, 2Biology, DePauw University, Greenville, IN
4:40 pm M62 Modified Supplemental Instruction in a high-enrollment upper-division biology course improves student outcomes. M. Crowder1; 1Molecular and Cellular Biology, University of California Davis, Davis, CA
5:00 pm M63 When active learning fails: How faculty beliefs inform their teaching and influence student outcomes. S.M. Lo1,2; 1Cell and Developmental Biology, University of California San Diego, La Jolla, CA, 2Mathematics and Science Education, University of California San Diego, La Jolla, CA
5:20 pm M64 Writing an experimental passage: A project to improve research-critical skills and mastery of core cell biology principles in diverse student populations. S. Fromherz1, J.S. Weaver2; 1Biology, Saginaw Valley State University, University Center, MI, 2Psychology, Saginaw Valley State University, University Center, MI
5:40 pm M65 Gaining STEAM! Engaging Students with STEM-based comics. J.C. Gardiner1, A.K. Purdy2; 1Cancer Biology, Fox Chase Cancer Center, Philadelphia, PA, 2Academic Affairs, Fox Chase Cancer Center, Philadelphia, PA
6:00 pm M66 Welcoming the first-semester biology student: improving engagement and confidence through the Students as Scholars (SAS) research curriculum. J.L. Brewster1, S.D. Davis1, R.L. Honeycutt1, L.B. Kats1, H. Valenzuela2, S.A. Vetrone2, C. Swift2; 1Natural Science Division, Pepperdine University, Malibu, CA, 2Biology Department, Whittier College, Whittier, CA
6:20 pm M67 Identifying the unwritten rules of undergraduate research. K.M. Cooper1, J.M. Cala1, S.E. Brownell1; 1School of Life Sciences, Arizona State University, Tempe, AZ
6:40 pm M68 “Where’s my mentor?!” A typology of negative mentoring in undergraduate research. L. Limeri1, M.Z. Asif1, D. Esparza2, B. Bridges1, D. Sanders1, T. Tuma1, E.L. Dolan1; 1Biochemistry & Molecular Biology, University of Georgia, Athens, GA, 2University of Texas El Paso, El Paso, TX
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