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60th Annual MeetingOctober 21st – 22nd, 2016Cardinal Stritch UniversityMilwaukee, WI

Founded by the Sisters of St. Francis of Assisi6801 N Yates Road, Milwaukee, WI 53217(414) 410-4000 www.stritch.eduDriving DirectionsFrom the Madison area:Take I-94 East towardsMilwaukee.At downtown Milwaukee,continue North on I-43. Exit onGood Hope Rd. (exit #80).Travel East on Good Hope Rd.to Port Washington Rd. Turnright onto Port WashingtonRd. The entrance to CardinalStritch University is on theEast side of Port WashingtonRoadFrom the Green Bay area:Take I-43 South towardsMilwaukee. Exit on Good HopeRd. (exit #80). Travel East onGood Hope Rd. to PortWashington Rd. Turn right ontoPort Washington Rd. Theentrance to Cardinal StritchUniversity is on theEast side of Port WashingtonRoad.From the Chicago area:Take I-94 West towardsMilwaukee.At downtown Milwaukee,continue North on I-43. Exit onGood Hope Rd. (exit #80).Travel East on Good Hope Rd.to Port Washington Rd. Turnright onto Port WashingtonRd. The entrance to CardinalStritch University is on theEast side of Port WashingtonRoad.

Cardinal Stritch University Campus MapA - Clare HallPark in parking lot 3.B - Serra HallC - Bonaventure HallThe conference center isD - Duns Scotus HallE - Roger Bacon Hall F - PowerhouseBonaventure Hall (C)H - Assisi Residence Hallon the campus mapJ - Campus CenterK - FieldhouseL - LibraryM - Joan Steele Stein Center for Communication Studies/Fine ArtsP - Reading/Learning Center1-13 Parkingin

ACUBE’s 60th Annual Meeting Program OverviewAll sessions take place in Bonaventure/Don Scotus Hall.Thursday, October 20th6:30 -8:00 pmSteering Committee Meeting, Cardinal LoungeFriday, October 21st (Registration open all day, starting 7:30 am)7:30-8:30 amContinental breakfast8:30-9:00 amWelcome Session (Dr. Scholz)9:00-10:00 amKeynote Speaker (Dr. Anne Prud’homme-Genereux)10:15-10:45 amConcurrent Presentations (20 minute Sessions)11:00-11:50 amConcurrent Round Table & Workshops12:00-1:00 pmLuncheon and Business Meeting12:30-1:00 pmBioscene Meeting1:10- 2:30 pmConcurrent Workshops2:45-3:45 pmConcurrent Round Table4:00-5:00 pmConcurrent Round Table/Workshops5:00-5:30 pmConcurrent Presentations5:30-6:00 pmDirections to Sprecher Brewery6:00-8:30 pmTour of Sprecher Brewery and DinnerSaturday, October 22nd8:00-9:00amContinental Breakfast and Registration (Poster set up)9:00-9:20 amConcurrent Presentations9:30-11:00 amConcurrent Workshops11:00 – 12:00Concurrent Workshops (60 minute Sessions)12:00-12:30 pmLuncheon12:30-3:30 pmField Trips3:30- 3:50 pmRoot Beer and Ice Cream Social4:00-5:20 pmConcurrent Workshops and Round Table (80 minute Sessions)5:30-6:30 pmPosters/Exhibitors6:30-8:30 pmDinner and AwardsSunday, October 23rd9:00-11:00 am Steering Committee Meeting, Board Room3

Wireless login information for computers and portable devices:Connect to Wifi Wireless via Wolfnet, no password requiredComputer login information: See printouts next to computers4

