20 research outputs found

    Models of classroom assessment for course-based research experiences

    Get PDF
    Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education

    Short term adult plasticity in Drosophila melanogaster and its role in climatic adaptation

    Get PDF
    Adaptation to environmental heterogeneity is a fundamental aspect in evolutionary biology. A constantly changing environment puts continuous stress on organisms, and causes spatially and temporally varying selection regimes where survival depends on responsiveness. Phenotypic plasticity is an important mechanism enabling this responsiveness, which manifests upon exposure to an environmental stressor and facilitates a more resistant phenotype. Environmental heterogeneity exposure at the adult life stage of an organism produces a plastic response that is important for local adaptation and persistence. Hence, adaptive plasticity is an important mechanism of adaptation to localized environmental variation. To study short term exposure plasticity, we sampled Northern and Southern populations of Drosophila melanogaster, originating from distinct geographic regions and habitats in eastern North America. To elicit a plastic response these populations were exposed to two environmental variables, temperature and photoperiod, for a short-term (five-day) treatment. Flies that had been exposed to this treatment were then tested for phenotypic stress response using chill coma tolerance, heat shock and starvation resistance assays, all of which act as proxies for fitness. To test their response to the natural environment, the same populations were exposed to outdoor field conditions for a treatment equivalent to that in the lab, after which their stress response to heat and cold tolerance was recorded. Whole genome level plasticity was observed by sequencing the transcriptome of lab flies exposed to the same treatment of crossed temperature and photoperiod regimes as the phenotyped flies; thus, allowing for a complimentary gene expression plasticity study. Geographic origin and temperature treatment determined the phenotypic stress response for the three stress assays. Photoperiod showed significant interaction with temperature, indicating that D. melanogaster is responding to both cues in order to modify its life-history strategies. The field results showed the Northern population had a faster chill coma recovery time when exposed to extreme cold temperatures relative to the Southern population, where this was not observed, suggesting adaptive cold response plasticity is important in the Northern population’s fitness. Lastly, the Northern and Southern populations showed a differential expression plasticity response, which is consistent with the expected patterns based on spatially varying selection

    Data from: Adaptive patterns of phenotypic plasticity in laboratory and field environments in Drosophila melanogaster

    No full text
    Identifying mechanisms of adaptation to variable environments is essential in developing a comprehensive understanding of evolutionary dynamics in natural populations. Phenotypic plasticity allows for phenotypic change in response to changes in the environment, and as such may play a major role in adaptation to environmental heterogeneity. Here, the plasticity of stress response in D. melanogaster originating from two distinct geographic regions and ecological habitats was examined. Adults were given a short-term, 5-day exposure to combinations of temperature and photoperiod to elicit a plastic response for three fundamental aspects of stress tolerance that vary adaptively with geography. This was replicated in both the laboratory and in outdoor enclosures in the field. In the laboratory, geographic origin was the primary determinant of the stress response. Temperature and the interaction between temperature and photoperiod also significantly affected stress resistance. In the outdoor enclosures, plasticity was distinct among traits and between geographic regions. These results demonstrate that short-term exposure of adults to ecologically relevant environmental cues results in predictable effects on multiple aspects of fitness. These patterns of plasticity vary among traits and are highly distinct between the two examined geographic regions, consistent with patterns of local adaptation to climate and associated environmental parameters

    Mathur_Schmidt_rawdata

    No full text
    This is all of the phenotypic information and data analyzed in the paper

    Disrupted Learning During COVID-19: A Survey of Student Experience

    No full text
    Navigating unexpected disruption caused by COVID-19 in Higher Education required immediate and flexible response by faculty and students as they pivoted to other learning modalities. In Spring Semester 2021, we administered a 40-question survey including several open-ended questions to 795 undergraduate and graduate students (master and doctoral level) in multiple disciplines across four Schools at a private university in Pennsylvania to capture student perceptions of learning experience in face-to-face, hybrid, and fully online environments. Ninety-nine students completed the survey. Lessons learned for teaching and learning include sensitivity to students’ stress and understanding learning environment design preferences and effectiveness
    corecore