skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology

This content will become publicly available on March 1, 2026

Title: An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology
We identified opportunity gaps related to prior chemistry preparation for students in introductory biology which were tied to equity gaps in exam scores. We developed, implemented and assessed an intervention to support learning of chemistry-in-biology concepts, and found that mastery and module use mitigated some but not all equity gaps.  more » « less
Award ID(s):
2244099
PAR ID:
10574083
Author(s) / Creator(s):
; ; ; ; ; ;
Publisher / Repository:
ASCB
Date Published:
Journal Name:
CBE—Life Sciences Education
Volume:
24
Issue:
1
ISSN:
1931-7913
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; ; ; ; ; et al (, CBE—Life Sciences Education)
    Barnard, Daron (Ed.)
    National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in November of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion. 
    more » « less
  2. ; ; ; ; ; (, Journal of Microbiology & Biology Education)
    Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology. 
    more » « less
  3. ; ; ; ; ; ; ; ; ; ; et al (, CBE—Life Sciences Education)
    Andrews, Tessa C. (Ed.)
    To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity. 
    more » « less
  4. ; ; ; ; (, Integrative and Comparative Biology)
    Synopsis The modern field of biology has its roots in the curiosity and skill of amateur researchers and has never been purely the domain of professionals. Today, professionals and amateurs contribute to biology research, working both together and independently. Well-targeted and holistic investment in amateur biology research could bring a range of benefits that, in addition to positive societal benefits, may help to address the considerable challenges facing our planet in the 21st century. We highlight how recent advances in amateur biology have been facilitated by innovations in digital infrastructure as well as the development of community biology laboratories, launched over the last decade, and we provide recommendations for how individuals can support the integration of amateurs into biology research. The benefits of investment in amateur biology research could be many-fold, however, without a clear consideration of equity, efforts to promote amateur biology could exacerbate structural inequalities around access to and benefits from STEM. The future of the field of biology relies on integrating a diversity of perspectives and approaches—amateur biology researchers have an important role to play. 
    more » « less
  5. ; ; ; ; (, Journal of Microbiology & Biology Education)
    null (Ed.)
    ABSTRACT Because of the COVID-19 pandemic in March 2020, higher education institutions had to pivot rapidly to online remote learning. Many educators were concerned that the disparate impact of this crisis would exacerbate inequities in learning outcomes and student learning experiences, especially for students from minoritized backgrounds. We examined course grades and student perceptions of their learning experiences in fall (face-to-face) and spring (fully remote) quarters in an introductory biology course series at a public research university. Contrary to our hypothesis, we found that student course grades increased overall during remote learning, and equity gaps in course grades were mitigated for minoritized students. We hypothesize that instructors may have changed their grading practices to compensate for challenges in remote learning in crisis. However, spring students reported significant decreases in the amount of peer negotiation and social support, critical components of active learning. These findings suggest that remote teaching in crisis may have negatively affected student learning environments in ways that may not have been captured by grading practices. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email