Undergraduate Classes Research Articles

Applying Beer's Law in the undergraduate cell biology laboratory: examining the mathematical relationship between optical density, cell concentration, and cell size using budding yeast.

Undergraduate students majoring in the life sciences benefit from experience with data analyses that connect mathematical calculations to the biological systems they are studying. Monitoring the optical density and cell number of Saccharomyces cerevisiae liquid cultures allows students to gain quantitative experience generating standard curves and trendlines that capture the relationship between optical density and cell concentration for a given S. cerevisiae strain. Data comparisons across multiple strains can yield insights into the biophysical properties of cells that drive light absorbance and scattering. In this Tips and Tools article, we share a laboratory module that allows students to experience cell biology tools, laboratory measurements, and data analysis to determine the mathematical relationship between optical density and cell concentration in liquid microbial cultures. This module could be integrated into undergraduate classes ranging from general biology to upper-level cell biology or microbiology and can be a starting point for more complex investigations of microbial growth.

Fancy Fliers: Understanding Financial Reporting Pressure

ABSTRACT Fancy Fliers uses a simple and fun activity—making paper airplanes—to create a competitive environment where students feel reporting pressure. Students engage in an interactive group learning activity that helps them appreciate the pressures under which accountants operate in a manufacturing or corporate setting and develop an understanding of what constitutes aggressive accounting. The activity facilitates a meaningful discussion of financial reporting pressure and distinctions between aggressive accounting and fraud. This activity can be used in undergraduate or graduate accounting classes and is designed as an in-class group project.

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

“D-III students deserve better”: strategic communication with college stakeholders

Research methodology This case is based solely on secondary, publicly available information. Sources include the X social media platform, Anna Maria College’s (AMC) website and the Massachusetts-based Spectrum News. Case overview/synopsis AMC administrators knew student-athletes held a stake in the institution’s success. After all, over 40% of the College’s students played on its 13 Division-III (D-III) teams, which meant a significant portion of the private institution’s tuition and student fees were paid by student-athletes. But student-athletes were not AMC’s only stakeholders. In Spring 2024, this came to a head when the College found itself intervening as a faculty member and his student-athletes struggled to communicate with one another. AMC administrators were left wondering: How should they reconcile the competing needs of their diverse stakeholder groups? Complexity academic level This case and its accompanying teaching note are appropriate for lower-level undergraduate organizational communications classes that explore how stakeholder theory can drive messaging development. The case was tested in the classroom with upper-level undergraduate students in a strategic managerial communication course. It was embedded in a unit that focused on stakeholder management and communication, and it should be a prerequisite to a unit in which students build on the case’s content to develop full, multi-touch communication campaigns.

Exploring ChatGPT-supported teacher feedback in the EFL context

This study investigates ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporated this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AI in the digital era.

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

Optogenetic control of Drosophila neurons: a laboratory practical for undergraduates and outreach.

Teaching aspects of neuroscience to large undergraduate classes can be difficult in terms of the cost of equipment involved such as microscopes and electrophysiology equipment, the time taken to master techniques such as dissection or intracellular recording, and ethical concerns when using vertebrates. Here, I describe a practical that uses behavioral readouts and optogenetics on Drosophila that can be implemented with minimal cost as well as reduced ethical concerns and uses mostly observational techniques. The practical can be used to teach aspects of genetics and the tools for manipulating neuronal activity for ascribing neuronal function. The practical can be customized to fit different undergraduate levels and learning objectives.

A Controlled Experiment Testing the Effect of Unconditional 100% Exam Scores on Long-Term Retention

Ungrading is the practice of removing traditional grading systems, often based on the belief that grades do not adequately reflect student knowledge or that they undermine deeper learning. The value of ungrading, particularly considering major assignments like exams, is supported mostly by theoretical scholarship and qualitative studies. This article describes a controlled experiment testing whether it is detrimental to give students an unconditional 100% on a test, in terms of future performance on that same test. These experiments took place over three semesters, at two universities, in two different undergraduate classes (neuroscience and psychology), including a total of 409 students. Results were mixed: during the first two semesters, when comparing students who were originally graded to those who were not, there was no difference in performance on that same test 2-3 months later. However, in the final semester, students who were traditionally graded scored 4-5% better on the same test one week to six weeks later. Consequently, this data supports the broader testing of diverse grading practices, including transcripts that do not contain grades.

Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique

Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.

Applying Latin American Cultural and Literary Studies to Diversity Management Education

In today’s business environment, where Diversity, Equity, Inclusion, and Belonging (DEI&B) efforts are more prominent than ever, organizational leaders must be equipped to address complex interpersonal issues. In this exercise, we present an experiential exercise that provides a framework for addressing complex interpersonal issues in the workplace. The exercise utilizes some of the tenets of testimonio, a theory grounded in Latin American cultural and literary studies to guide the discussion of mini-cases. This exercise guides students through the understanding of interpersonal workplace scenarios, taking into account the experiences of employees from both social and legal perspectives, and developing multiple solutions while anticipating the consequences of those solutions. This exercise was developed with in-person graduate or undergraduate classes in mind.

