2017 NABT Biology Education Research Symposium

Friday, November 10, 2017 in St. Louis, Missouri

Presentations for the 9th Annual NABT Biology Education Research Symposium were accepted through a double-blind peer review process that was open to biology educators and researchers at all levels. The NABT Four-Year University & College Section Research Committee Co-Chairs were Erin Baumgartner, Western Oregon University, Monmouth, OR and Jaime Sabel, The University of Memphis, Memphis, TN.

We extend a special thank you to our reviewers for their time and detailed feedback.

2017 Presentations

A Critical Review of the Literature on Biology Graduate Teaching Assistant Professional Development

Joshua Reid, Penny Carroll, and Grant Gardner, Middle Tennessee State University, Murfreesboro, TN; Miranda Chen and Elisabeth Schussler, University of Tennessee, Knoxville, TN; Gili Marbach-Ad, University of Maryland, College Park, MD; Kristen Miller, University of Georgia, Athens, GA; and Judith Ridgway, The Ohio State University, Columbus, OH

ABSTRACT: Graduate Teaching Assistants (GTAs) are critical yet under-appreciated instructors in the movement to reform undergraduate STEM instruction. In biology specifically, GTAs teach a large proportion of undergraduate “gateway” courses shown to be critical for success and retention of biology students. Yet GTA Teaching Professional Development (TPD) continues to be limited or nonexistent nationwide. This study is a critical review of the GTA professional development literature. We focus on a subsample of n = 23 studies of biology GTAs in the larger sample of n = 117 reviewed manuscripts. Findings highlight the types of TPD being published in the literature and the types of outcomes variables being measured including: GTA cognitive outcome variable, GTA teaching practice outcome variables, and undergraduate student learning outcomes. Implications for research and practice in this field will be discussed.

Comparing Learning Objective Communication between Professors and Students in the Classroom

Jennifer L. Idema, Zachary L. Nolan, E. Austin Leone, Kathryn M. Parsley, Sara Salisbury and Kristy L. Daniel, Texas State University, San Marcos, TX

ABSTRACT: University courses have learning objectives that are commonly found in course syllabi. Because students and professors place different values on syllabi, perceptions of learning objectives vary. Previous studies have investigated the relationship between student-teacher expectations and syllabi content, but do not address the role of explicit syllabi content. Our study used qualitative methods to investigate the relationships among student-reported perceptions of course learning objectives, professor-reported intended course learning objectives, and explicit syllabus content. We used interviews from two professors who taught introductory biology courses for non-majors, course syllabi, and student responses to an open-ended questionnaire about course learning objectives. After deductively coding students’ responses, we found only 33% of students accurately identified a learning objective listed in the course syllabus. We identified three main themes in student reported learning objectives: Knowledge (83.9%), Practice (11.3%), and Performance (4.8%). Two of these (Knowledge and Practice) are in line with professor intended learning goals. Our findings show that the syllabus alone is an ineffective tool for communicating course learning objectives. Other communication methods should be employed to convey course learning objectives to students. By understanding how students interpret learning objectives, professors are better equipped to help students succeed.

Formative Assessment in Online Science Classes: Exploring how Assessments Drive Teacher Practices that Aid Learning

Shannon M. Burcks and Marcelle A. Siegel, University of Missouri, Columbia, MO

ABSTRACT: Science curricula integrated into virtual formats have shown promise meeting the goals set forth in the Next Generation Science Standards (NGSS Lead States, 2013). In online courses, assessments are presented in a virtual format where they are also incorporated into a teacher’s practice. Therefore, it is essential to understand how assessments in online courses impact teachers’ formative assessment practices. In this study, we chose to consider how aspects of course assessments in an online undergraduate introductory non-majors nutrition course influenced a teacher’s practices to support student learning of science content. We used the Assessment Literacy conceptual model (Abell and Siegel, 2011) with a specific focus on Interpretation and Action Taking to analyze our data. Our findings demonstrate how online assessments may aid or unintentionally constrict teacher practices which support learning. Additionally, we show that a teacher with a high-level of assessment literacy can reduce the impact of limitations presented by an assessment. Our study suggests further support for developing teachers’ assessment literacy and the use of assessments that provide the opportunity for customization during multiple interactions with students would help teachers to better interpret student needs and take action to support student learning.

