Life Sciences Education (LSE) Winter 2016 TOC

VOLUME 15 • WINTER 2016 •

Table of Contents

Set Theory, Logic, and Probability: The Integration of Qualitative Reasoning into Teaching Statistics for Quantitative Biology
Chenshu Liu and Ruijun Zhu


Systems Biology for 21st-Century Quantitative Scientists
Dietlind L. Gerloff and Jonghoon Kang
Helping Teachers in the Evolution-Teaching Dilemma: Understanding Evolution by Kostas Kampourakis
Lisa K. Elfring
A Resource of Resources for STEM Educators
Cheryl A. Sensibaugh


Summit of the Research Coordination Networks for Undergraduate Biology Education
Carrie Diaz Eaton, Deborah Allen, Laurel J. Anderson, Gillian Bowser, Mark A. Pauley,
Kathy S. Williams, and Gordon E. Uno

Online Teaching Resources about Medicinal Plants and Ethnobotany
Kristina M. Straus and Eric H. Chudler

Mixed-Methods Design in Biology Education Research: Approach and Uses
Abdi-Rizak M. Warfa
Rasch Analysis for Instrument Development: Why, When, and How?
William J. Boone

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
Cynthia J. Brame
Crossing the Threshold: Bringing Biological Variation to the Foreground
Janet M. Batzli, Jennifer K. Knight, Laurel M. Hartley, April Cordero Maskiewicz,
and Elizabeth A. Desy
Encouragement for Faculty to Implement Vision and Change
Caylyn Harvey, Kristen Eshleman, Kyosung Koo, Kevin G. Smith, Christopher J. Paradise,
and A. Malcolm Campbell
STEM Faculty as Learners in Pedagogical Reform and the Role of Research
Articles as Professional Development Opportunities
Amy B. Mulnix
The College Science Learning Cycle: An Instructional Model for Reformed
Michelle Withers
Practical Strategies for Collaboration across Discipline-Based Education
Research and the Learning Sciences
Melanie Peffer and Maggie Renken
A Guide for Graduate Students Interested in Postdoctoral Positions in Biology
Education Research
Melissa L. Aikens, Lisa A. Corwin, Tessa C. Andrews, Brian A. Couch, Sarah L. Eddy,
Lisa McDonnell, and Gloriana Trujillo


