GenBio-MAPS as a Case Study to Understand and Address the Effects of Test-Taking Motivation in Low-Stakes Program Assessments

The General Biology–Measuring Achievement and Progression in Science (GenBio-MAPS) assessment measures student understanding of the Vision and Change core concepts at the beginning, middle, and end of undergraduate biology degree programs. Assessment coordinators typically administer this instrument as a low-stakes assignment for which students receive participation credit. While these conditions can elicit high participation rates, it remains unclear how to best measure and account for potential variation in the amount of effort students give to the assessment. To better understand student test-taking motivation, we analyzed GenBio-MAPS data from more than 8000 students at 20 institutions. While the majority of students give acceptable effort, some students exhibited behaviors associated with low motivation, such as low self-reported effort, short test completion time, and high levels of rapid-selection behavior on test questions. Standard least-squares regression models revealed that students’ self-reported effort predicts their observable time-based behaviors and that these motivation indices predict students’ Gen- Bio-MAPS scores. Furthermore, we observed that test-taking behaviors and performance change as students progress through the assessment. We provide recommendations for identifying and filtering out data from students with low test-taking motivation so that the filtered data set better represents student understanding

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs

Knowing your own: A classroom case study using the scientific method to investigate how birds learn to recognize their offspring

Understanding the scientific method provides students with a necessary foundation for careers in science-related fields. Moreover, students can apply scientific inquiry skills in many aspects of their daily lives and decision making. Thus, the ability to apply the scientific method represents an essential skill that students should learn during undergraduate science education. We designed an interrupted case study in which students learn about and apply the scientific method to investigate and recapitulate the findings of a published research article. This research article addresses the question of how parents recognize their own young in a system where birds of the same species lay eggs in each other’s nests. The researchers approach the question through three experiments in which the bird’s own offspring and unrelated offspring hatch in different orders. This experiment specifically tests for the effect of hatching order on the bird’s ability to recognize its own offspring. In the case study, students form hypotheses based on behavioral observations made while watching a video clip, together with background information provided by the instructor. With additional information about the experimental design, students make graphical predictions for the three related experiments, compare their predictions to the results, and draw conclusions based on evidence. This lesson is designed for introductory undergraduate students, and we provide suggestions on how to adjust the lesson for more advanced students. This case study helps students differentiate between hypotheses and predictions, introduces them to constructing and interpreting graphs, and provides a clear example of the scientific method in action

The Abl and Arg non-receptor tyrosine kinases regulate different zones of stress fiber, focal adhesion, and contractile network localization in spreading fibroblasts

Directed cell migration requires precise spatial control of F-actin-based leading edge protrusion, focal adhesion (FA) dynamics, and actomyosin contractility. In spreading fibroblasts, the Abl family kinases, Abl and Arg, primarily localize to the nucleus and cell periphery, respectively. Here we provide evidence that Abl and Arg exert different spatial regulation on cellular contractile and adhesive structures. Loss of Abl function reduces FA, F-actin, and phosphorylated myosin light chain (pMLC) staining at the cell periphery, shifting the distribution of these elements more to the center of the cell than in wild-type (WT) and arg—/— cells. Conversely, loss of Arg function shifts the distribution of these contractile and adhesion elements more to the cell periphery relative to WT and abl—/— cells. Abl/Arg-dependent phosphorylation of p190RhoGAP (p190) promotes its binding to p120RasGAP (p120) to form a functional RhoA GTPase inhibitory complex, which attenuates RhoA activity and downstream pMLC and FA formation. p120 and p190 colocalize both in the central region and at the cell periphery in WT cells. This p120:p190 colocalization redistributes to a more peripheral distribution in abl—/— cells and to a more centralized distribution in arg—/— cells, and these altered distributions can be restored to WT patterns via re-expression of Abl or Arg, respectively. Thus, the altered p120:p190 distribution in the mutant cells correlates inversely with the redistribution in adhesions, actin, and pMLC staining in these cells. Our studies suggest that Abl and Arg exert different spatial regulation on actomyosin contractility and focal adhesions within cells

The Abl and Arg non-receptor tyrosine kinases regulate different zones of stress fiber, focal adhesion, and contractile network localization in spreading fibroblasts

