Nonscience Majors Research Articles

Featured L&O E‐Lecture: An Introduction to Marine Sediments with an Emphasis on Sediment Organic Matter Remineralization

The geochemistry of marine sediments is controlled by both the composition of the material initially deposited in the sediments and the chemical, biological, or physical processes that affect this material after its deposition. These processes fall within the general category of what is commonly referred to as early diagenesis. One key aspect of the study of early diagenesis in marine sediments is that the oxidation, or remineralization, of sediment organic matter is either the direct or indirect causative agent for many early diagenetic changes. Given the pivotal role that organic matter remineralization plays in early diagenetic processes, significant efforts have gone into understanding and quantifying these processes. This lecture provides a brief introduction to marine sediment geochemistry, focusing on the basic controls of organic matter remineralization in sediments. I believe that the lecture could be useful in an undergraduate class in general oceanography, low temperature geochemistry or environmental geochemistry. It could also be useful in introductory graduate classes in these latter two areas. David J. Burdige is a professor and eminent scholar in the Department of Ocean, Earth and Atmospheric Sciences at Old Dominion University, where he has been a faculty member since 1985. He received a B.A. (with Honors) in Chemistry from Swarthmore College and a Ph.D. in Oceanography from the Scripps Institution of Oceanography, University of California, San Diego. He was a post-doctoral scholar in the marine sciences program at the University of North Carolina, Chapel Hill, before joining the faculty at ODU. His research interests are broadly in chemical oceanography/marine biogeochemistry, and he has spent much of his career studying biogeochemical processes in marine and estuarine sediments and their resulting effects on the cycling of carbon, nitrogen, and trace metals such as iron, manganese and copper. In 2006, he authored the book Geochemistry of Marine Sediments (Princeton Univ. Press). In addition to his research efforts, he teaches graduate classes in chemical oceanography and marine sediment geochemistry, and graduate and undergraduate classes in earth system science. He also recently began teaching a course for non-science majors more specifically focused on modern global climate change.

Approaching a Conceptual Understanding of Enzyme Kinetics and Inhibition: Development of an Active Learning Inquiry Activity for Prehealth and Nonscience Majors

Presented is a guided inquiry activity designed to be conducted with prenursing students using an analogous system to help develop a conceptual understanding of factors impacting enzyme kinetics and the various types of enzyme inhibition. Pre- and postconceptual understanding evaluations and effectiveness of implementation surveys were given to the students (N = 55). The results indicate the students did slightly increase their conceptual understanding of the material after completing the activity. The result of the implementation survey provided insight into student-identified strengths and areas of improvement.

Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments To Develop Science Literacy

This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find and critique sources of information and evaluate a journal article. It then culminates in an assignment that asks students to critically review a variety of information on a current issue and compose a written supported argument. This set of assignments gives our course a broader, liberal arts context, and according to student feedback, it has been successful in fostering science literacy. Adaptation for use in upper-level courses is also discussed.

Post-secondary Science Students’ Explanations of Randomness and Variation and Implications for Science Learning

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naive no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.

University Students’ Understanding of Chemistry Processes and the Quality of Evidence in their Written Arguments

Background:We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is to explore university students’ understanding of chemistry processes -- i.e., how chemical knowledge and products are constructed and used -- and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course.Material and methods:The data were collected from four classes offered during the first two semesters in which the new curriculum was implemented. We analyzed students’ written laboratory reports, which included the components of claims, evidence, and reflection, to investigate their understanding of the process skills required in knowledge construction in chemistry. We also evaluated the quality of evidence the students used to support their claims regarding chemistry processes by using five-level criteria which we developed.Results:The findings of this study show that a process-oriented laboratory curriculum contributes to developing university students’ understanding of chemistry processes and the ability to link appropriate and sufficient evidence to their claims.Conclusions:The findings of this study also imply that there are specific types of process skills which are unique or more necessary for chemistry research, and these skills can be developed through a process-oriented chemistry laboratory curriculum.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested “The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery” to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014–15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students.

Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges). I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1) understand that everyone can be a scientist; 2) learn to be creative and innovative in designing solutions to health and science challenges; and 3) further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience

ABSTRACTUndergraduate research has been shown to be an effective practice for learning science. While this is a popular discussion topic, there are few full examples in the literature for introductory-level students. This paper describes the Geoscience Education Research Project, an innovative course-based research experience designed for introductory-level, nonscience majors. Participating students complete all steps of a scientific research project, starting with the research question, “What do college students think about ___?” Students fill in the blank with a geoscience topic of their choosing. Support for the students is ongoing through detailed directions and multiple checkpoint assignments with timely feedback to ensure they are on task. This design and support can be used as a model for other undergraduate research experiences. Student reactions to the benefits of participating in the research project and the effectiveness of its design were analyzed. Students' benefits from this research project included increased content knowledge, improved skills, and positive affective responses, such as interest leading to motivation. In this study, students were also found to have an increased appreciation of science and scientists, without necessarily having the desire to become scientists themselves. Student reactions to the design of the Geoscience Education Research Project emphasized the importance of an appealing topic, careful planning and conveying of project information, frequent deadlines and feedback, and communication by students beyond just the professor. Based on these findings, recommendations for successful implementation of course-based, introductory-level undergraduate research experiences are given.

