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Abstract Preparation for ASMCUEHosted by Min-Ken Liao, Furman University

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ASMCUEMay 16-19, 2013The Inverness Hotel & Conference CenterEnglewood, Colorado

Kelly A. GullManager, Faculty ProgramsAmerican Society for Microbiology

Introduction to ASMCUE

ASMCUE 2013Steering Committee

Local Organizer

Aimee BernardUniversity of Colorado, DenverDenver, CO

Local Organizer

Timberley Roane University of Colorado, DenverDenver, CO

Chair

Todd PrimmSam Houston State UniversityHuntsville, TX

Vice Chair

Mary MawnEmpire State CollegeSaratoga Springs, NY

Abstract Review Chair

Robyn PuffenbargerBridgewater CollegeBridgewater, VA

Microbrew Review Chair

Jennifer HerzogHerkimer County Community CollegeHerkimer, NY

ASMLeadership and Staff

Coordinator, Faculty Programs

Michelle SloneASMWashington, DC

Chair, ASM Education Board

Neil BakerOhio State University (retired)Ocean City, MD

Chair, ASM Committee on Undergraduate Education

Sue MerkelCornell UniversityIthaca, NY

Director, ASM Education Department

Amy ChangASMWashington, DC

Manager, Faculty Programs

Kelly GullASMWashington, DC

ASMCUE Program“Blending Science and Education” Plenary Lectures Science Sessions Pedagogy Sessions Resource Sessions  New! Assessment Tools Sessions Microbrew Symposia Poster Session Topical Meal Sessions Exhibit Program

Who Attends ASMCUE?ASMCUE 2012 – 336 attendees

45-50% First-time attendees 40% Masters and doctoral institutions 35% Undergraduate institutions 25% Community colleges 6% International 50% Teaching > 10 years 87% ASM members 20% ASM General Meeting attendance

Who/What Do Participants Teach?

Students• 75% Biology • 55% Nursing • 25% Non-majors

biology • 15% Microbiology• 15% Doctoral/medical

microbiology

Courses• 52% Introductory

microbiology• 66% Introductory

biology• 43% Upper division

microbiology/biology• 13% Human anatomy

and physiology

Promoting ScholarshipPoster Presentations Microbiology & biology education research Demonstration of a scientific problem

(hypothesis and/or statement of problem, methods used, results and conclusion)

Assessment of student learning required Abstracts published in Journal of Microbiology

& Biology Education34 presentations in 2012

Microbrew Sessions Best practices/favorite laboratory or classroom

activity No assessment required 15-minute “chalk talk” oral presentation

42 presentations in 2012

Location

A - Denver International Airport (DEN)B – The Inverness Hotel and Conference CtrC - Colorado Convention Center

A B ~30 milesB C ~17 miles

Fees & asm2013ASMCUE Early Reg Fees: $699 ASM Member; $799 Non-member

Hotel: $110 per night plus tax; attendees can stay on through asm 2013

Transportation to downtown Denver: complimentary hotel shuttle to light rail; Dry Creek Station – 40 min to Convention Center stop; $8.00 round trip

Saturday evening: “Field Trip” to asm2013 Opening Session and Reception; Transportation provided; New! $20 Fee

(211 attendees in 2012)

Sunday at asm2013: One-day complimentary registration May 19th only; Transportation not provided

(174 attendees in 2012)

ASMCUE 2013 TimelineJanuary 1, 2013Conference Registration Opens February 1, 2013Abstract Submission Deadline

February 8, 2013Travel Award Submission Deadline

February 15, 2013Microbrew Abstract Submission Deadline

March 15, 2013Early-Bird Registration Deadline

April 12, 2013Conference Registration Closed

May 16-19, 2013ASMCUE

May 18-21, 2013ASM General Meeting

Abstract Preparation for ASMCUE

Min-Ken LiaoFurman University

January 14 and 15, 2013

Outline• Process of review• Immediate rejections• Accepts• Modifies• Guidelines and rubric• Three things to remember• Suggestions• Q&A• Survey

Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts

In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.

Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.

MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013

Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts

In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.

Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.

MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013

Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts

In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.

Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.

MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013

Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts

In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.

Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.

MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013

Aligning ASMCUE AbstractsAligning ASMCUE Abstracts to Biological Concepts

In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that students have a foundational understanding in biology, the Committee affirmed the core biological concepts of evolution, structure and function, pathways, information flow and systems. They also identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors will be asked to identify up to two concepts that best relate to their submission.

Seeking Abstracts related to Microbiology of Brewing Beer and West Nile VirusIn a series aimed at delving more deeply into the microbiology behind events in the news, the ASM Education Board and the American Academy of Microbiology (AAM) will present on two topics at ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that deepen students' understanding about these topics, AAM is seeking help from the ASM educator community. The FAQ Series is available at the Academy website in pdf format. Please review the materials and consider submitting an abstract that is aligned with these topics to either the Poster Presentation Session or as a Microbrew activity.

MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology & Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed: 13 Jan. 2013

Process of review• In 2012, 46 were reviewed and 34 were accepted.• This year: Two teams of three with a chair• Two criteria

– Demonstration of a scientific problem– Quality of written content

• A spread sheet• Three outcomes: R, A, and M• When reviewers agree• When reviewers don’t agree

Immediate rejections• If you were an abstract reviewer, what kinds of

abstracts will you reject right away? Please enter your answers.

Immediate rejections: top 10• Selling a product, including graduate school recruit• Irrelevant (out of scope): missed ASM GM deadline• Have been published and/or presented before May 16, 2013• Not innovative• No hypothesis/question• Objective unclear• Inadequate experimental methods• Insufficient data• Student learning unaddressed• No conclusions

Immediate accepts• What do good abstracts have in common? Please

enter your answers.

Immediate accepts• We accepted this one right away without positive

results in 2010.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Examination of the Progress towards Cognitive Development in Engineering and Science Students Enrolled in Biology CoursesJ. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN

This study examined the intellectual development and critical thinking skills in students enrolled in courses in the general biology sequence over a 3-year period. The study stems from a noted decline in student performance in the third course in the general biology sequence compared to the first course. Also, student attitudes towards the third course were poor. The third course is more challenging as it includes in-class activities to foster critical thinking with many additional application level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1) the introduction of study skills into the first course would help improve student performance and development of critical thinking skills in the third course and 2) these lessons may foster intellectual development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3 sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual development according to the Perry scheme was administered to students in the first and third courses. In addition, grades and performance on critical thinking questions were examined. Data sets were compared using a t-test assuming equal variance. The students introduced to study skills did not statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for a year. As the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with the introduction of engineering courses may have impacted the results.

Immediate accepts• Why didn’t we ask her to modify?• Two criteria:

– Demonstration of a scientific problem– Quality of written content

• Benefits of being in the meeting

Modifies• Everything in between R and A• If you were a reviewer: What’s in (or not in) an

abstract would make you mark “M”?• Please enter your answers.

Modifies• Mechanical problems• Good project but unclear abstract• Try to get to the bottom of a seemingly finished

project

Any questions so far?

Guidelines and rubric• Guidelines

– Abstracts are limited to 1850 characters (excluding spaces). Completed abstracts should be submitted by midnight PST on February 1, 2013 at the Abstract Submission Site

Guidelines and rubric• Guidelines

– The abstract should describe innovative teaching approaches or the specific activities conducted by the students and must indicate how those changes affected student learning. Work described in the abstract must have been tested on students and assessment of the activity’s outcomes should be described.

• Guidelines are for the presenter and the attendees.

Guidelines and rubric• Rubric

– Eligibility requirement– Background– Hypothesis– Assessment methods– Results– Conclusions– Relevancy– Structure

Three things to remember• Read the guidelines and rubric• Read the guidelines and rubric• Read the guidelines and rubric

Suggestions• Share your abstracts with your team members or your

facilitators prior to submission• JMBE Vol 13, No 1 (2012) Abstracts from the 19th

Annual ASM Conference for Undergraduate Educators (ASMCUE), held June 16-19, 2012 in San Mateo, CA. http://jmbe.asm.org/index.php/jmbe/article/view/412

QUESTIONS?