- Conference Session
- Strategies to enhance student learning
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- 2017 ASEE Annual Conference & Exposition
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Christopher Josh Ramey, Colorado School of Mines; Judy Schoonmaker, Colorado School of Mines; Sarah M. Ryan, Colorado School of Mines
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Diversity
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Biological & Agricultural
to discussions and Explorations. Ourlabs develop the foundational laboratory skills characteristic of many introductory biologycourses, including micropipetting, microscopy, spectrophotometry, cell culture, bacterialtransformation, PCR, restriction digest, and DNA gel electrophoresis.Lessons Learned: As we reflect on our first few years, we find that we have successfullytransitioned from a large lecture course to an active learning environment. Additionally, we haveextended the studio concept to two downstream courses: Biology II and Physiology. The changerequired significant activation energy and sustained effort as well as the considerable support ofour institution. Our involvement in the National Academies of Science Mountain West
- Conference Session
- Outreach, recruiting, and retention
- Collection
- 2017 ASEE Annual Conference & Exposition
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Jennifer Keshwani, University of Nebraska, Lincoln; Evan Curtis, University of Nebraska, Lincoln
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Diversity
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Biological & Agricultural
reflected their enthusiasm for science andengineering (Intrinsic Psychological). For example, students commented: ‘My motivation for studying [BE] is that I have always had a passion for the biomedical side of science. I hope to do research in viruses and diseases to help better society.’ ‘I really like the idea of working with living systems using engineering, biology (my favorite science subject), and mathematics. I also like the thought of me in the future helping out the community by doing something I enjoy.’However, many students focused solely on their potential to positively impact the world. Thesesentiments
- Conference Session
- Biological & Agricultural Division Technical Session
- Collection
- 2015 ASEE Annual Conference & Exposition
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Tammara Ramírez Apud L., Universidad de las Americas Puebla; Judith Virginia Gutierrez Cuba; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla
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Diversity
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Biological & Agricultural
problem 6 (reflect on the Food Inc. documentary). Most ofstudents were at least on level 3 of the rubric but several of them were assessed with level 4 inmany of the criteria. That means most of the 8th semester students were able to state explicitlytheir premises, for which sources of evidence (personal, written, etc.) were unimpeachable andaccepted as fact. Their arguments were separated; sequenced logically to support solution to thestated problem. Most of their conclusions were relevant to problem, support their solutions, andare related to problem needs. Finally, most of their writing was confident and clearly focused. Itheld the reader’s (evaluators) attention. Relevant details were present that enriched their writing.Final remarks