Student Buy-In to Active Learning in a College Science Course
Andrew J. Cavanagh, Oriana R. Aragón, Xinnian Chen, Brian Couch, Mary Durham,
Aiyana Bobrownicki, David I. Hanauer, and Mark J. Graham
Characterizing Student Perceptions of and Buy-In toward Common Formative
Assessment Techniques
Kathleen R. Brazeal, Tanya L. Brown, and Brian A. Couch
Does the Room Matter? Active Learning in Traditional and Enhanced Lecture
Jon R. Stoltzfus and Julie Libarkin
Collaborative Learning in Higher Education: Evoking Positive Interdependence
Karin Scager, Johannes Boonstra, Ton Peeters, Jonne Vulperhorst, and Fred Wiegant
Group Random Call Can Positively Affect Student In-Class Clicker Discussions
Jennifer K. Knight, Sarah B. Wise, and Scott Sieke
A Measure of College Student Persistence in the Sciences (PITS)
David I. Hanauer, Mark J. Graham, and Graham F. Hatfull
Step by Step: Biology Undergraduates’ Problem-Solving Procedures during
Multiple-Choice Assessment
Luanna B. Prevost and Paula P. Lemons
Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking
to Introductory Biology Students
Laura R. Novick and Kefyn M. Catley
Using Student Writing and Lexical Analysis to Reveal Student Thinking about
the Role of Stop Codons in the Central Dogma
Luanna B. Prevost, Michelle K. Smith, and Jennifer K. Knight
Development and Validation of the Conceptual Assessment of Natural Selection
Steven T. Kalinowski, Mary J. Leonard, and Mark L. Taper
Teaching about Water Relations in Plant Cells: An Uneasy Struggle
Lilianna Malin´ska, Eliza Rybska, Ewa Sobieszczuk-Nowicka, and Małgorzata Adamiec
Toward High School Biology: Helping Middle School Students Understand
Chemical Reactions and Conservation of Mass in Nonliving and Living Systems
Cari F. Herrmann-Abell, Mary Koppal, and Jo Ellen Roseman
The Design and Transformation of Biofundamentals: A Nonsurvey Introductory
Evolutionary and Molecular Biology Course
Michael W. Klymkowsky, Jeremy D. Rentsch, Emina Begovic, and Melanie M. Cooper
Options for Online Undergraduate Courses in Biology at American Colleges
and Universities
Alison K. Varty
Alternative Realities: Faculty and Student Perceptions of Instructional Practices
in Laboratory Courses
Christopher W. Beck and Lawrence S. Blumer
Investigating the Role of an Inquiry-Based Biology Lab Course on Student
Attitudes and Views toward Science
Erica Jeffery, Kathy Nomme, Thomas Deane, Carol Pollock, and Gülnur Birol
Early Environmental Field Research Career Exploration: An Analysis of Impacts
on Precollege Apprentices
Susan K. Flowers, Katherine M. Beyer, Maria Pérez, and Donna B. Jeffe
Implementation of a Collaborative Series of Classroom-Based Undergraduate
Research Experiences Spanning Chemical Biology, Biochemistry, and
Jennifer R. Kowalski, Geoffrey C. Hoops, and R. Jeremy Johnson
Development and Evaluation of the Tigriopus Course-Based Undergraduate
Research Experience: Impacts on Students’ Content Knowledge, Attitudes,
and Motivation in a Majors Introductory Biology Course
Jeffrey T. Olimpo, Ginger R. Fisher, and Sue Ellen DeChenne-Peters
Do We Need to Design Course-Based Undergraduate Research Experiences
for Authenticity?
Susan Rowland, Rhianna Pedwell, Gwen Lawrie, Joseph Lovie-Toon, and Yu Hung
Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating
Changes in Understanding and Visualization of the Scientific Process in a
Multidisciplinary Student Population
Kristy J. Wilson and Bessie Rigakos
The Benefits of Peer Review and a Multisemester Capstone Writing Series
on Inquiry and Analysis Skills in an Undergraduate Thesis
K. F. Weaver, V. Morales, M. Nelson, P. F. Weaver, A. Toledo, and K. Godde
Perceived Challenges in Primary Literature in a Master’s Class: Effects
of Experience and Instruction
Richard Lie, Christopher Abdullah, Wenliang He, and Ella Tour
Validation and Application of the Survey of Teaching Beliefs and Practices for
Undergraduates (STEP-U): Identifying Factors Associated with Valuing
Important Workplace Skills among Biology Students
Gili Marbach-Ad, Carly Rietschel, and Katerina V. Thompson
A Case Study Documenting the Process by Which Biology Instructors Transition
from Teacher-Centered to Learner-Centered Teaching
Gili Marbach-Ad and Carly Hunt Rietschel
Examining the Role of Leadership in an Undergraduate Biology Institutional
Reform Initiative
Rebecca L. Matz and Sarah E. Jardeleza
The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool
to Measure Transformation of Life Sciences Departments at All Institution
Loretta Brancaccio-Taras, Pamela Pape-Lindstrom, Marcy Peteroy-Kelly, Karen Aguirre,
Judy Awong-Taylor, Teri Balser, Michael J. Cahill, Regina F. Frey, Thomas Jack, Michael Kelrick,
Kate Marley, Kathryn G. Miller, Marcy Osgood, Sandra Romano, J. Akif Uzman, and Jiuqing Zhao
Introducing the Postsecondary Instructional Practices Survey (PIPS):
A Concise, Interdisciplinary, and Easy-to-Score Survey
Emily M. Walter, Charles R. Henderson, Andrea L. Beach, and Cody T. Williams
Making the Grade: Using Instructional Feedback and Evaluation to Inspire
Evidence-Based Teaching
Peggy Brickman, Cara Gormally, and Amedee Marchand Martella

About the Author:

Recommended Articles