A longitudinal study of attitudes toward evolution among undergraduates who are members of the Church of Jesus Christ of Latter-day Saints.

Polling data reveal a decades-long residual rejection of evolution in the United States, based on perceived religious conflict. Similarly, a strong creationist movement has been documented internationally, including in the Muslim world. Members of the Church of Jesus Christ of Latter-day Saints (LDS, Mormon), a generally conservative denomination, have historically harbored strong anti-evolution sentiments.

Promoting mastery of complex biological mechanisms.

This article describes efforts aimed at improving comprehension and retention of complex molecular mechanisms commonly studied in undergraduate biology and biochemistry courses. The focus is on the design of appropriate assessments, an active classroom emphasizing formative practice, and more effective out-of-class study habits. Assessments that require students to articulate their understanding through writing are the most effective.

Promoting the Multidimensional Character of Scientific Reasoning.

This study reports part of a long-term program to help students improve scientific reasoning using higher-order cognitive tasks set in the discipline of cell biology. This skill was assessed using problems requiring the construction of valid conclusions drawn from authentic research data. We report here efforts to confirm the hypothesis that data interpretation is a complex, multifaceted exercise.

Specific aspects of minority stress associated with depression among LDS affiliated non-heterosexual adults.

A nation-wide sample of 634 previous or current members of the Church of Jesus Christ of Latter-Day Saints (LDS), non-heterosexual adults (ages 18-33), were surveyed to examine how specific aspects of minority stress are individually and collectively associated with depression, and how such associations differ across sex, sexual orientation, and level of affiliation with the LDS church. When five stressors were examined simultaneously, need for others' acceptance (NA) was the strongest predictor of depression, followed by internalized homophobia (IH). All minority stress factors were found to be individually predictive of depression and did not differ across sex or sexual orientation subgroups.

Sexual orientation change efforts through psychotherapy for LGBQ individuals affiliated with the Church of Jesus Christ of Latter-day Saints.

This study reports the results of a comprehensive online survey of 1,612 current or former members of the Church of Jesus Christ of Latter-day Saints, many of whom engaged in psychotherapy to cope with (i.e., understand, accept, or change) their same-sex attractions.

Sexual orientation change efforts among current or former LDS church members.

This study examined sexual orientation change efforts (SOCE) by 1,612 individuals who are current or former members of the Church of Jesus Christ of Latter-day Saints (LDS). Data were obtained through a comprehensive online survey from both quantitative items and open-ended written responses. A minimum of 73% of men and 43% of women in this sample attempted sexual orientation change, usually through multiple methods and across many years (on average).

Development of an instrument for measuring self-efficacy in cell biology.

This article describes the development of a ten-item scale to assess biology majors' self-efficacy towards the critical thinking and data analysis skills taught in an upper-division cell biology course. The original seven-item scale was expanded to include three additional items based on the results of item analysis. Evidence of reliability and validity was collected and reported for the revised scale.

Cloning the professor, an alternative to ineffective teaching in a large course.

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality feedback that allows students to accurately diagnose the current state of their understanding of fundamental biological concepts and make specific plans to remedy any deficiencies. Teachers can also assume responsibility to guide out-of-class study among classmates by promoting Elaborative Questioning, an inquiry exchange that permits misconceptions to be identified and corrected and that promotes long-lasting metacognitive and analytical thinking skills.

Rethinking exams and letter grades: how much can teachers delegate to students?

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback.

Teaching cell biology in the large-enrollment classroom: methods to promote analytical thinking and assessment of their effectiveness.

A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student.