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Abstract Preparation for ASMCUEHosted by Min-Ken Liao, Furman University
The webinar will start promptly at 11:30 AM EST
Enable your speakers:-click on the dropdown arrow next to the speaker icon (top of screen)-click “Unmute my speakers” and your speaker icon should turn green-adjust the presentation volume by clicking on the dropdown arrow next
to the speaker icon and clicking “Adjust speaker volume”
You will be able to communicate with Jen and the other participants by typing in the chat box in the lower right-hand side of the screen
Use the “Raise your hand” button at the top of the page and click the dropdownto agree or disagree during various points in the presentation
Warm-up Assignment:While we are waiting for everyone to join, please visit the links in the “While
You are Waiting” box! Click a link title, then click “Browse To.”
For technical issues, please contact Lyndsey Van Druff [email protected] or 202-942-9322
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ASMCUEMay 16-19, 2013The Inverness Hotel & Conference CenterEnglewood, Colorado
Kelly A. GullManager, Faculty ProgramsAmerican Society for Microbiology
Introduction to ASMCUE
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ASMCUE 2013Steering Committee
Local Organizer
Aimee BernardUniversity of Colorado, DenverDenver, CO
Local Organizer
Timberley Roane University of Colorado, DenverDenver, CO
Chair
Todd PrimmSam Houston State UniversityHuntsville, TX
Vice Chair
Mary MawnEmpire State CollegeSaratoga Springs, NY
Abstract Review Chair
Robyn PuffenbargerBridgewater CollegeBridgewater, VA
Microbrew Review Chair
Jennifer HerzogHerkimer County Community CollegeHerkimer, NY
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ASMLeadership and Staff
Coordinator, Faculty Programs
Michelle SloneASMWashington, DC
Chair, ASM Education Board
Neil BakerOhio State University (retired)Ocean City, MD
Chair, ASM Committee on Undergraduate Education
Sue MerkelCornell UniversityIthaca, NY
Director, ASM Education Department
Amy ChangASMWashington, DC
Manager, Faculty Programs
Kelly GullASMWashington, DC
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ASMCUE Program“Blending Science and Education” Plenary Lectures Science Sessions Pedagogy Sessions Resource Sessions New! Assessment Tools Sessions Microbrew Symposia Poster Session Topical Meal Sessions Exhibit Program
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Who Attends ASMCUE?ASMCUE 2012 – 336 attendees
45-50% First-time attendees 40% Masters and doctoral institutions 35% Undergraduate institutions 25% Community colleges 6% International 50% Teaching > 10 years 87% ASM members 20% ASM General Meeting attendance
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Who/What Do Participants Teach?
Students• 75% Biology • 55% Nursing • 25% Non-majors
biology • 15% Microbiology• 15% Doctoral/medical
microbiology
Courses• 52% Introductory
microbiology• 66% Introductory
biology• 43% Upper division
microbiology/biology• 13% Human anatomy
and physiology
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Promoting ScholarshipPoster Presentations Microbiology & biology education research Demonstration of a scientific problem
(hypothesis and/or statement of problem, methods used, results and conclusion)
Assessment of student learning required Abstracts published in Journal of Microbiology
& Biology Education34 presentations in 2012
Microbrew Sessions Best practices/favorite laboratory or classroom
activity No assessment required 15-minute “chalk talk” oral presentation
42 presentations in 2012
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Location
A - Denver International Airport (DEN)B – The Inverness Hotel and Conference CtrC - Colorado Convention Center
A B ~30 milesB C ~17 miles
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Fees & asm2013ASMCUE Early Reg Fees: $699 ASM Member; $799 Non-member
Hotel: $110 per night plus tax; attendees can stay on through asm 2013
Transportation to downtown Denver: complimentary hotel shuttle to light rail; Dry Creek Station – 40 min to Convention Center stop; $8.00 round trip
Saturday evening: “Field Trip” to asm2013 Opening Session and Reception; Transportation provided; New! $20 Fee
(211 attendees in 2012)
Sunday at asm2013: One-day complimentary registration May 19th only; Transportation not provided
(174 attendees in 2012)
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ASMCUE 2013 TimelineJanuary 1, 2013Conference Registration Opens February 1, 2013Abstract Submission Deadline
February 8, 2013Travel Award Submission Deadline
February 15, 2013Microbrew Abstract Submission Deadline
March 15, 2013Early-Bird Registration Deadline
April 12, 2013Conference Registration Closed
May 16-19, 2013ASMCUE
May 18-21, 2013ASM General Meeting
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Abstract Preparation for ASMCUE
Min-Ken LiaoFurman University
January 14 and 15, 2013
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Outline• Process of review• Immediate rejections• Accepts• Modifies• Guidelines and rubric• Three things to remember• Suggestions• Q&A• Survey
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Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013
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Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013
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Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013
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Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013
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Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013
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Process of review• In 2012, 46 were reviewed and 34 were accepted.• This year: Two teams of three with a chair• Two criteria
– Demonstration of a scientific problem– Quality of written content
• A spread sheet• Three outcomes: R, A, and M• When reviewers agree• When reviewers don’t agree
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Immediate rejections• If you were an abstract reviewer, what kinds of
abstracts will you reject right away? Please enter your answers.
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Immediate rejections: top 10• Selling a product, including graduate school recruit• Irrelevant (out of scope): missed ASM GM deadline• Have been published and/or presented before May 16, 2013• Not innovative• No hypothesis/question• Objective unclear• Inadequate experimental methods• Insufficient data• Student learning unaddressed• No conclusions
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Immediate accepts• What do good abstracts have in common? Please
enter your answers.
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Immediate accepts• We accepted this one right away without positive
results in 2010.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.
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Immediate accepts• Why didn’t we ask her to modify?• Two criteria:
– Demonstration of a scientific problem– Quality of written content
• Benefits of being in the meeting
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Modifies• Everything in between R and A• If you were a reviewer: What’s in (or not in) an
abstract would make you mark “M”?• Please enter your answers.
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Modifies• Mechanical problems• Good project but unclear abstract• Try to get to the bottom of a seemingly finished
project
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Any questions so far?
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Guidelines and rubric• Guidelines
– Abstracts are limited to 1850 characters (excluding spaces). Completed abstracts should be submitted by midnight PST on February 1, 2013 at the Abstract Submission Site
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Guidelines and rubric• Guidelines
– The abstract should describe innovative teaching approaches or the specific activities conducted by the students and must indicate how those changes affected student learning. Work described in the abstract must have been tested on students and assessment of the activity’s outcomes should be described.
• Guidelines are for the presenter and the attendees.
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Guidelines and rubric• Rubric
– Eligibility requirement– Background– Hypothesis– Assessment methods– Results– Conclusions– Relevancy– Structure
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Three things to remember• Read the guidelines and rubric• Read the guidelines and rubric• Read the guidelines and rubric
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Suggestions• Share your abstracts with your team members or your
facilitators prior to submission• JMBE Vol 13, No 1 (2012) Abstracts from the 19th
Annual ASM Conference for Undergraduate Educators (ASMCUE), held June 16-19, 2012 in San Mateo, CA. http://jmbe.asm.org/index.php/jmbe/article/view/412
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QUESTIONS?