Our MissionMembers of ACUBE share ideas and address the unique challengees of balancing teaching, research,advising, administration, and service. We are a supporting and mentoring community that providesprofessional development opportunities to: Develop and recognize excellence in teachingIncubate new and innovative teaching ideasInvolve student research in the biology curriculumAdvise and mentor students in and out of the classroomEnhance scholarship through our national, peer-reviewed journal BiosceneGovernancePresident, Christina Wills, Rockhurst UniversityPast-President, Aggy Vanderpool, Lincoln Memorial UniversityExecutive Secretary of Finance, Greg Smith, Lakeland UniversityExecutive Secretary of Membership, Rebecca Burton, Alverno CollegeSecretary, Paul Pickhardt, Lakeland UniversityHistorian, Conrad Toepfer, Brescia UniversityEditor of Bioscene, Debra Meuler, Cardinal Stritch UniversityWebsite Editor, Tara Prestholdt, University of PortlandSteering CommitteeJason Wiles, Syracuse UniversityMarlee Marsh, Columbia CollegeJessica Allen, Rockhurst UniversityKhadijah (Gigi) Makky, Marquette UniversityLaurieann Klockow, Marquette UniversityLocal Arrangements Chair, Debbie Meuler, Cardinal Stritch UniversityProgram Chair, Nighat P Kokan, Cardinal Stritch University5

ACUBE gratefully acknowledges the support of the followingexhibitors at the 60th Annual Meeting:HHMI Biointeractive, 3 D Molecular Designs, FOTODYNE TechnologiesiWorks, and LRNR6

Keynote Speaker: Annie Prud’homme-GénéreuxBiographyAnnie Prud'homme-Généreux is one of the five founding faculty of Quest University in Squamish, BC, which hasrecently garnered attention by topping the National Survey of Student Engagement (NSSE) rankings. A firmbeliever in active learning, Annie has explored problem-based learning, team-based learning, the CREATEapproach to scientific literature, and the case study discussion method. This latter approach is her specialty andshe frequently shares her enthusiasm for it through workshops, publications, mentorships, and advisory boards.Annie received her BSc in Biology from McGill University and her PhD in Biochemistry and Molecular Biologyfrom the University of British Columbia. She also completed a Provincial Instructor Diploma. She was awardedthe 2012 National Association of Biology Teachers (NABT) Four Year College and University Teaching Award.Quest for a Meaningful 21st Century EducationWhat would you do if you had the opportunity to create a teaching-focused university from scratch? How wouldyou structure the degree? What would you prioritize? A decade ago, I embarked on a journey to create Canada’snewest university: Quest University Canada. Hired a year prior to opening, the five founding faculty wrestledwith what it means to educate someone in the 21st century. We questioned conventions and wisdoms abouthigher education, researched the latest findings about learning and the brain, and reflected on our modernworld and what an educated citizen ought to know to be successful contributing members of society. Similardiscussions are happening throughout most university campuses across North America, but we had anadvantage: a blank slate upon which to act on these discussions. We were afforded the freedom to design aliberal arts program that we thought would achieve our goals and to build an entire university structure insupport of it. The experiment has been on-going for nearly a decade, has garnered attention by topping therankings of the National Survey of Student Engagement, and is serving as a sandbox for pedagogicalexperimentation that informs the decision of other institutions. What did we do with our blank slate? What didwe prioritize and how did we set out to achieve them? What were the responses and the outcomes? Whathappens when these ideas that academics are discussing everywhere are given the opportunity to take form? Inthis keynote address, I will reflect on my experience at Quest and what it has taught me about education,learning, teaching, faculty, students, and the university system 7

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ACUBE 60th Annual MeetingCardinal Stritch UniversityMilwaukee, WisconsinOctober 21st – 22nd, 2016ProgramthThursday, October 20 , 20166.00-7:30 pm Steering Committee MeetingCardinal LoungeFriday, October 21st, 2016Registration Open all Day Bonaventure Hall (BH), 1st floor AtriumPoster setup available starting Saturday morning in Bonaventure Hall 11097:30-8:30 amContinental Breakfast Bonaventure HallBonaventure Hall 11098:30 – 9:00 amBonaventure Hall 1108Welcome Session9:00 – 10:00 am Keynote Speaker (Dr. Annie Prud’homme- Généreux)Bonaventure Hall 110810:00-10:10 am Break (coffee, hot tea, water)Bonaventure Hall 110810:15-10:45 amConcurrent PresentationsStereotype Threat in Introductory BiologyNatalia Taft and Cathy Mossman, University of Wisconsin ParksidePLTL Enhances Retention in STEM Majors among Women andFirst-Generation College StudentsJeremy D. Sloane, Julia J. Snyder, Ryan D. P. Dunk, Christina I. Winterton,and Jason R. Wiles, Syracuse UniversityOnline Student Default Rates During Different Semesters: RethinkingOnline OfferingsJames W. Clack, Indiana University- Purdue University10:45-11:00 Break (coffee, hot tea, water)11:00 – 11:50 amDuns Scotus Hall 106Duns Scotus Hall 108Duns Scotus Hall 112Bonaventure Hall 1108Concurrent Round Table and WorkshopsUW--Milwaukee AAUP Chapter PresentationNicholas A Fleisher and Rachel Ida Buff, University of Wisconsin Milwaukee AAUPDuns Scotus Hall 202Developing a Program Assessment Plan Tied to Vision and ChangeLaura Salem and Ryan Elsenpeter, Rockhurst UniversityDuns Scotus Hall 108Learning How to Learn: Teaching Academic Skills in a Biology ContextLynn Gillie, Elmira CollegeDuns Scotus Hall 1129

