Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology st...

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Autores principales:	Ryan A. Shanks, Chuck L. Robertson, Christian S. Haygood, Anna M. Herdliksa, Heather R. Herdliska, Steven A. Lloyd
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/7fb4ef3fc7fd443ea0e3cc2b8dbb6e5a
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spelling	oai:doaj.org-article:7fb4ef3fc7fd443ea0e3cc2b8dbb6e5a2021-11-15T15:04:11ZMeasuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum10.1128/jmbe.v18i1.11941935-78851935-7877https://doaj.org/article/7fb4ef3fc7fd443ea0e3cc2b8dbb6e5a2017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1194https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model’s ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads.Ryan A. ShanksChuck L. RobertsonChristian S. HaygoodAnna M. HerdliksaHeather R. HerdliskaSteven A. LloydAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Ryan A. Shanks Chuck L. Robertson Christian S. Haygood Anna M. Herdliksa Heather R. Herdliska Steven A. Lloyd Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
description	Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model’s ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads.
format	article
author	Ryan A. Shanks Chuck L. Robertson Christian S. Haygood Anna M. Herdliksa Heather R. Herdliska Steven A. Lloyd
author_facet	Ryan A. Shanks Chuck L. Robertson Christian S. Haygood Anna M. Herdliksa Heather R. Herdliska Steven A. Lloyd
author_sort	Ryan A. Shanks
title	Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
title_short	Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
title_full	Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
title_fullStr	Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
title_full_unstemmed	Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum
title_sort	measuring and advancing experimental design ability in an introductory course without altering existing lab curriculum
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/7fb4ef3fc7fd443ea0e3cc2b8dbb6e5a
work_keys_str_mv	AT ryanashanks measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum AT chucklrobertson measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum AT christianshaygood measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum AT annamherdliksa measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum AT heatherrherdliska measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum AT stevenalloyd measuringandadvancingexperimentaldesignabilityinanintroductorycoursewithoutalteringexistinglabcurriculum
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Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum

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