Farmer choice of sorghum varieties in southern Mali: Managing Unpredictable Growing Environments and Resources

In southern Mali and throughout the semiarid tropics, small-scale family farmers are faced with the challenge of producing adequate harvests in difficult biophysical and socioeconomic environments. Professional plant breeders have had much difficulty developing modern varieties that outperform farmers’ traditional varieties in these environments, in part because of an incomplete understanding of why farmers choose the varieties they grow. Improved understanding of farmers’ varietal choices can contribute to collaboration between farmers and formal plant breeders. Based on a 15-month field study in Dissan, Mali, we examine farmer\u27s choices among their traditional sorghum varieties in terms of one or more than one variety, and short-cycle or long-cycle varieties, and the interaction between these two choices. Results support our general hypothesis that farmers choose varieties to optimize outputs in the face of variation in the growing environment and in human managed inputs such as labor and tools

Investigating the Relationship between Instructors’ Use of Active Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active- learning strategies on students’ attitudes and motivation in the domain

A Call for Programmatic Assessment of Undergraduate Students' Conceptual Understanding and Higher-Order Cognitive Skills

In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our colleagues’ noble efforts, yet we contend that this is only a starting point. In this Perspectives article, we argue that departments need to engage in reform and programmatic assessment to produce graduates who have both subject-matter knowledge and higher-order cognitive skills. We encourage biology education researchers to work collaboratively with content specialists to develop program-level assessments aimed at measuring students’ conceptual understanding and higher-order cognitive skills, and we encourage departments to develop longitudinal plans for monitoring their students’ development of these skills