12:00-1:00 pm12:30-1:00 pm1:10- 2:30 pmLuncheon and Business MeetingBioscene MeetingConcurrent WorkshopsBringing Real Ecological Data into the Classroom: DryadLab on QUBESHubGabriela Hamerlinck, and Kristin Jenkins, BioQUESTEnzymes in Action!Margaret Franzen, Center for BioMolecular Modeling,Milwaukee School of EngineeringTeaching Like a Pro in Your First YearsRebecca Burton, Alverno College and Conrad Toepfer, Bressica University2:45-3:45 pmBonaventure Hall 1109Bonaventure Hall 004Duns Scotus Hall 108Duns Scotus Hall 112Concurrent Round TableFaculty Burnout: How Not to Get Too Crispy Around the EdgesDebbie Meuler, Cardinal Stritch UniversityDunn Scotus Hall 108Sharing and Stealing Ideas: Flipping the A&P ClassroomTom Davis, Loras CollegeDunn Scotus Hall 112A Learning Philosophy Assignment Positively Impacts Students’ IntellectualDevelopment and Mastery of Course ContentNeil Haave and Tonya Simpson, University of Alberta4:00-5:00 pmDunn Scotus Hall 202Concurrent Round Table/WorkshopThe New MCAT Format: First Years’ Experience, Future Challenges and Preparing Studentsfor an Excellent Performance.Duns Scotus Hall 202Khadijah Makky, Diane Novotny, and Laurie Goll, Marquette UniversityACUBE Goals and InvolvementChristina Wills, Rockhurst UniversityDuns Scotus Hall 108Undergraduate Summer Research Program Componentswhat works and what are the challenges?Laurieann Klockow and Autumn Swanson, Marquette University5:00 – 5:30 pmDuns Scotus Hall 112Concurrent PresentationsA Multifactorial Analysis of the Acceptance of Evolution in College StudentsDuns Scotus Hall 106Ryan DP Dunk, Syracuse University, Andrew J Petto, University of Wisconsin- Milwaukee andBenjamin C Campbell, University of Wisconsin- MilwaukeeAddressing, "How Does This Relate to my Degree?"Fara Dyke and Sarah Powell, Grantham UniversityDuns Scotus Hall 10810

Biology for the Greater Good: Factors Related to Biology Career Aspirationsof African American College StudentsDuns Scotus Hall 112Alissa Hulstrand, Northland College and Ronald Ferguson, Luther College5:30-6:00 pm Directions to Sprecher Brewery with Debbie Meuler (maps and directions)6:00-8:30pmTour of Sprecher Brewery and DinnerTour of Sprecher Brewery begins promptly at 6:00 pm with dinner to followWelcome to ACUBE: President Christina Wills, Rockhurst UniversityACUBE at 60: Reflections from a Not-60 Historian, Conrad Toepfer, Brescia UniversitySaturday, October 22nd8:00 – 9:00 am RegistrationContinental BreakfastPoster setup available in Bonaventure Hall 11099:00-9:20 amConcurrent PresentationsChanging Attitudes Toward Active Group-Based Learning and IncreasingPerformance in a Large Biology Course for Nursing MajorsChristopher Mayne, R. Charles Lawrence, and Michael Alfieri, Viterbo UniversityGraduate/Postdoc Teaching Experiences with CREATE at the Universityof WisconsinLindsy Boateng, Aayushi Uberoi, and Chris Trimby, Wisconsin Institute forScience Education and Community Engagement, University of Wisconsin-MadisonAstrobiology as a Unit in Cell BiologyJanet L. Cooper, Rockhurst University9:30-11:00 amConcurrent WorkshopsCase Studies in the Biology ClassroomAnnie Prud’homme-GénéreuxBonaventure Hall AtriumBonaventure Hall 1109Duns Scotus Hall 106Duns Scotus Hall 108Duns Scotus Hall 112Bonaventure Hall 1108How to Create a C.R.E.A.T.E. Method Inspired Course?Duns Scotus Hall 106Lindsy Boateng*, Aayushi Uberoi*, Christopher M. Trimby, WisconsinInstitute for Science Education and Community Engagement, University of Wisconsin-MadisonThe Biology of Skin Color: Using HHMI’s Free Teaching Materials toEngage Students in Evidence-Based ReasoningDuns Scotus Hall 112Elyse Bolterstein1, Kara Nuss1, and Javier Robalino2, 1Northeastern Illinois University, 2HHMI BioInteractive11:00-11:10 am Break (coffee, hot tea, water)Bonaventure Hall 110811