Directed cell migration requires precise spatial control of F-actin-based leading edge protrusion, focal adhesion (FA) dynamics, and actomyosin contractility. In spreading fibroblasts, the Abl family kinases, Abl and Arg, primarily localize to the nucleus and cell periphery, respectively. Here we provide evidence that Abl and Arg exert different spatial regulation on cellular contractile and adhesive structures. Loss of Abl function reduces FA, F-actin, and phosphorylated myosin light chain (pMLC) staining at the cell periphery, shifting the distribution of these elements more to the center of the cell than in wild-type (WT) and arg—/— cells. Conversely, loss of Arg function shifts the distribution of these contractile and adhesion elements more to the cell periphery relative to WT and abl—/— cells. Abl/Arg-dependent phosphorylation of p190RhoGAP (p190) promotes its binding to p120RasGAP (p120) to form a functional RhoA GTPase inhibitory complex, which attenuates RhoA activity and downstream pMLC and FA formation. p120 and p190 colocalize both in the central region and at the cell periphery in WT cells. This p120:p190 colocalization redistributes to a more peripheral distribution in abl—/— cells and to a more centralized distribution in arg—/— cells, and these altered distributions can be restored to WT patterns via re-expression of Abl or Arg, respectively. Thus, the altered p120:p190 distribution in the mutant cells correlates inversely with the redistribution in adhesions, actin, and pMLC staining in these cells. Our studies suggest that Abl and Arg exert different spatial regulation on actomyosin contractility and focal adhesions within cells

Developing and evaluating a pollination systems knowledge assessment in a multidisciplinary course

Background: Although pollinators play an integral role in human well-being, their continued global decline reflects the need to provide and evaluate general pollinator knowledge to promote their conservation. Enhancing learners’ understanding of the complexity inherent in pollination systems within the science classroom may help them make more informed decisions regarding pollinator conservation actions. By measuring conceptual understanding of pollination systems, science educators can identify learners’ knowledge needs and inform their teaching in science classrooms. Based on previously developed theoretical frameworks describing pollination systems knowledge, we created and evaluated a new instrument to assess pollination systems and conservation actions knowledge. The Pollination Systems Knowledge Assessment (PSKA) is a multiple-true–false instrument containing 18 question stems and 70 accompanying T–F items encompassing three organizational components of pollination knowledge regarding (1) plant structures, (2) pollinator structures and behaviors, and (3) pollination systems function and pollinator conservation. Results: We refined the PSKA based on expert discussions, think-aloud interviews, and pilot testing before and after presenting a wild pollinator conservation unit within a postsecondary science literacy course. The PSKA elucidated learners’ misconceptions and revealed discriminating items from the three organizational components of pollination systems knowledge. Conclusions: The PSKA may aid educators in exploring learners’ conceptual understanding, identifying areas of misconceptions, and refining educational programming aimed at improving learners’ pollination systems knowledge

A peptide photoaffinity probe specific for the active conformation of the Abl tyrosine kinase

The design of sensors to monitor the activity state of specific protein kinases is challenging due to the complexity of eukaryotic kinomes. Here we describe a peptide-based photaffinity probe that specifically labels the active conformation of the Abl tyrosine kinase

Increased Dendrite Branching in AβPP/PS1 Mice and Elongation of Dendrite Arbors by Fasudil Administration

Amyloid-β (Aβ) overproduction and dendrite arbor atrophy are hallmarks of Alzheimer’s disease. The RhoA GTPase (Rho) signals through Rho kinase (ROCK) to control cytoskeletal dynamics and regulate neuron structure. Hyperactive Rho signaling destabilizes neurons leading to dendritic regression that can be rescued by genetic or pharmacological reduction of ROCK signaling. To understand what effect reduced ROCK signaling has on the dendrite arbors of mice that overproduce Aβ, we administered the ROCK inhibitor fasudil to AβPP/PS1 transgenic mice. We report that increased dendrite branching occurs in AβPP/PS1 mice and that fasudil promotes lengthening of the dendrite arbors of CA1 pyramidal neurons

Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)

Background: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically relied on students, instructors, or observers to document course teaching practices, but it remains unclear whether and how these perspectives differ from each other. To address this issue, we modified our previously published instrument to generate the Measurement Instrument for Scientific Teaching-Observable (MISTO), which can be completed by students, instructors, and observers, and we investigated the degree of similarity between these three perspectives across 70 undergraduate science courses at seven different institutions in the USA. Results: We found that the full MISTO and Active Learning subcategory scores showed the highest correlations among the three perspectives, but the degree of correlation between perspectives varied for the other subcategories. Match scores between students and instructors were significantly higher than observer matches for the full MISTO and for the Active Learning, Inclusivity, and Responsiveness subcategories. Conclusions: We find that the level and type of agreement between perspectives varies across MISTO subcategories and that this variation likely stems from intrinsic differences in the course access and scoring decisions of the three perspectives. Building on this data, we recommend MISTO users consider their research goals, available resources, and potential artifacts that may arise when deciding which perspective best fits their needs in measuring classroom teaching practices

A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research

Intended as a resource for life sciences graduate students, this essay discusses the diversity of postdoctoral positions in biology education and the careers to which they lead. The authors also provide advice to help graduate students develop the skills necessary to obtain a biology education research postdoctoral position