Volume 14 September 2015
FEATURE
Book Review
Integrating Concepts in Biology: A Model for More Effective Ways to Introduce Students to Biology
K. N. Prestwich and A. M. Sheehy
LETTER TO THE EDITOR
Response to Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship: The ASCB Mentoring in Active Learning and Teaching (MALT) Program Is Designed to Facilitate Vision and Change–Inspired Teaching Practices
A. J. Prunuske, S. Wick, and M. J. Wolyniak
ESSAY
College Students’ Views of Work–Life Balance in STEM Research Careers: Addressing Negative Preconceptions
Anna Tan-Wilson and Nancy Stamp
ARTICLES
Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification Kathryn I. Danielson and Kimberly D. Tanner
Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions
Jacqueline Carnegie
Redesigning a General Education Science Course to Promote Critical Thinking
Matthew P. Rowe, B. Marcus Gillespie, Kevin R. Harris, Steven D. Koether, Li-Jen Y. Shannon, and Lori A. Rose
The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation
Timothy J. Weston and Sandra L. Laursen
Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress
Irina Makarevitch, Cameo Frechette, and Natalia Wiatros
Critical Analysis of Primary Literature in a Master’s-Level Class: Effects on Self-Efficacy and Science-Process Skills
Christopher Abdullah, Julian Parris, Richard Lie, Amy Guzdar, and Ella Tour
Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
Gina Sanchez Gibau
Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist
E. A. van Vliet, J. C. Winnips, and N. Brouwer
Uncovering Scientist Stereotypes and Their Relationships with Student Race and Student Success in a Diverse, Community College Setting
Jeffrey Schinske, Monica Cardenas, and Jahana Kaliangara
Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants
Sue Ellen DeChenne, Natalie Koziol, Mark Needham, and Larry Enochs
Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches
Elisabeth E. Schussler, Quentin Read, Gili Marbach-Ad, Kristen Miller, and Miriam Ferzli
On the Cover
Students at the University of Amsterdam used a clicker system as part of a flipped class taught by Dr. Van Vliet. Students watched videos and prepared conceptual questions before class. They submitted these questions via a discussion forum, and used these questions for peer instruction during class. Students in this small study (see the article “Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist”) shifted in their motivations and learning strategies, but the effects were not persistent. Photos courtesy of Thomas Jongstra.