The Journal Club Module: A Co-Learning Tactic for Demystifying Academic Research and Building Classroom Culture in Undergraduate Courses

This project uses the lenses of co-learning and a pedagogy of vulnerability to assess the effectiveness of ‘the Journal Club Module,’ a tactic to increase critical thinking, build classroom culture, improve student research skill development, and model lifelong learning in undergraduate classes. In the Journal Club Module, instructors assign recent articles that they have not yet read, and then the students and instructors read the articles for the first time together in preparation for each class. Leveraging survey data and written self-reflections of undergraduate students in an upper-division Judicial Politics course, this project finds that the Journal Club Module is associated with improvements in critical engagement with assigned readings, the authenticity of classroom culture, and comfort with academic research.

Artificial intelligence and computer-mediated communication: the text analysis and undergrad’s class observation

The term “computer-mediated communication” (CMC) describes the transmission of messages and information using computer technology. With the extensive use of email, instant messaging, social media, and other digital platforms in Nepal in recent years, this style of communication has grown in popularity. The article examines how computer-mediated communication (CMC) and artificial intelligence (AI) have grown in significance in Nepal’s undergrad English education. This article allows students to collaborate on projects and tasks, which improves their learning experience, by examining the potential of AI and CMC. The facts of Nepal’s education have been examined using the four different basic literature reviews. Despite the need for further literature on artificial intelligence and computer-mediated communication in Nepal’s English classes for undergrads between 2018 and 2023, the studies reviewed shed light on the possibilities of technology and AI in language acquisition. Undergraduate class observation, self-administered text analysis, social information processing theory and experimental research, which involves adjusting variables to see how they affect learning results, were used to gather data. The study’s findings also demonstrate how using CMC platforms encourages students to practice their digital literacy. They gain knowledge on how to move through online spaces, efficiently communicate with a variety of digital tools, and assess the reliability of information sources. Students can communicate with their teachers outside of the classroom via video conferencing software and online discussion boards. This may result in more in-depth discussions and debates as well as greater student engagement.

Engaging, observing, and reflecting: Utilizing the leadership learning framework as an instructional tool.

This article highlights data collected using the leadership learning framework as learning content for an undergraduate class and a reflective tool for students to self-identify ways leadership learning occurred. In this research study, 32 undergraduate students self-identified what aspects of the leadership framework were the most salient for their personal leadership learning journey. Although all six aspects of the leadership learning framework were named, this article focuses on the three aspects that five or more respondents identified as most influential in their learning. These aspects include leadership metacognition, leadership observation, and leadership development.

Trends and Predictors of Students’ Academic Performances by Levels of Study in University of Health and Allied Sciences in Ghana: A Longitudinal Surveillance Study Among a Cohort of 2020 Graduating Class of Undergraduates at the School of Allied Health Sciences in Ho North Campus

Background: Ascertainment of trends and predictors of academic performances among Allied Health students is critical to United Nation’s Sustainable Development Goals 3, 4 and 8. This article assesses the dynamics and academic risk factors associated with students’ performances at the University of Health and Allied Sciences (UHAS), Ghana. Method: This is a longitudinal cohort study, designed to evaluate retrospectively, the academic records of 180 students of the 2020 graduating class of undergraduates in the School of Allied Health Sciences. The published grades of each student from levels 100 to 400 were collated using a data extraction log that was quality controlled, double-entered and statistically analysed using Microsoft Visual Basic and STATA platforms respectively. The trends and predictors of academic performances by levels were determined using the Cochrane-Armitage test for trends and the Cochran-Martin-Haenszel test for association respectively. Results: The mean rates of scoring grades ‘A’, ‘B+’, ‘B’, ‘C’, ‘D’ and ‘E/F’ among this cohort were 22.2%, 21.2%, 23.3%, 25.8%, 7.9% and 0.5% respectively. The inter-variations in a proportion of grades within the levels were statistically significant (p<0.01). However, the intra-variations in proportional distribution of grades trended insignificantly across the levels (p>0.05). Although, the Spearman’s coefficient depicted a strong negative correlation between grade ‘A’ and levels (r= -0.9); the associations were only between grade ‘A’ and level 200s (OR=1.9; CI: 1.05-1. 33, p<0.001) and between grade ‘A’ and level 300 (OR=1.4;(CI: 1.25-1.59), p<0.001). Conclusion: The cumulative proportion of 43.4% students scoring grade ‘A’ and ‘B +’ reflected above average performances in SAHS. However the distribution of grades on Gaussian curve deviates the Central Limit Theorem. In addition, the observed negative correlation between trends of grade ‘A’ from lower (100) to high (400) levels of studies deviates Bloom’s and SOLO Taxonomies, and Trans-Theoretical Model (TTM) of assessing students’ learning progression. These phenomena have Quality Assurance, Academic Policy and Research implications. Therefore, the use of modify (hybrid) grading System is strongly recommended in SAHS. Also, we strongly recommend an extended study to determine factors that affect the poor performances of levels 100 and 400 students in SAHS.

