The Impacts of Curriculum Reform for an Introductory Undergraduate Biology Course Sequence

For decades, educators and policy makers have called for reform in undergraduate biology education to produce a workforce capable of navigating the challenges of society today (NSB, 1986). The American Association for the Advancement of Science (AAAS) outlined recommendations to enact these changes in the Vision and Change in Undergraduate Biology Education final report (AAAS, 2011). These recommendations included restructuring curricula to focus on core biological concepts and competencies, implemented via student-centered practices, with a campus-wide commitment to change, and involving the entire biology community in the reform. The University of Tennessee, Division of Biology, implemented curriculum changes to their majors’ introductory biology sequence based on these recommendations in 2012. This curriculum reform had several goals: integrate the concepts and competencies into the two-course sequence, use more student-centered instructional approaches, and create discussion sections that targeted process of science skills. The goal of this dissertation was to document instructional changes throughout reform, how faculty perceptions of instruction changed, and what impact the reform had on student outcomes such as scientific literacy skills. The first chapter documents the baseline use of student-centered approaches, or active learning, during the first year of curriculum reform. The second chapter built on the first by conducting three years of classroom observations and faculty interviews to document the perception and use of student-centered instructional practices by core faculty of the introductory courses. Chapter three measures student scientific literacy gain and retention the year prior to and the first year of the curriculum reform to compare the learning outcomes. Overall, the instructors increased the use of active learning in their classes over time and changed their perceptions of how students learn. Students who experienced the new discussion curricula had greater gains in scientific literacy, and retained more information about research design, despite a loss of lab time. A reform specifically designed to target instructor practices and process of science skills succeeded. Collectively, these studies provide evidence for the importance of collaboration, reflection, and time for instructors to achieve the pedagogical changes needed for modern undergraduate biology reform

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise non-straight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals

Taking a Community Approach to Curriculum Change

Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach was embraced by the community as a valuable process and produced a set of courses with a satisfying and shared vision for student learning. We compare our community curriculum design process to those others have used, and conclude that this process is widely applicable across disciplines and institutions to design new curricula

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals

Digital Interventions for Mental Disorders:Key Features, Efficacy, and Potential for Artificial Intelligence Applications

Mental disorders are highly prevalent and often remain untreated. Many limitations of conventional face-to-face psychological interventions could potentially be overcome through Internet-based and mobile-based interventions (IMIs). This chapter introduces core features of IMIs, describes areas of application, presents evidence on the efficacy of IMIs as well as potential effect mechanisms, and delineates how Artificial Intelligence combined with IMIs may improve current practices in the prevention and treatment of mental disorders in adults. Meta-analyses of randomized controlled trials clearly show that therapist-guided IMIs can be highly effective for a broad range of mental health problems. Whether the effects of unguided IMIs are also clinically relevant, particularly under routine care conditions, is less clear. First studies on IMIs for the prevention of mental disorders have shown promising results. Despite limitations and challenges, IMIs are increasingly implemented into routine care worldwide. IMIs are also well suited for applications of Artificial Intelligence and Machine Learning, which provides ample opportunities to improve the identification and treatment of mental disorders. Together with methodological innovations, these approaches may also deepen our understanding of how psychological interventions work, and why. Ethical and professional restraints as well as potential contraindications of IMIs, however, should also be considered. In sum, IMIs have a high potential for improving the prevention and treatment of mental health disorders across various indications, settings, and populations. Therefore, implementing IMIs into routine care as both adjunct and alternative to face-to-face treatment is highly desirable. Technological advancements may further enhance the variability and flexibility of IMIs, and thus even further increase their impact in people’s lives in the future

Human vitreous in proliferative diabetic retinopathy: Characterization and translational implications

Diabetic retinopathy (DR) is one of the leading causes of visual impairment in the working-age population. DR is a progressive eye disease caused by long-term accumulation of hyperglycaemia-mediated pathological alterations in the retina of diabetic patients. DR begins with asymptomatic retinal abnormalities and may progress to advanced-stage proliferative diabetic retinopathy (PDR), characterized by neovascularization or preretinal/vitreous haemorrhages. The vitreous, a transparent gel that fills the posterior cavity of the eye, plays a vital role in maintaining ocular function. Structural and molecular alterations of the vitreous, observed during DR progression, are consequences of metabolic and functional modifications of the retinal tissue. Thus, vitreal alterations reflect the pathological events occurring at the vitreoretinal interface. These events are caused by hypoxic, oxidative, inflammatory, neurodegenerative, and leukostatic conditions that occur during diabetes. Conversely, PDR vitreous can exert pathological effects on the diabetic retina, resulting in activation of a vicious cycle that contributes to disease progression. In this review, we recapitulate the major pathological features of DR/PDR, and focus on the structural and molecular changes that characterize the vitreal structure and composition during DR and progression to PDR. In PDR, vitreous represents a reservoir of pathological signalling molecules. Therefore, in this review we discuss how studying the biological activity of the vitreous in different in-vitro, ex-vivo, and in-vivo experimental models can provide insights into the pathogenesis of PDR. In addition, the vitreous from PDR patients can represent a novel tool to obtain preclinical experimental evidences for the development and characterization of new therapeutic drug candidates for PDR therapy