Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.

Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups.

Using the Intended-Enacted-Experienced Curriculum Model to Map the Core Competencies in Undergraduate Biology Programs and Courses.

One critical step in the challenging process of curricular reform is determining how closely a curriculum aligns with national recommendations. Here, we examine the alignment of teaching, assessment, and student experience in undergraduate biology courses with the core competency recommendations. We applied the intended-enacted-experienced curriculum model to obtain a more complete, multiperspective view of the curriculum.

Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class.

Group work is often a key component of student-centered pedagogies, but there is conflicting evidence about what types of groups provide the most benefit for undergraduate students. We investigated student learning outcomes and attitudes toward working in groups when students were assigned to groups using different methods in a large-enrollment, student-centered class. We were particularly interested in how students entering the class with different levels of competence in biology performed in homogeneous or heterogeneous groups, and what types of group compositions were formed using different methods of group formation.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material.

Should I stay or should I go: predator- and conspecific-induced hatching in a marine snail.

Predator-induced hatching plasticity has been demonstrated in many species of amphibians. However, animals from other clades (e.g.