11:10 am -12:00 pmConcurrent Workshops and Round TableMaking Physiology Happen with the iWorx Physiology Teaching KitsEd Sachs, iWorx Systems, Inc.Duns Scotus Hall 106Open Educational Resources: It's not just a buzz word anymoreBrad Beatty, LRNRDuns Scotus Hall 112Nurses Need PhysiologyPat Bowne, Alverno CollegeDuns Scotus Hall 10812:00 – 12:30 pm LuncheonBonaventure Hall 1109First call for committee nominationsOut of This World Teaching Contributions12:30-3:30 pmField TripsField Trip 1: Growing Power Tour hosted by CEO and founder Will Allen (Check in with Dawn Wankowski)Field Trip 2: Milwaukee Public Museum with Freshwater Mussel Lecture (Check in with Nighat Kokan)Field Trip 3: Water Technology Accelerator/School of Freshwater Sciences Tour (Check in with Debbie Meuler)3:30-3:50 pm Root Beer and Ice Cream SocialBonaventure Hall Atrium4:00- 5:20 pmConcurrent Workshops and Round TableTeaching Cancer in the Era of Genomics: HHMI’s Free Resources to Explorethe Molecular Genetics of CancerJavier Robalino, HHMI BioInteractiveDuns Scotus Hall 106Assessment Across the Liberal Arts - How Can Biology Contribute?Duns Scotus Hall 108Christina Wills, Jessica Allen, Robert Vigliotti, Anne Austin-Pearce, Laura Fitzpatrick, Jennifer Oliver, MarkPecaut, Susan Proctor, Laura Salem, and William Stancil, Rockhurst UniversitySmoking and Lung Cancer MicroarrayBetsy Barnard, FOTODYNE Incorporated5:30-6:30 pmSocial Hour and Poster Session/ExhibitorsBar and appetizers availablePoster Session/ExhibitorsDuns Scotus Hall 112Bonaventure AtriumBonaventure Hall 1109Teaching Scientific Method to Non-Science Majors via Student-Designed Research ProjectsSarah B. Lovern, Concordia University WisconsinUsing our Assessments to Target our MisconceptionsLee Ann Smith, Preston Aldrich, Allison Wilson, and Robin Rylaarsdam, Department of Biological Sciences,Benedictine UniversityAssessment of Students’ Conceptual Understanding of Physiological ConceptsJudith A. Maloney, Marquette UniversityPractice Gel Reduces Risk and Cost of Student Laboratory ActivityChristina I. Winterton and Jason R. Wiles, Syracuse University12

