College Biology Research Articles

Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors

CC biology instructors' beliefs, collegial support, and perceived knowledge of and skill in using evidence-based teaching practices (EBIPs) positively influence their use. Barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance.

Society's educational debts due to racism, sexism, and classism in introductory biology student learning

AbstractWe investigated the intersectional relationships between racism, sexism, and classism in inequities in student conceptual knowledge in introductory biology courses using a quantitative critical framework. Using Bayesian hierarchical linear models, we examined students' conceptual knowledge as measured by the Introductory Molecular and Cell Biology Assessment. The data came from the LASSO Platform database and included 6547 students from 87 introductory courses at 11 institutions. The model indicated that students with marginalized identities by race, gender, and class tended to start with lower scores than continuing‐generation, White men. We conceptualized these differences as educational debts society owed these students due to racism, sexism, and classism. Instruction added to these educational debts for most marginalized groups, with the largest increases for students with multiple marginalized identities. After instruction, society owed Black and Hispanic, first‐generation women an educational debt equal to 60–80% of the average learning in the courses. These courses almost all (85/87) used collaborative learning and half (45/87) supported instruction with near‐peer learning assistants. While research shows collaborative learning better serves students than lecture‐based instruction, these results indicate it adds to educational debts due to racism, sexism, and classism in introductory college biology courses.

It’s Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses

It’s Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses

Exploring patterns of evolution acceptance, evolution understanding, and religiosity among college biology students in the United States

BackgroundSome of the most consistent factors associated with college students’ evolution acceptance are how much they know about evolution (understanding), and the extent to which they identify as religious (religiosity). However, few studies explore how the relationship between understanding and acceptance can be impacted by student religiosity levels. Further, students show different levels of acceptance of evolution depending on the scale of evolution and context of evolution, but few studies explore how evolution understanding is related to acceptance at different scales and in different contexts. In this study, we analyzed survey responses from 11,409 college biology students sampled from across the United States. Using linear mixed models, we explored the relationship between students’ understanding and acceptance of evolution and how their religiosity impacted that relationship. We also explored how these relationships changed based on scale and context of evolution.ResultsWe found evidence of six different scales or contexts of evolution ranging from acceptance of microevolution to accepting that all life on Earth shares a common ancestor. We found that students were most likely to accept microevolution while they were the least likely to accept the common ancestry of life. Interactions between student religiosity and understanding of evolution were significant predictors of their acceptance of macroevolution, human evolution within the species, human common ancestry with other apes, and the common ancestry of life. Notably, among highly religious students, how much they understood about evolution was not related to how much they accepted the common ancestry of life.ConclusionsThis study provides evidence for six different scales or contexts of evolution for which college students have different levels of acceptance. Students accepted the common ancestry of life the least indicating that this might be important to expand upon in future research. Further, we provide evidence that the relationship between evolution acceptance and understanding depends on scale and context of evolution as well as student religiosity levels. These results indicate that acceptance of evolution among college students is more multifaceted than previously thought and that highly religious students may find it particularly difficult to translate their understanding of evolution to their acceptance.

Prevalence of Pathogenic E. coli 0157:H7 from Diverse Sources in Negele Town, West Guji, Ethiopia

