Abstract Preparation for ASMCUE
Hosted by Min-Ken Liao, Furman University
The webinar will start promptly at 11:30 AM EST
Enable your speakers:
-click on the dropdown arrow next to the speaker icon (top of screen)
-click “Unmute my speakers” and your speaker icon should turn green
-adjust the presentation volume by clicking on the dropdown arrow next
to the speaker icon and clicking “Adjust speaker volume”
You will be able to communicate with Jen and the other participants by
typing in the chat box in the lower right-hand side of the screen
Use the “Raise your hand” button at the top of the page and click the dropdown
to agree or disagree during various points in the presentation
Warm-up Assignment:
While we are waiting for everyone to join, please visit the links in the “While
You are Waiting” box! Click a link title, then click “Browse To.”
For technical issues, please contact Lyndsey Van Druff
lvandruff@asmusa.org or 202-942-9322
ASMCUE
May 16-19, 2013
The Inverness Hotel & Conference Center
Englewood, Colorado
Introduction to ASMCUE
Kelly A. Gull
Manager, Faculty Programs
American Society for Microbiology
ASMCUE 2013
Steering Committee
Chair
Microbrew Review Chair
Todd Primm
Sam Houston State University
Huntsville, TX
Jennifer Herzog
Herkimer County Community College
Herkimer, NY
Vice Chair
Local Organizer
Mary Mawn
Empire State College
Saratoga Springs, NY
Aimee Bernard
University of Colorado, Denver
Denver, CO
Abstract Review Chair
Local Organizer
Robyn Puffenbarger
Bridgewater College
Bridgewater, VA
Timberley Roane
University of Colorado, Denver
Denver, CO
ASM
Leadership and Staff
Chair, ASM Education Board
Manager, Faculty Programs
Neil Baker
Ohio State University (retired)
Ocean City, MD
Kelly Gull
ASM
Washington, DC
Chair, ASM Committee on Undergraduate
Education
Coordinator, Faculty Programs
Sue Merkel
Cornell University
Ithaca, NY
Director, ASM Education Department
Amy Chang
ASM
Washington, DC
Michelle Slone
ASM
Washington, DC
ASMCUE Program
“Blending Science and Education”









Plenary Lectures
Science Sessions
Pedagogy Sessions
Resource Sessions
New! Assessment Tools Sessions
Microbrew Symposia
Poster Session
Topical Meal Sessions
Exhibit Program
Who Attends ASMCUE?
ASMCUE 2012 – 336 attendees








45-50% First-time attendees
40% Masters and doctoral institutions
35% Undergraduate institutions
25% Community colleges
6% International
50% Teaching > 10 years
87% ASM members
20% ASM General Meeting attendance
Who/What Do Participants
Teach?
•
•
•
•
•
Students
75% Biology
55% Nursing
25% Non-majors
biology
15% Microbiology
15% Doctoral/medical
microbiology
•
•
•
•
Courses
52% Introductory
microbiology
66% Introductory
biology
43% Upper division
microbiology/biology
13% Human anatomy
and physiology
Promoting Scholarship
Poster Presentations
 Microbiology & biology education research
 Demonstration of a scientific problem
(hypothesis and/or statement of problem,
methods used, results and conclusion)
 Assessment of student learning required
 Abstracts published in Journal of Microbiology
& Biology Education
34 presentations in 2012
Microbrew Sessions
 Best practices/favorite laboratory or classroom
activity
 No assessment required
 15-minute “chalk talk” oral presentation
42 presentations in 2012
Location
A - Denver International Airport (DEN)
B – The Inverness Hotel and Conference Ctr
C - Colorado Convention Center
A  B ~30 miles
B  C ~17 miles
Fees & asm2013
ASMCUE Early Reg Fees: $699 ASM Member; $799 Non-member
Hotel: $110 per night plus tax; attendees can stay on through asm 2013
Transportation to downtown Denver: complimentary hotel shuttle to light
rail; Dry Creek Station – 40 min to Convention Center stop; $8.00 round
trip
Saturday evening: “Field Trip” to asm2013 Opening Session and
Reception; Transportation provided; New! $20 Fee
(211 attendees in 2012)
Sunday at asm2013: One-day complimentary registration May 19th only;
Transportation not provided
(174 attendees in 2012)
ASMCUE 2013 Timeline
January 1, 2013
Conference Registration Opens
February 1, 2013
Abstract Submission Deadline
February 8, 2013
Travel Award Submission Deadline
February 15, 2013
Microbrew Abstract Submission Deadline
May 16-19, 2013
ASMCUE
March 15, 2013
Early-Bird Registration Deadline
May 18-21, 2013
ASM General Meeting
April 12, 2013
Conference Registration Closed
Abstract Preparation for
ASMCUE
Min-Ken Liao
Furman University
January 14 and 15, 2013
Outline
•
•
•
•
•
•
•
•
•
Process of review
Immediate rejections
Accepts
Modifies
Guidelines and rubric
Three things to remember
Suggestions
Q&A
Survey
Aligning ASMCUE Abstracts
Aligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for
Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which
urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that
students have a foundational understanding in biology, the Committee affirmed the core biological
concepts of evolution, structure and function, pathways, information flow and systems. They also
identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors
will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile Virus
In a series aimed at delving more deeply into the microbiology behind events in the news, the ASM
Education Board and the American Academy of Microbiology (AAM) will present on two topics at
ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West
Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that
deepen students' understanding about these topics, AAM is seeking help from the ASM educator
community. The FAQ Series is available at the Academy website in pdf format. Please review the
materials and consider submitting an abstract that is aligned with these topics to either the Poster
Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology
& Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed:
13 Jan. 2013
Aligning ASMCUE Abstracts
Aligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for
Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which
urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that
students have a foundational understanding in biology, the Committee affirmed the core biological
concepts of evolution, structure and function, pathways, information flow and systems. They also
identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors
will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile Virus
In a series aimed at delving more deeply into the microbiology behind events in the news, the ASM
Education Board and the American Academy of Microbiology (AAM) will present on two topics at
ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West
Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that
deepen students' understanding about these topics, AAM is seeking help from the ASM educator
community. The FAQ Series is available at the Academy website in pdf format. Please review the
materials and consider submitting an abstract that is aligned with these topics to either the Poster
Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology
& Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed:
13 Jan. 2013
Aligning ASMCUE Abstracts
Aligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for
Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which
urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that
students have a foundational understanding in biology, the Committee affirmed the core biological
concepts of evolution, structure and function, pathways, information flow and systems. They also
identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors
will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile Virus
In a series aimed at delving more deeply into the microbiology behind events in the news, the ASM
Education Board and the American Academy of Microbiology (AAM) will present on two topics at
ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West
Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that
deepen students' understanding about these topics, AAM is seeking help from the ASM educator
community. The FAQ Series is available at the Academy website in pdf format. Please review the
materials and consider submitting an abstract that is aligned with these topics to either the Poster
Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology
& Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed:
13 Jan. 2013
Aligning ASMCUE Abstracts
Aligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for
Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which
urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that
students have a foundational understanding in biology, the Committee affirmed the core biological
concepts of evolution, structure and function, pathways, information flow and systems. They also
identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors
will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile Virus
In a series aimed at delving more deeply into the microbiology behind events in the news, the ASM
Education Board and the American Academy of Microbiology (AAM) will present on two topics at
ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West
Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that
deepen students' understanding about these topics, AAM is seeking help from the ASM educator
community. The FAQ Series is available at the Academy website in pdf format. Please review the
materials and consider submitting an abstract that is aligned with these topics to either the Poster
Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology
& Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed:
13 Jan. 2013
Aligning ASMCUE Abstracts
Aligning ASMCUE Abstracts to Biological Concepts
In 2009, ASM established a curriculum task force to update the ASM Curriculum Guidelines for
Undergraduate Microbiology Education. Building on the 2011 Vision and Change report which
urged faculty to refrain from presenting science as a sea of facts and work towards ensuring that
students have a foundational understanding in biology, the Committee affirmed the core biological
concepts of evolution, structure and function, pathways, information flow and systems. They also
identified a sixth concept specific to microbiology, the impact of microorganisms. Abstract authors
will be asked to identify up to two concepts that best relate to their submission.
Seeking Abstracts related to Microbiology of Brewing Beer and West Nile Virus
In a series aimed at delving more deeply into the microbiology behind events in the news, the ASM
Education Board and the American Academy of Microbiology (AAM) will present on two topics at
ASMCUE: If the Yeast ain’t Happy, ain’t Nobody Happy: The Microbiology of Beer; and FAQ: West
Nile Virus. In an effort to develop supporting materials for educators to incorporate activities that
deepen students' understanding about these topics, AAM is seeking help from the ASM educator
community. The FAQ Series is available at the Academy website in pdf format. Please review the
materials and consider submitting an abstract that is aligned with these topics to either the Poster
Presentation Session or as a Microbrew activity.
MERKEL, S.. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding. Journal of Microbiology
& Biology Education, North America, 13, feb. 2012. Available at: <http://jmbe.asm.org/index.php/jmbe/article/view/363>. Date accessed:
13 Jan. 2013
Process of review
• In 2012, 46 were reviewed and 34 were accepted.
