Scientific Learning: : Measuring Outcomes in Generative, Experiential Science Courses


Inspirations for this work are myriad. This evolving list includes the scholars, practitioners, and research studies that are informing this project.

  • Efforts by the National Research Council and research fellows at TERC call for biology teachers to re-examine goals and outcomes for experiential learning in laboratory courses. (Source)
  • David Lopatto at Grinnell uses his SURE/CURE surveys to collect data from students participating in research experiences at colleges and universities around the country and has shown that undergraduate research leads to significant gains in biology achievement and retention in STEM majors, particularly in underrepresented students. (Source)
  • Work on the theory of self-authorship by Marcia Baxter Magolda inspired Christine’s first round of reflections (both administered to Bio 600 students last year 2015-2016).
  • Jo Handelsman at Yale (and the White House) makes a strong case for “scientific teaching,” in which teachers revise their teaching methods and curriculum in response to formative assessments.
  • Noah Rachlin and his work at the Tang Institute on Cultivating a Learning Disposition.
  • JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 46, NO. 8, PP. 865–883 (2009) PISA 2006: An Assessment of Scientific Literacy, by Rodger Bybee, Barry McCrae and Robert Laurie. (Source)
  • CBE – LIFE SCIENCES EDUCATION VOL. 10, PP. 268-278 (2011). The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology, by Semsar, et al. (Source)

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