E. coli O157: H7 is widely recognized as a major foodborne pathogen responsible for diarrhoea, haemorrhagic colitis, and haemolytic-uremic syndrome. This study was carried out in Negele town to determine the prevalence of E. coli O157: H7 in cow flesh, water streams, and soil. A systematic random sampling technique was utilized to gather samples, which were then transported to Bule Hora University's biology laboratory for isolation and identification of E. coli O157: H 7. The colonies identified as E. coli were streaked onto Sorbitol-MacConkey agar and cultured at 37°C for 24 hours. E. coli O157:H7 was verified using a latex agglutination kit. E. coli O157: H7 isolates were tested for antimicrobial susceptibility in vitro against nine different antibiotics. The data was analyzed using SPSS 21 software. The Pearson Chi-square test was used, and differences were judged significant at P ≤.05. Descriptive statistics such as crosstabulation were used to determine the percentage of prevalence in samples. From a total of samples, the overall prevalence of E. coli O157: H7 in cow meat, soils, and streams was determined to be 6.25%, 4%, and 6.66%. The abattoir stores had the highest prevalence of E. coli O157: H7 (3.3%) compared to retailer shops (1.7%). Doxycycline, Ciprofloxacin, and Gentamicin demonstrated the highest susceptibility. Tetracycline was shown to have the highest resistance. Multidrug resistance was shown to be common among isolates. This investigation confirmed a significant prevalence of E. coli O157:H7. Proper training and supervision of meat handlers, farmers, and health care personnel was strongly advised.

Analysis of the prior knowledge of students about the ecological importance of vultures

Despite vultures' vital role in nature, they are insufficiently addressed in Brazilian educational content, leading to misconceptions about these scavenging birds. With educators neglecting the topic, students rely on their families, social circles, and the media for information, perpetuating misunderstandings. To rectify this and enhance comprehension of vultures' ecological importance, this study examines student perceptions through prior knowledge (PK) analysis. The study involved high school graduates up to 2019 and first- and second-semester college Biology students in Pernambuco, Brazil. A questionnaire with context-rich, thought-provoking questions was employed to stimulate knowledge retrieval. Data was analyzed using Laurence Bardin's content analysis. Findings revealed students' limited knowledge about vulture species. When asked to explain color variations in vultures' heads, some students resorted to prior knowledge related to intraspecific dominance, sexual dimorphism, camouflage, and diet from other bird species. Some perceived vultures as environmental cleaners, while others associated them with carcass decomposition and disease transmission, along with negative aesthetic and hygienic attributes. It's imperative that students not only study textbook-highlighted species but also gain insights into local fauna and its environmental significance. This broader understanding can rectify misconceptions and promote the vital ecological role vultures play in maintaining the balance of ecosystems.

Effect of Breathing Room Air Through a Two-Way Non-Rebreathing Valve on HRV in BI and NBI College-Aged Students

Behavioral inhibition (BI) is a temperament associated with increased vulnerability to stress compared to non-behaviorally inhibited (NBI) individuals. Heart-rate variability (HRV) analysis to assess physiological stress has been growing in popularity due to its association with crucial physiological functions, including cardiac activity, autonomic nervous system activity, and physiologic stress. Previous studies in our lab have demonstrated that HRV in female college-age students expressing a BI temperament is significantly lower than in NBI individuals while breathing room air through a two-way non-rebreathing valve. These findings suggested that the parasympathetic nervous system is partially inhibited at rest in BI females; however, it is unknown if the parasympathetic nervous system in these individuals is inhibited prior to or after breathing through a breathing valve. Our current study will address this question by measuring HRV in BI and NBI individuals while breathing room air for 15 minutes without a breathing valve and for 10 minutes with a two-way breathing valve. Raw electrocardiogram signals will be collected throughout the study protocol and will be used to calculate HRV, which will be measured using a BIOPAC data acquisition system during the experiment. BI individuals will be identified through a series of self-reported questionnaires. Our preliminary results indicate that BI individuals have a lower HRV and are stressed throughout the duration of the study. Thank you to Carthage College's Biology and Neuroscience Department for allowing this research project to be conducted. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Teaching evolution: attitudes & strategies of educators in Utah – an update 20 years later

ABSTRACT Previous research on evolution education in Utah college biology courses highlighted how frequently professors faced student challenges to evolution and examined the strategies they used to deal with those challenges. In the twenty years since that study, the population of Utah has become less religious and more diverse. Meanwhile, the US population has become more accepting of evolution. To investigate college biology evolution education in Utah’s current demographic and ideological climate, we repeated research completed in 2002. Statistical analysis of group differences between the 2002 sample (N = 78) and the 2022 sample (N = 135) suggests that current college biology instructors experience fewer challenges to evolution. Strategies for dealing with student challenges also shifted. The 2022 sample reported greater reliance on presenting religion and science as not mutually exclusive and highlighting evolution as science, while reporting reduced emphasis on presenting evolution and religion as distinct concepts. The recent sample had more than double the proportion of women as the previous sample, reflecting a nationwide trend of stronger representation by women in STEM fields. Our findings suggest that instructors who teach evolution should periodically examine their methods to ensure they are teaching in a way that connects with current students.

Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation

IntroductionModels are a primary mode of science communication and preparing university students to evaluate models will allow students to better construct models and predict phenomena. Model evaluation relies on students’ subject-specific knowledge, perception of model characteristics, and confidence in their knowledge structures.MethodsFifty first-year college biology students evaluated models of concepts from varying biology subject areas with and without intentionally introduced errors. Students responded with ‘error’ or ‘no error’ and ‘confident’ or ‘not confident’ in their response.ResultsOverall, students accurately evaluated 65% of models and were confident in 67% of their responses. Students were more likely to respond accurately when models were drawn or schematic (as opposed to a box-and-arrow format), when models had no intentional errors, and when they expressed confidence. Subject area did not affect the accuracy of responses.DiscussionVariation in response patterns to specific models reflects variation in model evaluation abilities and suggests ways that pedagogy can support student metacognitive monitoring during model-based reasoning. Error detection is a necessary step towards modeling competence that will facilitate student evaluation of scientific models and support their transition from novice to expert scientists.

Undergraduate-level biology students' application of central dogma to understand COVID mRNA vaccines.

The coronavirus disease 2019 (COVID-19) pandemic has underscored the importance of mRNA vaccines. The mechanism for how such vaccines work is related to the core biology topic of the central dogma, which students often misunderstand despite its importance. Therefore, we wanted to know whether students can apply their biology knowledge of central dogma to the real-world issue of how mRNA COVID vaccines work. Accordingly, we asked college biology students of different expertise levels how the COVID vaccine worked. Later, we cued them by telling them the vaccine contains mRNA and asked them what the mRNA does. We used thematic analysis to find common ideas in their responses. In the uncued condition, fewer than half of the students used central dogma-related ideas to explain what was in the vaccine or how the vaccine worked. Inaccurate ideas were present among all groups of biology students, particularly entering biology majors and non-biology majors, including the idea that the COVID vaccines contain a weakened, dead, or variant form of the COVID virus. After students were cued, many more students in all expertise groups expressed central dogma-related themes, showing that students could apply the knowledge of central dogma if prompted. Advanced biology majors were much more likely to state that the vaccines code for a viral protein, indicating their advanced application of central dogma concepts. These results highlight inaccurate ideas common among students and show changes in the ability to apply knowledge with student expertise level, which could inform future interventions to support student learning about vaccines and central dogma.

Constructing analogies: Developing critical thinking through a collaborative task.

Analogies are used to make abstract topics meaningful and more easily comprehensible to learners. Incorporating simple analogies into STEM classrooms is a fairly common practice, but the analogies are typically generated and explained by the instructor for the learners. We hypothesize that challenging learners to create complex, extended analogies themselves can promote integration of content knowledge and development of critical thinking skills, which are essential for deep learning, but are challenging to teach. In this qualitative study, college biology students (n = 30) were asked to construct a complex analogy about the flow of genetic information using a familiar item. One week later, participants constructed a second analogy about the same topic, but this time using a more challenging item. Twenty participants worked on the challenging analogy in pairs, while the other 10 worked alone. Analysis of the 50 interviews resulted in a novel-scoring scheme, which measured both content knowledge (understanding of biology terms) and critical thinking (alignment of relationships between elements of the analogy). Most participants improved slightly due to practice, but they improved dramatically when working with a partner. The biggest gains were seen in critical thinking, not content knowledge. Having students construct complex, sophisticated analogies in pairs is a high-impact practice that can help students develop their critical thinking skills, which are crucial in academic and professional settings. The discussion between partners likely requires students to justify their explanations and critique their partner's explanations, which are characteristics of critical thinking.