• This year: Two teams of three with a chair
• Two criteria
– Demonstration of a scientific problem
– Quality of written content
• A spread sheet
• Three outcomes: R, A, and M
• When reviewers agree
• When reviewers don’t agree
Immediate rejections
• If you were an abstract reviewer, what kinds of
abstracts will you reject right away? Please enter your
answers.
Immediate rejections: top 10
•
•
•
•
•
•
•
•
•
•
Selling a product, including graduate school recruit
Irrelevant (out of scope): missed ASM GM deadline
Have been published and/or presented before May 16, 2013
Not innovative
No hypothesis/question
Objective unclear
Inadequate experimental methods
Insufficient data
Student learning unaddressed
No conclusions
Immediate accepts
• What do good abstracts have in common? Please
enter your answers.
Immediate accepts
• We accepted this one right away without positive
results in 2010.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data sets
were compared using a t-test assuming equal variance. The students introduced to study skills did not
statistically differ from the control students in regard to grades in the third course (p = 0.23, 2008; p =
0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010), attitudes
(p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not differ in
intellectual development (p=.42) with almost all students placing at the dualism level. Biomedical
engineering (BE) majors do not take the third course in sequence but delay the course for a year. As
the majority of the students were BE majors (83%, study skills; 72% control), this discontinuity with
the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Examination of the Progress towards Cognitive Development in Engineering and Science Students
Enrolled in Biology Courses
J. B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
This study examined the intellectual development and critical thinking skills in students enrolled in
courses in the general biology sequence over a 3-year period. The study stems from a noted decline
in student performance in the third course in the general biology sequence compared to the first
course. Also, student attitudes towards the third course were poor. The third course is more
challenging as it includes in-class activities to foster critical thinking with many additional application
level questions (according to Bloom’s taxonomy) on the exams. The hypotheses for this study were: 1)
the introduction of study skills into the first course would help improve student performance and
development of critical thinking skills in the third course and 2) these lessons may foster intellectual
development. To test these hypotheses, study skill exercises (note-taking, concept mapping, asking
and answering questions, self-evaluation) were introduced into 1 of 4 sections in Fall, 2007 and 2 of 3
sections in Fall, 2008. A survey to measure student attitudes, confidence, and intellectual
development according to the Perry scheme was administered to students in the first and third
courses. In addition, grades and performance on critical thinking questions were examined. Data
sets were compared using a t-test assuming equal variance. The students introduced to study skills
did not statistically differ from the control students in regard to grades in the third course (p = 0.23,
2008; p = 0.31, 2009; p = 0.39, 2010), critical thinking (p = .41, 2008; p = 0.35, 2009; p = 0.43, 2010),
attitudes (p= 0.31, Q1; p = 0.33, Q2), and confidence (p = 0.42, Q3; p = 0.30, Q4). Students did not
differ in intellectual development (p=.42) with almost all students placing at the dualism level.
Biomedical engineering (BE) majors do not take the third course in sequence but delay the course for
a year. As the majority of the students were BE majors (83%, study skills; 72% control), this
discontinuity with the introduction of engineering courses may have impacted the results.
Immediate accepts
• Why didn’t we ask her to modify?
• Two criteria:
– Demonstration of a scientific problem
– Quality of written content
• Benefits of being in the meeting
Modifies
• Everything in between R and A
• If you were a reviewer: What’s in (or not in) an
abstract would make you mark “M”?
• Please enter your answers.
Modifies
• Mechanical problems
• Good project but unclear abstract
• Try to get to the bottom of a seemingly finished
project
Any questions so far?
Guidelines and rubric
• Guidelines
– Abstracts are limited to 1850 characters (excluding
spaces). Completed abstracts should be submitted by
midnight PST on February 1, 2013 at the Abstract
Submission Site
Guidelines and rubric
• Guidelines
– The abstract should describe innovative teaching
approaches or the specific activities conducted by the
students and must indicate how those changes affected
student learning. Work described in the abstract must
have been tested on students and assessment of the
activity’s outcomes should be described.
• Guidelines are for the presenter
and the attendees.
Guidelines and rubric
• Rubric
– Eligibility requirement
– Background
– Hypothesis
– Assessment methods
– Results
– Conclusions
– Relevancy
– Structure
Three things to remember
• Read the guidelines and rubric
• Read the guidelines and rubric
• Read the guidelines and rubric
Suggestions
• Share your abstracts with your team members or your
facilitators prior to submission
• JMBE Vol 13, No 1 (2012) Abstracts from the 19th
Annual ASM Conference for Undergraduate Educators
(ASMCUE), held June 16-19, 2012 in San Mateo, CA.
http://jmbe.asm.org/index.php/jmbe/article/view/412
QUESTIONS?