New Teaching Tools and Strategies! Using the Structure of Observed Learning Outcomes Taxonomy to Assess Written Scientific Arguments. The SOLO taxonomy is a useful tool for scaffolding, providing feedback, and assessing scientific arguments. https://t.co/HxcVcto534

New LessonPlus! Pulling Weeds: A Course-Based Undergraduate Research Experience Integrating Field Research. This 5-week CURE engages students in field research on invasive species, building skills in ecological research and statistical analysis. https://t.co/kNknhsCui5

New Lesson! Modeling Short Tandem Repeat (STR) DNA Fingerprinting Using Standard Playing Cards. This hands-on, low-cost activity uses playing cards to model STR alleles, letting students practice analysis of genotypes and model DNA gels in class. https://t.co/Sf2DiJn3HT

He and Lemons designed this lesson to promote deeper understanding of noncovalent interactions by focusing on causal mechanisms. Students loved the worked-example problems and seeing step-by-step solutions. https://t.co/exw86rKtqh (2/2) #CSAuthorNotes

New Lesson! An Instruction-Followed-by-Problem-Solving Approach to Facilitate Biochemistry Students’ Transfer of Learning in Noncovalent Interactions. This lesson uses cognitive load theory with examples and problem-solving to help students grasp noncovalent interactions. (1/2)

New Lesson! Counting Caterpillars on Campus: Engaging Students in Setting Up a Phenology Site for Participatory Science. Students track arthropod phenology in their local ecosystems and study how rising temperatures is affecting their community. https://t.co/8ye4h6F7MF

Inspired by a faculty learning community on active learning, Chojnowski developed this lesson as a new way to teach about bioethical issues. Students appreciated the diverse teaching approach and that "science isn't all just lab work." https://t.co/NyofAR1kp5 #CSAuthorNotes (2/2)

New Lesson! A Scenario-Based Learning Strategy to Teach the Story of Henrietta Lacks and the Social Determinants of Health. This activity uses scenario-based learning to explore health inequities, ethics, and Social Determinants of Health through film and group work. (1/2)

New Essay! A Learning Community for Course-Based Undergraduate Research Experience Teaching Assistants. The authors created a CURE TA learning community that boosted sense of community, understanding of CURE pedagogy, and professional development. https://t.co/0zGTYBOtY3

New Lesson! Facial Expression Response Genotype-Phenotype Correlations in a Hands-On and Cross-Field Laboratory Experiment. This bio/psych lab links CNR1 genotyping with facial recognition to boost student data analysis and interdisciplinary skills. https://t.co/ixJXXEPs2Z

Author Dr. Jennifer Hurst-Kennedy shared that she created this course-based research curriculum to lower barriers to research. "Students loved customizing their projects to their career and research interests!" Check it out: https://t.co/o9fTKFtTR1 #CSAuthorNotes (2/2)

New Lesson! A Course-Embedded "Plug and Play" Research Project for Teaching Cancer Genomics. This semester-long research project guides students through analysis of human cancer patient genomic data from TCGA and a formal poster presentation, with built-in checkpoints. (1/2)

New Lesson! Exploring Earth’s Changing Ecosystems: Case Studies and Curriculum Support for Undergraduate Classrooms - These five adaptable case studies teach ecology using real-world issues, building skills in data analysis, modeling, and conservation. https://t.co/CClIld9wsO

Students learned how to evaluate human genetic data to make predictions about ancestry and explain limitations of ancestry testing. They were very excited and engaged with learning about their own genotypes and ancestry. Check it out: https://t.co/xyOpjcMqDk #CSAuthorNotes (2/2)

Exploring Participant Risks and Benefits of Ancestry Testing in the Classroom - @rossbiology - Incorporating genetic testing in the classroom can engage students in societally relevant genetics topics, but there are risks and benefits to participating in genetic testing. (1/2)

As many resources are designed for Primarily-White Institutions, these inclusive STEM activities help fill a need at MSIs while improving student engagement and learning. Students loved thinking, writing, & drawing before group work. https://t.co/LdlmaKJlvB #CSAuthorNotes (2/2)

New Essay! Building an Inclusive and Equitable STEM Classroom by Creating Community, Sustaining Structure, and Encouraging Engagement. Post-COVID, authors at UC Merced—a Minority-Serving Institution (MSI)—revamped their intro biology course with equity-focused practices. (1/2)

Inspired by the struggles of freshmen in large bio classes, the authors designed this activity to build learning skills while learning biology. Overall, they found that students' content understanding improved significantly. Read more: https://t.co/vXUO9Zz6xQ #CSAuthorNotes (2/2)

New Lesson! Fostering Metacognitive Awareness in Introductory Biology: A Lesson on Protein Structure. To help students assess their content knowledge and improve their learning processes, Zhong et al. created a protein structure lesson that embeds metacognitive activities. (1/2)

New Lesson! Discovering Signal Transduction by Building and Simulating a Bacterial Chemotaxis Model. Using Cell Collective, students model and simulate bacterial chemotaxis to learn signal transduction and practice systems thinking. https://t.co/S28bjlJxvd