ASCB Newsletter Dec 2013 - page 34

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ASCB
NEWSLETTER DECEMBER 2013
Volume 12 December 2013
Life Sciences
Education
CBE
CBE—Life Sciences Education Volume 12 December 2013
Table of Contents
Editorial
A Year of Firsts
Erin L. Dolan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577–578
Letters to the Editor
PULSE Vision & Change Rubrics
Karen M. Aguirre, Teresa C. Balser, Thomas Jack, Katherine E. Marley, Kathryn G. Miller, Marcy P. Osgood,
Pamela A. Pape-Lindstrom, and Sandra L. Romano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579–581
Science Choreography: A Movement-Based Approach to Biology Teaching
Laura Grabel, Michael Weir, Laurel F. Appel, Elizabeth Johnson, Richard McCarthy, and Liz Lerman . . . . . . . . . . 582–583
Transdisciplinary Training between Physics and Biology Led to the Development of the Hydrodynamics Laws
Tamer Zeren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584–585
FEATURES
Approaches to Biology Teaching and Learning
“What if students revolt?”—Considering Student Resistance: Origins, Options, and Opportunities
for Investigation
Shannon B. Seidel and Kimberly D. Tanner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586–595
From the National Academies
Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are
Relevant for Undergraduate Education in the United States
John D. Clements, Nancy D. Connell, Clarissa Dirks, Mohamed El-Faham, Alastair Hay,
Elizabeth Heitman, James H. Stith, Enriqueta C. Bond, Rita R. Colwell, Lida Anestidou,
Jo L. Husbands, and Jay B. Labov . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596–603
Book Review
Denying Genetic Causality
Karen G. Hales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604–605
RESEARCH METHODS
Best Practices for Measuring Students’ Attitudes toward Learning Science
Matthew Lovelace and Peggy Brickman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 606–617
ARTICLES
The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument
to Characterize University STEM Classroom Practices
Michelle K. Smith, Francis H. M. Jones, Sarah L. Gilbert, and Carl E. Wieman . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618–627
Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology
Julia I. Smith, Elijah D. Combs, Paul H. Nagami, Valerie M. Alto, Henry G. Goh, Muryam A. A. Gourdet,
Christina M. Hough, Ashley E. Nickell, Adrian G. Peer, John D. Coley, and Kimberly D. Tanner . . . . . . . . . . . . . . 628–644
Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues
Jennifer K. Knight, Sarah B. Wise, and Katelyn M. Southard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645–654
Development of a Meiosis Concept Inventory
Pamela Kalas, Angie O’Neill, Carol Pollock, and G ¨ulnur Birol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655–664
The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary
Developmental Biology
Kathryn E. Perez, Anna Hiatt, Gregory K. Davis, Caleb Trujillo, Donald P. French, Mark Terry,
and Rebecca M. Price . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665–675
Life Sciences
Education
CBE
Volume 12,Winter 2013
Published by
ascb
theamerican society forcellbiology
EditorialPartner
Organization of Biology Knowledge
1...,24,25,26,27,28,29,30,31,32,33 35,36,37,38,39,40,41,42,43,44,...48
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