Assessing Community College Biology Student Perceptions of Being Called on in Class.

Random call has been proposed as an inclusive and equitable practice that engages students in learning. However, this inclusion may come with a cost. In some contexts, students experience anxiety and distress when being called on. Recently, focus has shifted to critical components of random call that may mitigate this cost. We examined how community college (CC) students perceive being called on by addressing 1) benefits that help their learning and 2) characterizing the anxiety students experience through this practice. To do this, we surveyed students in six biology courses taught by six faculty members over six academic quarters. We analyzed survey responses from 383 unique students (520 total responses) using mixed methods. Qualitative responses were coded and consensus codes revealed that students saw benefits to being called on, including paying attention and coming prepared. Qualitative codes also revealed different types of anxiety, both distress and eustress. Analysis of Likert scale survey data revealed perceptions of increased student interaction with their peers in warm random call classes. Furthermore, warm random call may increase participation in class discussions, and it is not correlated with increased extreme anxiety. These data suggest warm random call used in smaller, community college classes, may contribute to students' positive perceptions of being called on.

Perception and Awareness Among Students on Bridging the Employment Gap in Clinical laboratory Sciences: A Single Center Experience

Abstract Introduction/Objective The clinical laboratories within hospitals across the United States are facing a critical and growing shortage of qualified laboratory personnel. Moreover, there has been a steady and alarming erosion in the number of students entering and graduating from medical laboratory training programs. The introduction of robotics in the clinical laboratory during the 1990’s sent the message that Medical /Clinical Technologist would have a reduced role and could, therefore be hired in fewer numbers. Programs closed and in time, resulted in personnel shortages. With decreased awareness of the profession and increasing number of laboratory professionals retiring, it is essential to attract and retain young talents. We explored various methods used to attract students into the Clinical Laboratory Science profession. Methods/Case Report This qualitative study was part of our New York Medical College Master’s in Clinical Laboratory Sciences (CLS) Program recruiting sessions conducted for the undergraduate students. Our goal was to recruit biology students with no career plan after graduation. The graduate school conducted virtual and on campus information sessions for the CLS program. A total of six sessions were conducted between 2021 and 2022. Trying to increase awareness, program brochures were sent to all local colleges that offered Bachelor of Science degrees. Tours of a hospital clinical laboratories were also offered to students. Results (if a Case Study enter NA) College biology and CLS students find the clinical laboratory sciences to be an interesting and exciting career prospect once they are introduced to this profession. Each session produced less than a 5% email interest among attendees. At least one applicant was received from each session. In further study, students who had entered the program in the last three years were surveyed. The majority discovered this career choice by meeting a CLS at work or through a friend or family member. A few developed an interest by seeing COVID information and a Google search for the medical laboratory science profession. Conclusion Increasing the visibility of the program by educating students about CLS and the high demand for laboratory professionals with its concomitant high salary is essential for recruitment. After review of these results the individual technologist has been determined to be the best recruiter, having one who speaks proudly of a career, sharing the difference made in the daily diagnosis and treatment of patients is the best recruiting method.

Transfer-bound community college students' biology identity and perception of teaching.

Community colleges are frequently an affordable, accessible entrance to a Science, Technology, Engineering, and Mathematics (STEM) education and career, but the transition from a 2-year program to a 4-year institution can be tumultuous. In this mixed-methods study, we explore the experiences of transfer and prospective transfer students. Through surveys and interviews, we identify the challenges faced by and the supports desired by biology transfer students. We describe how community college students perceive their introductory biology courses, and we compare the biology identity and self-efficacy of these students to peers at a 4-year institution. Students expressed uncertainty about what to expect from the transfer experience, and they benefitted from interventions that made the university experience more concrete or clarified their expectations. We found that community college students are just as interested in biology as peers at a 4-year university, but they are significantly less likely to believe that others recognize them as "biology people" and report less self-efficacy regarding biology courses. Students felt particularly well-prepared for transfer after community college biology courses they described as "rigorous" and "demanding," especially because students expressed that the community college environment helped support them through the challenges of higher education.