Acceptance of Evolution among American College Students at Two Arkansas Regional Universities 

Holli Hall, Arkansas Tech University, Russellville, AR and Mark W. Bland, University of Central Arkansas, Conway, AR

ABSTRACT: Evolutionary theory is the unifying concept across all branches of biology, and higher levels of acceptance of this theory correlates with a better understanding of science and scientific processes. Demographic factors such as religiosity, age, gender, ethnic heritage, attendance of a public vs. private high school, and their choice of major were additional factors influencing students’ acceptance rates of evolution as a unifying concept. A Likert scale survey (the MATE) was administered to students enrolled in a freshman-level biology course at the beginning of each of three semesters. At the end of each semester, after lecture and testing on evolutionary concepts, the students were administered the same survey. Results were evaluated by topic question for each demographic group using average MATE scores, ANOVA, and Pearson’s R values for statistical analysis. The religious background and age of the students were found to predict their acceptance of evolutionary concepts. Results further indicated that a students’ level of religiosity has the greatest influence on students’ MATE scores. Significant results between the demographic groups including major vs. non-major, age, gender, ethnic heritage, religious affiliation, and their attendance in a public high school vs. a private high school were all found to be predictors for students' MATE scores.

Instructors’ Formative Assessment in Undergraduate Biology: Influences, Context, and Practices 

Julie A. Birt, Marcelle A. Siegel, Linh T. Ngo, Hai T. Nguyen, Elizabeth M. Gammel, Keala Cummings and Bethany R. Mordhorst, University of Missouri, Columbia, MO

ABSTRACT: In this multiple case study, drawing on the personal practice assessment theory (PPAT) model from Box, Skoog & Dabbs (2015), we investigated two experienced college biology instructors’ theories and contextual influences on their formative assessment practices. Data collected included classroom observations, instructor interviews, course artifacts and student focus group. Qualitative analysis of the data revealed that each instructor’s differing PPATs affected their purpose, planning, and implementation of formative assessment. Tasha’s PPATs led her to believe that assessment should be a carefully planned motivational and learning opportunity for students, while Jack viewed assessment as a diverse and stress-free student learning experiment. Tasha’s many years of teaching acted as a barrier in that she felt she could anticipate all student difficulties while Jack’s adaptable assessment practices were facilitated by his confidence in his tenured status. Cross-case analysis affirmed that both instructors chose assessment practices they enjoyed and focused on assessment for student learning, but only Jack allowed the assessment results to effect an immediate change in his practices while Tasha planned changes for the following semester. Overall we present a focused glimpse into the private classrooms of college biology instructors which shed valuable insights into the personal practice theories of experienced college instructors.

The Hidden Role of “Buy-In”: How Faculty and Student Attitudes Impact Curricular Reform

Tarren Shaw, University of Oklahoma, Norman, OK; Suann Yang, SUNY Geneseo, Geneseo, NY; Troy Nash, Mercer University, Macon, GA; Rachel Pigg, Presbyterian College, Clinton, SC; and Jeff Grim, University of Tampa, Tampa, FL

ABSTRACT: Vision & Change recommends transformation in undergraduate biology education, but some faculty may be reluctant to reform their courses for fear of student resistance. Faculty may use many measures to evaluate the extent of student resistance, such as student evaluations of teaching or verbal comments from students or colleagues. It is less common for faculty to use a thorough assessment of both student learning gains and self-efficacy to inform curricular change. We assessed both of these measures in a mixed-majors biology course at a small liberal arts college. Students self-reported increases in learning gains on surveys, and formative and summative assessments demonstrated actual learning/ performance gains. STEM majors were more likely to report positive opinions than non-STEM majors, though more positive compared to negative opinions were expressed by students who took the course, regardless of major. Because of a decrease in interest in biology by non-majors, we suggest that offering a non-majors introductory biology course may be more successful in engaging these students.