Cissy J. Ballen

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

An active-learning pedagogy increased all students’ science self-efficacy, but this increase led to improved academic performance only for underrepresented minority students—an improvement that eliminated the performance gap present in the traditional lecture semester.

Exams disadvantage women in introductory biology

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

A discussion of course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) that summarizes the state of knowledge of best practices for nonmajors CUREs, identifies future research priorities, and recommends tools to align research questions with student outcomes.

Small group gender ratios impact biology class performance and peer evaluations

Women are underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. Evidence suggests the microclimate of the classroom is an important factor influencing female course grades and interest, which encourages retention of women in STEM fields. Here, we test whether the gender composition of small (8–9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, we manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female. We found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women. Our work demonstrates an added benefit of the retention of women in STEM: increased performance for all, and positive peer perceptions for women.

Can mixed assessment methods make biology classes more equitable

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

Sexual coloration and sperm performance in the Australian painted dragon lizard, Ctenophorus pictus

Theory predicts trade‐offs between pre‐ and post‐copulatory sexually selected traits. This relationship may be mediated by the degree to which males are able to monopolize access to females, as this will place an upper limit on the strength of post‐copulatory selection. Furthermore, traits that aid in mate monopolization may be costly to maintain and may limit investment in post‐copulatory traits, such as sperm performance. Australian painted dragons are polymorphic for the presence or absence of a yellow gular patch (‘bibs’), which may aid them to monopolize access to females. Previous work has shown that there are physiological costs of carrying this bib (greater loss of body condition in the wild). Here, we show that male painted dragons use this bright yellow bib as both an inter‐ and intrasexual signal, and we assess whether this signal is traded off against sperm performance within the same individuals. We found no relationship between aspects of bib colour and sperm swimming velocity or percentage of motile sperm and suggest that the bib polymorphism may be maintained by complex interactions between physiological or life‐history traits including other sperm or ejaculate traits and environmental influences.

Longitudinal analysis of a diversity support program in biology: A national call for further assessment

National calls to improve the performance and persistence of students from historically underrepresented backgrounds in science have led to a surge of research on inclusive, evidence-based teaching methods. Less work has revealed the effects of diversity support initiatives that improve campus climate and community cohesion. Here, we examine whether participation in the Biology Scholars Program (BSP) at Cornell University—a diversity support program at a prominent university—affects underrepresented racial minority (URM) student performance. We found that BSP participants are less academically prepared when they enter college but typically have GPAs similar to those of their non-BSP counterparts at graduation, thereby closing achievement gaps. Although the BSP appears to help URM students, we cannot assert that the BSP alone is responsible for these effects; future work should isolate effective strategies that contribute to student success. In response to these results, we lay out strategies that support programs could implement to maximize positive impacts.

Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors †

Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29–40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students’ academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.

Do Small Classes in Higher Education Reduce Performance Gaps in STEM

Performance gaps in science are well documented, and an examination of underlying mechanisms that lead to underperformance and attrition of women and underrepresented minorities (URM) may offer highly targeted means to promote such students. Determining factors that influence academic performance may provide a basis for improved pedagogy and policy development at the university level. We examined the impact of class size on students in 17 biology courses at four universities. Although the female students underperformed on high-stakes exams compared with the men as class size increased, the women received higher scores than the men on nonexam assessments. The URM students underperformed across grade measures compared with the majority students regardless of class size, suggesting that other characteristics of the education environment affect learning. Student enrollment is expected to increase precipitously in the next decade, underscoring the need to prioritize individual student potential rather than yield to budget constraints when considering equitable pedagogy and caps on classroom sizes.

Walking and talking the tree of life: Why and how to teach about biodiversity

Taxonomic details of diversity are an essential scaffolding for biology education, yet outdated methods for teaching the tree of life (TOL), as implied by textbook content and usage, are still commonly employed. Here, we show that the traditional approach only vaguely represents evolutionary relationships, fails to denote major events in the history of life, and relies heavily on memorizing near-meaningless taxonomic ranks. Conversely, a clade-based strategy—focused on common ancestry, monophyletic groups, and derived functional traits—is explicitly based on Darwin’s “descent with modification,” provides students with a rational system for organizing the details of biodiversity, and readily lends itself to active learning techniques. We advocate for a phylogenetic classification that mirrors the TOL, a pedagogical format of increasingly complex but always hierarchical presentations, and the adoption of active learning technologies and tactics.