Effect of processing methods on the proximate and phytochemical constituents of <i>Moringa Oleifera</i> (Lamarck, 1785) leaves

Due to the presence of active phytochemical metabolites, Moringa oleifera a fast-growing deciduous plant provides protein, vitamins, and amino acids that enhance growth and treat illnesses. The aim of the study was to compare the proximate and phytochemical composition of Moringa oleifera leaves after air and sun drying. The leaves were sourced from Millennium City, Kaduna, Nigeria and sent to Kaduna State University's Biological Sciences Department for identification and authentication. A specimen number; KASU/BSH/754, was assigned and recorded. The leaves were divided into two groups and treated to air drying and sun drying after being cleaned in water to remove dust. The leaves were kept in a well-ventilated room at a temperature of 25±2oC for six days. Leaves were also exposed to direct sunshine for 3days. With a mortar and pestle, the treated leaves were pulverized before being analyzed for proximate and phytochemical components using standard techniques. The proximate analysis was evaluated using a method developed by the Association of Analytical Chemist. The proximate analysis of air dried leaves recorded 6.58±0.32 moisture content, 12.09±0.44 ash content, 24.5±0.62 crude protein, 8.70±0.35 crude lipid, 12.5±0.60 crude fibre and 35.7±2.45 carbohydrate. While sundried leaves produced 7.59±0.33 moisture content, 13.76±0.86 ash content, 24.4±0.13 crude protein, 8.98±0.18 crude lipid, 10.7±0.49 crude fibre and 34.6±0.65 carbohydrate. The qualitative analysis of the phytochemical constituents shows that there is high concentration of phytosterol, alkaloid and saponin, moderate concentration of flavonoid and low concentration of tannin for air dried leaves. While sundried leaves produced high concentration of only alkaloid and flavonoid. And low concentration of phytosterol, saponin and tannin. Statistical analysis shows that air drying is the most suitable method of processing Moringa oleifera leaves.

A hypothetico‐deductive theory of science and learning

AbstractThis article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple‐choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one‐dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.

Students' use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with course and exam grades in multiple contexts. In this study, we surveyed students in a learner-centered, large-enrollment introductory biology course about their study strategies. We aimed to identify groups of strategies that students often reported together, possibly reflecting broader approaches to studying. Exploratory factor analysis revealed three groups of study strategies frequently co-reported (which we named housekeeping strategies, use of course materials, and metacognitive strategies). These strategy groups map onto a model of learning that associates specific suites of strategies to phases of learning, which correspond to different levels of cognitive and metacognitive engagement. Consistent with previous work, only some study strategies were significantly associated with exam scores: students reporting higher use of course materials and of metacognitive strategies earned higher scores on the first course exam. Students who improved on the subsequent course exam reported increasing their use of housekeeping strategies and of course materials. Our findings contribute to a deeper understanding of students' approaches to studying in introductory college biology and of the relationships between study strategies and achievement. This work may support instructors in adopting intentional classroom practices to foster students' development as self-regulated learners, able to identify expectations and criteria for success and to implement appropriate and effective study strategies.