Teaching Critical Thinking With Argument Mapping

Critical thinking is the cornerstone of any undergraduate education. One technique for helping students develop critical thinking skills is argument mapping. Argument mapping involves diagraming the arguments for and against a proposition. The map also includes each piece of evidence used to support these arguments. Argument mapping can help students avoid confirmation bias by bringing attention to arguments and evidence which may run counter to their prior beliefs. It also prompts consideration of the strength of arguments and the quality of evidence. We describe how argument mapping can be incorporated in an undergraduate class and then present an example of a classroom exercise. The exercise involves mapping the arguments in a speech by American Secretary of State Colin Powell justifying the use of military force in Iraq before the United Nations Security Council in February 2013.

Where the Rubber Meets the Road: Balancing Pedagogy and Partnerships in an Undergraduate Community-Based Research Class

Community-based research (CBR) as a form of community-engaged learning (CEL) offers students valuable sociological practice and learning experiences. Although CEL strategies are well documented for enhancing students’ sociological imagination, gaps persist in the literature regarding the impact on community partners. This article addresses the challenges and opportunities inherent in CEL, emphasizing the need for a balanced approach that enhances student learning while maintaining meaningful community partnerships. Through a case study of an undergraduate CBR class, this article highlights the instructor’s role in building authentic community-academic relationships, providing a blueprint for designing high-impact pedagogical practices with real-world applications. Employing qualitative interviews focused on students’ and community partners’ experiences, the study probes power dynamics, potential inequalities, and time-intensive aspects. It introduces an instructor-anchored partnership model incorporating team-based learning, addressing these complexities and presenting a framework for effective community-based learning in sociological education.

Enhancing Learners’ Intercultural Communicative Competence in an Undergraduate Content-Based English Class in Japan: Examining the Effectiveness Using RFCDC

Enhancing Learners’ Intercultural Communicative Competence in an Undergraduate Content-Based English Class in Japan: Examining the Effectiveness Using RFCDC

College Students are Helping Each Other Cheat in the Group Chat and Here’s Why

ABSTRACT When students have a space of their own, unobserved by professors and administrators, where they can freely talk about their classes and share their coursework, many engage in academic dishonesty. But, as observed in the present study, cheating is not a foregone conclusion for students who decide to join an online group chat. The present study examined N = 30 GroupMe chatrooms associated with undergraduate classes at a mid-sized “Southern State University” – observing academic dishonesty how it happens, when it happens. Significant associations rooted in techniques of neutralization and general strain theory were observed for both the solicitation of academic dishonesty and responses to those solicitations. As hypothesized, greater academic dishonesty was observed for appeals to higher loyalties and denial of responsibility. While the denial of injury and condemnation of the condemners each corresponded with greater solicitation of academic dishonesty, no effects were observed for responses to solicitation. The removal of positively valued stimuli also corresponded with more academic dishonesty. However, the presentation of negatively valued stimuli and failure to achieve positively valued goals were, unexpectedly, associated with less of this kind of behavior. Implications for designing out academic dishonesty are proposed within the context of these findings.

Engaging undergraduate students in preprint peer review

Authentic assessment allows students to demonstrate knowledge and skills in real-world tasks. In research, peer review is one such task that researchers learn by doing, as they evaluate other researchers’ work. This means peer review could serve as an authentic assessment that engages students’ critical thinking skills in a process of active learning. In this study, we had students write peer reviews of preprints, scaffolded by a rubric. Agreement between the students and academics was reasonable, and active student involvement was high. The results suggest that use of peer review in undergraduate classes should be explored more. It likely facilitates students’ ability to evaluate the quality of scientific studies, encourages active learning about the scientific process and shows potential for contributing to publicly-available assessment of scientific studies.

The Prisoner’s Dilemma game as a tool to investigate cooperation and undergraduate education in evolution

Evolutionary theory is based on the conflict that arises when certain heritable variants out-compete others. Given this foundational conflict, a central question for evolutionary biologists concerns the presence of cooperation found throughout all levels of biological organization; from biochemical pathways to complex animal societies. Human behavior is often distinguished from other animal behavior by the presence of acts of cooperative behavior called altruism. Altruism is a cooperative act that penalizes the actor for actions that benefit the recipient. Any other form of cooperation, one that does not penalize the actor, is formally not considered altruistic. How can costly altruistic behavior evolve? This question was the basis for development of a web application tool incorporating a game theory model to investigate conditions affecting cooperative behavior. The game theory model described as Prisoner’s Dilemma incorporates acts of cooperation and non-cooperation (defection). Computer simulations of Prisoner’s Dilemma were developed and online applications were administered for five semesters at Georgia Gwinnett College, using two simulation environments referred to as Random and Non-random. Data collected from simulation runs were used to evaluate the effect of environment on student cooperative behavior and actively engage students in concepts associated with the evolution of cooperation and game theory. Results from student game play suggest group simulation environment played a significant role in the likelihood of observing cooperative behavior. Educational content and attitudinal surveys suggested that PD game play in the undergraduate evolution class at Georgia Gwinnett College improved student knowledge and self-confidence.