ASU Scholarship Showcase

Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.

The U.S. scientific research community does not reflect America's diversity. Hispanics, African Americans, and Native Americans made up 31% of the general population in 2010, but they represented only 18 and 7% of science, technology, engineering, and mathematics (STEM) bachelor's and doctoral degrees, respectively, and 6% of STEM faculty members (National Science Foundation [NSF], 2013). Equity in the scientific research community is important for a variety of reasons; a diverse community of researchers can minimize the negative influence of bias in scientific reasoning, because people from different backgrounds approach a problem from different perspectives and can raise awareness regarding biases (Intemann, 2009). Additionally, by failing to be attentive to equity, we may exclude some of the best and brightest scientific minds and limit the pool of possible scientists (Intemann, 2009). Given this need for equity, how can our scientific research community become more inclusive?

Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.

The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.

Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to both student and faculty-centered themes. We found that intangible themes were prevalent, and that there were significant differences in the emphasis on tangible themes for faculty who have developed their own independent CUREs when compared with faculty who implement pre-developed, national CUREs. We focus our results on the similarities and differences among the perspectives of faculty who teach these two different CURE types and explore trends among all participants. The results of this work highlight the need for considering a multi-dimensional framework to understand, promote, and successfully implement CUREs.

We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly relevant outside the course. Because CUREs lead to novel research findings, they represent a unique course design challenge, as the dual nature of these courses requires course designers to consider two distinct, but complementary, sets of goals for the CURE: 1) scientific discovery milestones (i.e., research goals) and 2) student learning in cognitive, psychomotor, and affective domains (i.e., pedagogical goals). As more undergraduate laboratory courses are re-imagined as CUREs, how do we thoughtfully design these courses to effectively meet both sets of goals? In this Perspectives article, we explore this question and outline recommendations for using backward design in CURE development.

To date, little research has been performed regarding the planning and management of “small” projects – those projects typically differentiated from “large” projects due to having lower costs. In 2013, The Construction Industry Institute (CII) set out to develop a front end planning tool that will provide practitioners with a standardized process for planning small projects in the industrial sector. The research team determined that data should be sought from industry regarding small industrial projects to ensure applicability, effectiveness and validity of the new tool. The team developed and administered a survey to determine (1) the prevalence of small projects, (2) the planning processes currently in use for small projects, and (3) current metrics used by industry to differentiate between small and large projects. The survey data showed that small projects make up a majority of projects completed in the industrial sector, planning of these projects varies greatly across the industry, and the metrics posed in the survey were mostly not appropriate for use in differentiating between small and large projects. This study contributes to knowledge through adding to the limited research surrounding small projects, and suggesting future research regarding using measures of project complexity to differentiate between small and large projects.

For the past three decades, the Saudi construction industry (SCI) has exhibited poor performance. Many research efforts have tried to identify the problem and the potential causes but there have been few publications identifying ways to mitigate the problem and describing testing to validate the proposed solution. This paper examines the research and development (R&D) approach in the SCI. A literature research was performed identifying the impact that R&D has had on the SCI. A questionnaire was also created for surveying industry professionals and researchers. The results show evidence that the SCI practice and the academic research work exist in separate silos. This study recommends a change of mindset in both the public and private sector on their views on R&D since cooperation is required to create collaboration between the two sectors and improve the competitiveness of the country's economy.

The principles of a new project management model have been tested for the past 20 years. This project management model utilizes expertise instead of the traditional management, direction, and control (MDC). This new project management model is a leadership-based model instead of a management model. The practice of the new model requires a change in paradigm and project management structure. Some of the practices of this new paradigm include minimizing the flow of information and communications to and from the project manager [including meetings, emails and documents], eliminating technical communications, reducing client management, direction, and control of the vendor, and the hiring of vendors or personnel to do specific tasks. A vendors is hired only after they have clearly shown that they know what they are doing by showing past performance on similar projects, that they clearly understand how to create transparency to minimize risk that they do not control, and that they can clearly outline their project plan using a detailed milestone schedule including time, cost, and tasks all communicated in the language of metrics.

Load associated fatigue cracking is one of the major distress types occurring in flexible pavements. Flexural bending beam fatigue laboratory test has been used for several decades and is considered an integral part of the Superpave advanced characterization procedure. One of the most significant solutions to sustain the fatigue life for an asphaltic mixture is to add sustainable materials such as rubber or polymers to the asphalt mixture. A laboratory testing program was performed on three gap-graded mixtures: unmodified, Asphalt Rubber (AR) and polymer-modified. Strain controlled fatigue tests were conducted according to the AASHTO T321 procedure. The results from the beam fatigue tests indicated that the AR and polymer-modified gap graded mixtures would have much longer fatigue lives compared to the reference (unmodified) mixture. In addition, a mechanistic analysis using 3D-Move software coupled with a cost-effectiveness analysis study based on the fatigue performance on the three mixtures were performed. Overall, the analysis showed that the AR and polymer-modified asphalt mixtures exhibited significantly higher cost-effectiveness compared to unmodified HMA mixture. Although AR and polymer-modification increases the cost of the material, the analysis showed that they are more cost effective than the unmodified mixture.