Gravid grasshoppers produce more energy but jump shorter distances

The negative effects of gravidity on locomotion have been well documented in terrestrial vertebrates but are relatively unknown in insects. During gravidity, the egg mass of Schistocerca americana grasshoppers can be up to 40% of their body mass. However, jumping muscle mass remains relatively unchanged during gravidity. Using female grasshoppers that ranged in body size from 1.6 g to 3.3 g (n=25), we investigated how gravidity affects maximal jump performance. Each grasshopper’s maximal jump was captured using eight Qualisys infrared high-speed cameras filming at 1121 fps. Biomechanical data were generated using Qualisys Track Manager and the effects of body size/gravity were analyzed using regression in JMP. Larger grasshoppers have significantly more eggs, a larger egg mass, and a greater portion of their body dedicated to eggs (egg mass: y=0.52x-0.82; r 2 =0.76; p<0.0001). We found that the take off angle, take off acceleration, force, and time spent in the air during a jump was similar regardless of body size or gravidity. However, larger, more gravid grasshoppers had significantly lower take off velocities (y=-0.40x+4.36; r 2 =0.22; p<0.02) and did not jump as far (y=-0.18x+1.44; r 2 =0.18; p<0.05). When we compared the actual jump distance to the predicted jump range, we found that more gravid grasshoppers were significantly closer to the expected range than smaller, less gravid grasshoppers (y=6.23x+77.31; r 2 =0.16; p<0.05). In addition, more gravid grasshoppers produced significantly more energy during a jump than less gravid animals (y=2.94x+5.77; r 2 =0.19; p<0.05). The increased jump energy of more gravid grasshoppers may be due to an increased reliance on anaerobic ATP production. This supports previous work that gravid grasshoppers have more problems with oxygen delivery. For example, gravidity reduces the total tracheal respiratory volume by 10%, reduces tidal volumes, and increases respiratory rates. Future work will measure phospho-arginine and lactate to determine, if due to oxygen delivery problems, gravid grasshoppers rely more on anaerobic ATP to produce powerful escape jumps. This research was supported by the National Science Foundation (Award 1827495 to SDK) and Union College Biology Department. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Fascination with Fluctuation: Luria and Delbrück’s Legacy

While Luria and Delbrück’s seminal work has found its way to some college biology textbooks, it is now largely absent from those in mathematics. This is a significant omission, and we consider it a missed opportunity to present a celebrated conceptual model that provides an authentic and, in many ways, intuitive example of the quantifiable nature of stochasticity. We argue that it is an important topic that could enrich the educational literature in mathematics, from the introductory to advanced levels, opening many doors to undergraduate research. The paper has two main parts. First, we present in detail the mathematical theory behind the Luria–Delbrück model and make suggestions for further readings from the literature. We also give ideas for inclusion in various mathematics courses and for projects that can be used in regular courses, independent projects, or as starting points for student research. Second, we briefly review available hands-on activities as pedagogical ways to facilitate problem posing, problem-based learning, and investigative case-based learning and to expose students to experiments leading to Poisson distributions. These help students with even limited mathematics backgrounds understand the significance of Luria–Delbrück’s work for determining mutation rates and its impact on many fields, including cancer chemotherapy, antibiotic resistance, radiation, and environmental screening for mutagens and teratogens.

Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention.

Analogical reasoning is an important type of cognition often used by experts across domains. Little research, however, has investigated how generating analogies can support college students' self-regulated learning (SRL) of biology. This study therefore evaluated a contextualized cognitive learning strategy intervention designed to teach students to generate analogies as a learning strategy to aid learning within a university biology course. Participants (n = 179) were taught how to generate analogies as a learning strategy to learn about plant and animal physiology. We hypothesized the quality of students' generated analogies would increase over time, and their analogical reasoning, knowledge of cognition (KOC; a component of metacognitive awareness), and course performance would be higher after intervention, controlling for associated pre-intervention values. Regression analyses and repeated-measures analysis of variance indicated a positive relationship between generated-analogy quality and analogical reasoning, and increased analogy quality after intervention. No change in reported KOC was observed, and analogy quality did not predict course performance. Findings extend understanding of strategies that can support college students' biology learning. Researchers and practitioners can leverage our approach to teaching analogies in their own research and classrooms to support students' SRL, analogical reasoning, and learning.