Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Srougi, Melissa C.; Miller, Heather B.; Witherow, D. Scott; Carson, S. D.

doi:10.1002/bmb.20701

Cited by 11 publications

(5 citation statements)

References 30 publications

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“…Collaborative groups generally consist of three to seven students. Student self-selection into groups is a common approach (Gorvine & Smith, 2015; LoGiudice et al, 2015), but authors have recommended random assignment to prevent students who know their group composition in advance from dividing material among themselves for study, a tactic referred to as cognitive loafing (LoGiudice et al, 2015; Siegel et al, 2015; Srougi, Miller, Witherow, & Carson, 2013). As such, collaborative testing groups were comprised of four to five randomly assigned students that changed for each test.…”

Section: Methodsmentioning

confidence: 99%

Comparing Two Models of Collaborative Testing for Teaching Statistics

Eastridge

Benson

2019

Teaching of Psychology

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Research on collaborative testing has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, it has most often been used as a second test following traditional individual testing. This quasi-experimental study compared two models of collaborative testing in an introductory statistics course. Students who experienced collaborative testing as a pretest ( n = 35) and as a posttest ( n = 33) were compared with a control group ( n = 61) that experienced traditional individual testing only. Grade book data and a survey administered at the end of the semester provided information on student attitudes and perceptions toward learning statistics and use of collaborative testing, and the impact of each model on student learning. The same instructor taught all students and administered the same tests. The authors found that group-first testing was favored by students and provided the greatest benefit for reducing anxiety while still supporting student learning.

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Section: Methodsmentioning

confidence: 99%

Comparing Two Models of Collaborative Testing for Teaching Statistics

Eastridge

Benson

2019

Teaching of Psychology

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“…Bioinformatics tools in this course are first introduced through active learning assignments performed in collaborative groups, which we have found to be the most effective for student learning ( Srougi et al, 2013 ; Tanner, 2017 ). Peer interactions are critical for learning key concepts and provide valuable experience in working in diverse groups, a critical skill in the biotechnology workforce.…”

Section: Integrating Bioinformatics In a Dual-level Undergraduate Graduate Course In Molecular Biotechnologymentioning

confidence: 99%

Integrating Bioinformatics Tools Into Inquiry-Based Molecular Biology Laboratory Education Modules

et al. 2021

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The accelerating expansion of online bioinformatics tools has profoundly impacted molecular biology, with such tools becoming integral to the modern life sciences. As a result, molecular biology laboratory education must train students to leverage bioinformatics in meaningful ways to be prepared for a spectrum of careers. Institutions of higher learning can benefit from a flexible and dynamic instructional paradigm that blends up-to-date bioinformatics training with best practices in molecular biology laboratory pedagogy. At North Carolina State University, the campus-wide interdisciplinary Biotechnology (BIT) Program has developed cutting-edge, flexible, inquiry-based Molecular Biology Laboratory Education Modules (MBLEMs). MBLEMs incorporate relevant online bioinformatics tools using evidenced-based pedagogical practices and in alignment with national learning frameworks. Students in MBLEMs engage in the most recent experimental developments in modern biology (e.g., CRISPR, metagenomics) through the strategic use of bioinformatics, in combination with wet-lab experiments, to address research questions. MBLEMs are flexible educational units that provide a menu of inquiry-based laboratory exercises that can be used as complete courses or as parts of existing courses. As such, MBLEMs are designed to serve as resources for institutions ranging from community colleges to research-intensive universities, involving a diverse range of learners. Herein, we describe this new paradigm for biology laboratory education that embraces bioinformatics as a critical component of inquiry-based learning for undergraduate and graduate students representing the life sciences, the physical sciences, and engineering.

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“…Students complete two midterm exams (10% each) that are composed of two evenly weighted components: a group take‐home portion and an individual in‐class portion 33 . A cumulative, individual final exam (15%) is given at the end of the course.…”

Section: Lab Exercisesmentioning

confidence: 99%

Integrating research into a molecular cloning course to address the evolving biotechnology landscape

Garcia

Chapman

Chen

et al. 2020

Biochem Molecular Bio Educ

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The rapid development of molecular biotechnology presents a curricular challenge for educators trying to provide students with relevant coursework. A comprehensive biology education should also include opportunities for students to develop intellectual and technical skills through authentic research experiences. Integrating relevant and interesting research projects into their classes, however, can be a challenging task for instructors. To address these varied demands, we redesigned our existing molecular cloning course to incorporate an independent research project assessing calcium signaling. In the revised course, students use traditional and recombination‐based cloning strategies to generate bacterial and mammalian expression vectors encoding CaMPARI, a novel fluorescent calcium indicator. Bacterially‐expressed CaMPARI is used in protein quantification and purification assays. Students must also design their own research project evaluating the effect of chemotherapeutic agents on calcium signaling in a mammalian system. Revised and novel labs were designed to be modular, facilitating their integration into the course over 2 years. End‐of‐semester student evaluations were compared between years revealing a significant difference in students' perception of the course's difficulty between years. This change in attitude highlights potential pedagogical considerations that must be examined when introducing new material and activities into existing courses. Since calcium signaling is important for cellular process across diverse species, instructors may be able to develop research projects within their respective areas of interest. Integration of authentic research experiences into the curriculum is challenging; however, the framework described here provides a versatile structure that can be adapted to merge diverse instructor interests with evolving educational needs.

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Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Cited by 11 publications

References 30 publications

Comparing Two Models of Collaborative Testing for Teaching Statistics

Comparing Two Models of Collaborative Testing for Teaching Statistics

Integrating Bioinformatics Tools Into Inquiry-Based Molecular Biology Laboratory Education Modules

Integrating research into a molecular cloning course to address the evolving biotechnology landscape

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