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Scholar Listing
2009-2010 Biology Scholars Program Research Residency
The ASM welcomed the second Biology Scholars Research Residency Program in 2009. Below is a list of those who attended the BSP SoTL Institute, July 15-18, 2009. Also listed is the title of their ongoing research projects.
Kathleen Archer, Trinity College, Hartford, CT
Research: Do group exams improve retention of knowledge?
James Bader, Case Western Reserve University, Cleveland, OH
Research: Does participating in cooperative learning increase student performance and metacognition?
Janet Branchaw, University of Wisconsin, Madison, Madison, WI
Research: Does requiring students to write out their thinking processes and problem solving strategies help them improve their problem solving abilities? Does sharing their written thinking processes and problem solving strategies with their peers help them improve their problem solving abilities?
Naowarat Cheeptham, Thompson Rivers University, Kamloops, BC, Canada
Research: How do educational field trips impact students?
Karen Curto, University of Pittsburgh, Pittsburgh, PA
Research: Cell Signaling as Network
Jonathan Davis, Doña Ana Community College, Las Cruces, NM
Research: How well do my students learn how to 1) create hypotheses, 2) test hypotheses, and 3) use tested hypotheses to speculate on the implications and applications of knowledge gained?
Lianna Etchberger, Utah State University, Utah Basin Regional Campus, Vernal, UT
Research: In my introductory biology course (~15 students) *Does improvement in HOCS clicker questions correlate with improvement of HOCS exam questions? *Does metacognition of Bloom’s levels influence student attitudes toward biology or learning?
Ronald Gerrits, Milwaukee School of Engineering, Milwaukee, WI
Research: What percentage of students found the handouts helpful? What were the specific reasons why students found them helpful? Did learning style affect a student’s attitude about the handouts?Were they reported as helpful when provided?
Trudy Gillevet, Northern Virginia Community College, Annandale, VA Research: Does placing students with different learning skills into teams improve students' knowledge of core content?
Brinda Govindan, San Francisco State University, San Francisco, CA
Research: Does more frequent assessment promote student learning outcomes? Does it increase the mean exam scores for the class as a whole? Does it decrease the number of failures? Does this intervention narrow the "gap" in performance between high-risk and low-risk students?
Wendy Heck Grillo, North Carolina Central University, Durham, NC
Research: The use of daily quizzes in an introductory general biology course for majors: Will implementing daily quizzes motivate my students to study on a continual basis? Will implementing daily quizzes increase class performance?
Caron Inouye, California State University, East Bay, Hayward, CA
Research: Being cognizant of cognitive load: less is more approach in the physiology lab: Does the reduction of cognitive load influence student learning & attitude in lab?
Lisa Johansen, University of Colorado, Denver, Denver, CO
Research: Does guided practice (trining the students to use a rubric based on Bloom's taxonomy) improve the students' ability to communicate their analysis of new data sets at a higher level (based on Bloom's)?
Jodie Krontiris-Litowitz, Youngstown State University, Youngstown, OH
Research: Engaging First Year Biology Majors In/With The Literature: Will teaching students in Principles of Biology to use the literature influence how effectively upperclassman can use the literature to write about science and gain scientific knowledge? Can I teach students in Principles of Biology to use the literature in a way that prepares them to use the literature to write about science and gain scientific knowledge?
Mary Mawn, SUNY Empire State College, Saratoga Springs, NY
Research: Promoting Online Students’ Understanding of Scientific Process: Can the review of primary literature in an online genetics course promote student understanding of how scientific information is acquired and interpreted?
Kristina Obom, John Hopkins University, Rockville, MD
Research: Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course: Is PBL as effective as traditional online delivery for meeting unit learning objectives? What are student’s perceptions of learning through PBL?
Iglika Pavlova, University of Chicago, Chicago, IL
Research: Does the tool "scales of evidence and belief" increase scientific thinking?
Julie Reynolds, Duke University, Durham, NC
Research: Thesis Assessment Protocol for Biology...and beyond: What can we do to improve the quality of undergraduate theses? How can we increase participation rates in URE without decreasing quality?
Miriam Segura-Totten, North Georgia College and State University, Dahlonega, GA
Research: Can a research-intensive, inquiry based course promote synthesis and evaluation skills in students?
Conrad Toepfer, Brescia University, Owensboro, KY
Research: Will an open-ended, learner-centered approach to a content-laden course improve student learning and retention of content?
Jacqueline Washington, Nyack College, Nyack, NY
Research: Does the use of clickers increase motivation to learn in a small non-majors science course?
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General Information