Toward a New Model of Science Learning, Teaching, and Communication

ABSTRACTSci-Toons is a new, experimental, teaching and learning approach that engages students in materials science research via interaction with experts, narrative, visual representations, iterative feedback and multimedia platforms. Based on a model (the Multimedia Theoretical Learning Framework) and multimedia design principles, Sci-Toon Creation Group (SCG) members, which include both science and non-science majors, work with faculty to produce video animations dealing with scientific topics. The creative process of producing scripts for two selected Sci-Toons videos dealing with materials science subjects (Graphene and Conductive Polymers) are discussed; initial and final versions of each are combined through use of Word Clouds.The videos that are produced are distributed via the internet, providing instruction and information about materials sciences and other STEM topics. Demographic data about the types of individuals downloading these Sci-Toons are provided.We conclude that Sci-Toons can be used in both formal and informal educational settings for science learning and teaching as well as in communicating materials science concepts to broad audiences including females and underrepresented minorities students.

Discovery of the Collaborative Nature of Science with Undergraduate Science Majors and Non-Science Majors through the Identification of Microorganisms Enriched in Winogradsky Columns.

Today's science classrooms are addressing the need for non-scientists to become scientifically literate. A key aspect includes the recognition of science as a process for discovery. This process relies upon interdisciplinary collaboration. We designed a semester-long collaborative exercise that allows science majors taking a general microbiology course and non-science majors taking an introductory environmental science course to experience collaboration in science by combining their differing skill sets to identify microorganisms enriched in Winogradsky columns. These columns are self-sufficient ecosystems that allow researchers to study bacterial populations under specified environmental conditions. Non-science majors identified phototrophic bacteria enriched in the column by analyzing the signature chlorophyll absorption spectra whereas science majors used 16S rRNA gene sequencing to identify the general bacterial diversity. Students then compiled their results and worked together to generate lab reports with their final conclusions identifying the microorganisms present in their column. Surveys and lab reports were utilized to evaluate the learning objectives of this activity. In pre-surveys, nonmajors' and majors' answers diverged considerably, with majors providing responses that were more accurate and more in line with the working definition of collaboration. In post-surveys, the answers between majors and nonmajors converged, with both groups providing accurate responses. Lab reports showed that students were able to successfully identify bacteria present in the columns. These results demonstrate that laboratory exercises designed to group students across disciplinary lines can be an important tool in promoting science education across disciplines.

Testing Our Assumptions

Methods that provide an early indicator of factors that affect student persistence are important to colleges and universities. This quantitative research focused on the role of level of entry mathematics and English and also on grades earned in those classes, as they relate to persistence after 1 year. The research showed that by far, the variable most predictive of first-time, full-time students enrolling 1 year later was earning a grade of “A” in English. Compared with those who did not pass their first English course, students who earned an “A” were 3 times more likely to persist. The variables which at least doubled the likelihood of persistence included earning an “A” or a “B” in mathematics, a “B” in English, and taking an English course beyond freshman English. While course level taken was significant, the course level effect paled compared with grades earned as a predictor. This effect—of grade earned being more important than course level—included remedial coursework in mathematics and English. In addition, obtaining a high grade in English was equally important for both science, technology, engineering and math and non-science, technology, engineering and math majors. Finally, students who took both mathematics and English courses during their first year were more likely to persist than students who did not take both subjects.

Crystallographic education in the 21st century.

There are many methods that can be used to incorporate concepts of crystallography into the learning experiences of students, whether they are in elementary school, at university or part of the public at large. It is not always critical that those who teach crystallography have immediate access to diffraction equipment to be able to introduce the concepts of symmetry, packing or molecular structure in an age- and audience-appropriate manner. Crystallography can be used as a tool for teaching general chemistry concepts as well as general research techniques without ever having a student determine a crystal structure. Thus, methods for younger students to perform crystal growth experiments of simple inorganic salts, organic compounds and even metals are presented. For settings where crystallographic instrumentation is accessible (proximally or remotely), students can be involved in all steps of the process, from crystal growth, to data collection, through structure solution and refinement, to final publication. Several approaches based on the presentations in the MS92 Microsymposium at the IUCr 23rd Congress and General Assembly are reported. The topics cover methods for introducing crystallography to undergraduate students as part of a core chemistry curriculum; a successful short-course workshop intended to bootstrap researchers who rely on crystallography for their work; and efforts to bring crystallography to secondary school children and non-science majors. In addition to these workshops, demonstrations and long-format courses, open-format crystallographic databases and three-dimensional printed models as tools that can be used to excite target audiences and inspire them to pursue a deeper understanding of crystallography are described.

Guided inquiry activities for learning about the macro- and micronutrients in introductory nutrition courses.