Using Online Faculty Mentoring Networks to Bring Research Data into Undergraduate ClassroomsGabriela Hamerlinck, BioQUEST; Arietta Fleming-Davies, Radford University; Alison Hale, University ofPittsburgh; Tom Langen, Clarkson University; Teresa Mourad, Ecological Society of America; Kristin Jenkins,BioQUESTA New Integrative Case Study That Targets Large, Upper Division Human Genetics CoursesAudra Kramer and Khadijah Makky, Marquette UniversityThe impact of Geographic Origin on Acceptance of Evolution in College StudentsRyan DP Dunk, and Jason R Wiles, Syracuse UniversityCooking Without a Cookbook: Using Food Chemistry to Teach the Scientific MethodAaron Miller, Concordia University WisconsinUsing Primary Literature to Teach Content and Improve Scientific Literacy in an Undergraduate ClassroomScott Shreve, Lindenwood UniversityAssessment of a Video Design Project to Promote Conceptualization of Molecular Processes in an ImmunologyCourseMarlee B. Marsh, Columbia CollegeThe Genomics Education Partnership: Assessing and Improving a Course-based Undergraduate ResearchExperience (CURE)Nick Reeves, Mt. San Jacinto College, Menifee, CA, Nighat P Kokan, Cardinal Stritch University, Milwaukee, WIand Sarah C R Elgin, Washington University in St Louis, MOExhibitor information- Please visit our ACUBE Sponsors:HHMI Biointeractive3 D Molecular DesignsFOTODYNE TechnologiesiWorksLRNR6:30-8:30pm Dinner & AwardsHHMI-BioInterative Scientists at Work Videos:-Virus Hunter: Monitoring Nipah Virus in Bat Populations-Analyzing Patterns in the Savanah LandscapeBonaventure Hall 1109Sunday, October 23rd9:00-11:00 amSteering Committee Meeting, includes newly elected members13Board Room

ABSTRACTS BY CATEGORYPresentations:Stereotype Threat in Introductory BiologyNatalia Taft and Cathy Mossman, University of Wisconsin ParksideStereotype threat can be defined as distress associated with the prospect of confirming a negative stereotypeabout a group to which one belongs. Previous work has shown that stereotype threat is associated with lowerperformance in science courses in several groups including underrepresented minority groups and firstgeneration college students. At UW Parkside there is a much higher proportion of first generation students(52.9% in the 2015-2016 academic year) than the national average. We also have a relatively high proportion ofunderrepresented minority (URM) students (over 20%). Our population, therefore, is potentially at risk forstereotype threat in large science courses like introductory biology. I chose to implement an experimentimplementing a one-time, brief (15-minute) values-affirmation writing intervention and a control exercise in thefirst week of an introductory biology course. In this exercise, students in the experimental group select threevalues from a list of 13 values and write about why those values are important to them. Despite its simplicity,this values-affirmation writing exercise has been shown to positively affect performance in first-generation andunderrepresented minority groups. This intervention was based on a study performed at the University ofWisconsin-Madison that demonstrated that a similar values-affirmation intervention significantly improvedcourse grades and retention for first-generation students. The current study was conducted in the fall of 2015and spring of 2016 in four different sections with three separate instructors of BIOS 102: Organismal Biology.This course is an introductory course that is mandatory for prospective biology majors. In this study, studentswho had the opportunity to affirm their values in writing in the first week of classes showed a 7% betterperformance on their average exam scores for the semester. In contrast to previous work, all studentsbenefitted, on average, from participating in the values affirmation compared to control, not just firstgeneration students. This includes males and females, continuing and first-generation students, URM studentsand non-URM students. Although there was still an achievement gap between URM and non-URM students,URM students participating in the intervention had an 8.5% increase in exam performance overall comparedwith those in the control group. In contrast, there was not a significant gap between first generation andcontinuing-generation students. This suggests that stereotype threat can work differently at different collegeenvironments, and more work needs to be done to explore this issue on different types of campuses.PLTL Enhances Retention in STEM Majors among Women and First-Generation College StudentsJeremy D. Sloane, Julia J. Snyder, Ryan D. P. Dunk, Christina I. Winterton, and Jason R. Wiles, Syracuse UniversityExpanding diversity in Science, Mathematics, Engineering, and Technology (STEM) fields is important for reasonsof equal representation as well as for the benefits to these fields that accompany diverse perspectives amongparticipants. Additionally, the President’s Council of Advisors on Science and Technology has called for a drasticincrease in the number of STEM college graduates produced by the United States. In order to remaineconomically competitive, we must identify and adopt teaching methods that have been empirically validatedby research to enhance achievement and persistence in STEM majors. In particular, efforts need to be made tosupport women and first-generation college students who are underrepresented in the STEM population. PeerLed Team Learning (PLTL) is a pedagogical approach that appears to satisfy much of what PCAST deemsnecessary to improve student persistence in STEM—including providing role models and an opportunity tointeract with peers and grow STEM identity—and as such may improve rates of recruitment into and retentionin STEM majors. Herein, we present the results of a study that indicate that the gaps in retention rates between14