Most students enroll in general education introductory nutrition classes because they want to improve their diets in order to lose weight or enhance athletic performance. These nonscience majors are often less interested in learning about the fundamental biochemical principles underlying nutrition or are surprised that this foundational knowledge of biochemistry is essential for appropriate diet planning. Furthermore, nonscience majors sometimes find traditional, lecture-oriented science classes that encourage competition rather than collaboration to be uninviting and unappealing. For these reasons, we have developed a set of guided inquiry activities about macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) for use in introductory nutrition courses for nonscience majors. In our first study (Spring 2012), we divided students into two groups with two different approaches for learning about the macronutrients: (1) a traditional, lecture-based approach and (2) an active learning approach with guided inquiry activities. We showed through the use of embedded common exam questions that students mastered concepts related to the macronutrients equally well using either approach. Due to positive student and faculty feedback from the first study, we decided to have all students use the guided inquiry approach in a subsequent study the following year (Spring 2013). In our second study we used pre/post survey data to evaluate both students' concept mastery and confidence in answering questions about the macro- and micronutrients. We found that (1) students showed gains in both concept mastery and confidence and (2) as students' confidence increased, post-test concept scores also increased.

Using sound and music to teach waves

Sound and music are based on the properties of waves. They are also motivating topics for learning many subjects, from music to physics. The most recent “New Generation Science Standards” (NGSS) requires coverage of waves at all K-12 levels. Studies have shown that active student involvement is important in science education for helping the students understand physical concepts. These facts imply that music and acoustics are perfect avenues for teaching the concepts of waves. Even at the college level, non-science majors can understand how music and physics are related through the understanding of wave phenomena. There are many demonstrations, laboratory investigations and hands-on group activities that can be done at all levels. This paper suggests ways to incorporate sound and music to present waves at the levels of middle school, high school, and beginning college.

Book Review - Healthcare and Biomedical Technology in the 21st Century: An Introduction for Non-science Majors

Book Review - Healthcare and Biomedical Technology in the 21st Century: An Introduction for Non-science Majors

Understanding diffusion theory and Fick's law through food and cooking.

Diffusion is critical to physiological processes ranging from gas exchange across alveoli to transport within individual cells. In the classroom, however, it can be challenging to convey the concept of diffusion on the microscopic scale. In this article, we present a series of three exercises that use food and cooking to illustrate diffusion theory and Fick's first law. These exercises are part of a 10-wk undergraduate course that uses food and cooking to teach fundamental concepts in physiology and biophysics to students, including nonscience majors. Consistent demonstration of practical applications in a classroom setting has the potential to fundamentally change how students view the role of science in their lives (15).

Looking inside the brain: the power of neuroimaging

Looking inside the brain: the power of neuroimaging

How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies

In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics instruction impact students’ beliefs? (2) When do physics majors develop expert-like beliefs? and (3) How do students’ beliefs impact their learning of physics? We report that in typical physics classes, students’ beliefs deteriorate or at best stay the same. There are a few types of interventions, including an explicit focus on model-building and (or) developing expertlike beliefs that lead to significant improvements in beliefs. Further, small courses and those for elementary education and nonscience majors also result in improved beliefs. However, because the available data oversamples certain types of classes, it is unclear whether these improvements are actually due to the interventions, or due to the small class size, or student populations typical of the kinds of classes in which these interventions are most often used. Physics majors tend to enter their undergraduate education with more expertlike beliefs than nonmajors and these beliefs remain relatively stable throughout their undergraduate careers. Thus, typical physics courses appear to be selecting students who already have strong beliefs, rather than supporting students in developing strong beliefs. There is a small correlation between students’ incoming beliefs about physics and their gains on conceptual mechanics surveys. This suggests that students with more expertlike incoming beliefs may learn more in their physics courses, but this finding should be further explored and replicated. Some unanswered questions remain. To answer these questions, we advocate several specific types of future studies: measuring students’ beliefs in courses with a wider range of class sizes, student populations, and teaching methods, especially large classes with very innovative pedagogy and small classes with more typical pedagogy; analysis of the relationship between students’ beliefs and conceptual understanding including a wide variety of variables that might influence each; and analysis of large data sets from a variety of classes that track individual students rather than averaging over classes.Received 21 March 2014DOI:https://doi.org/10.1103/PhysRevSTPER.11.010115This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical Society

The HeLa Documentary Film: An Engaging Writing and Culturally Relevant Assignment on Cell Division and Ethics for Nonscience Majors(†).

Historically black institutions play a pivotal role in educating the next generation of scientists and engineers as well as promoting scientific literacy among all of its students. Students would like to have more culturally relevant assignments that reflect their life experiences as it relates to course content. We used the HeLa documentary film, "The Way of All Flesh Film," as an effective teaching tool in the first survey course of general biology to supplement our discussion on the cell cycle and ethics in scientific studies. Over 90% of our students preferred this additional teaching method compared to a traditional lecture only. Furthermore, the exercise enhanced the students' writing, research, and critical thinking skills through the ethical implications of the film.

English

We describe an effort to teach non-science majors' general education courses using the SENCER paradigm, namely, to strengthen student learning and interest in the sciences, technology, engineering, and mathematics by connecting course topics to issues of critical local, national, and global importance.