men and women as well as between first-generation and non-first-generation college students are both closedwhen students participate in the PLTL model. We recommend adoption of this model, or any similar activelearning strategy, at all institutions in order to satisfy PCAST’s call for a drastic increase in the number of STEMmajors produced by our country and to increase diversity and equity in STEM fields.Online Student Default Rates During Different Semesters: Rethinking Online OfferingsJames W. Clack, Indiana University - Purdue UniversityOnline courses are already known to have higher default (missed exams or course abandonment) rates thanface-to-face courses. I have analyzed several years of course default rates on an online version of our twocourse sequence of Human Biology. The data reveal that online course defaults occur at a higher frequencyduring summer semesters than during Fall and Spring semesters. I will compare exam and course default ratesand compare/contrast these differences with those occurring in face-to-face classes. I will also discussimplications of the results in terms of curriculum, course scheduling, and student success.A Multifactorial Analysis of the Acceptance of Evolution in College StudentsRyan DP Dunk, Syracuse University, Andrew J Petto, University of Wisconsin- Milwaukee and Benjamin CCampbell, University of Wisconsin- MilwaukeeDespite decades of reform to improve evolutionary understanding and acceptance, little change has occurred inthe number of people who accept evolutionary explanations of life’s diversity as compared to supernatural ones(Gallup 2014). This rejection of biology’s overarching theme leads to an inability to correctly understand and aninability to reason appropriately regarding biological phenomena (Dobzhansky 1973). In addition, science denialby those responsible for setting policy leads to poor potential outcomes regarding future funding for biologicalsciences. It is for these reasons and more that a public literate in evolutionary biology is not only desirable, butnecessary. There are a multitude of different factors that have been shown previously to affect acceptance ofevolutionary biology: measures of epistemological sophistication (Sinatra et al. 2003; Deniz et al. 2008; John etal. 2008; Hawley et al. 2011), knowledge of evolution (Rutledge and Warden 2000; Deniz et al. 2008; Carter andWiles 2014; Barone et al. 2014), higher education levels (Mazur 2004; Heddy and Nadelson 2013; Wiles 2014),an understanding of the nature of science (Johnson and Peeples 1987; Rutledge and Mitchell 2002; Trani 2004;Cavallo and McCall 2008; Carter and Wiles 2014), and strength of religious beliefs (Mazur 2004; Trani 2004;Nehm and Schonfeld 2007; Moore et al., 2011; Heddy and Nadelson 2013; Barone et al. 2014; Carter and Wiles2014).While all of these factors have been shown to be related to acceptance of evolution, very few studiesinclude multiple factors (especially in the same model), and to our knowledge none exist that include all ofthem. This is the aim of our study. Specifically, we predict that, when analyzed together, greater epistemologicalsophistication, evolutionary content knowledge, higher education levels, and understanding of the nature ofscience will increase acceptance of evolution, while higher religiosity will decrease acceptance of evolution.Addressing, "How Does This Relate to my Degree?"Fara Dyke and Sarah Powell, Grantham UniversityWe have all had students confront us with this questions. As a result, we decided to address this issue throughformal research. We will share our methods and results for helping students make career and contentconnections. Whether you teach face to face, blended or fully on-line you will find this interactive sessionuseful. Take away fresh concepts to enhance your classroom and engage your students.15

Biology for the Greater Good: Factors Related to Biology Career Aspirations of African American CollegeStudentsAlissa Hulstrand, Northland College and Ronald Ferguson, Luther CollegeDespite the frequency of reform initiatives within higher education regarding equity and access, AfricanAmerican students remain underrepresented in the sciences. The life sciences have not been immune to thedearth of future black scientists. The scope of this research was to examine potential factors that affect AfricanAmerican students’ choice of a career in biology. To assess students’ career priorities, we analyzed data from thePersistence Research in Science and Engineering (PRiSE) project, a study that surveyed 7505 college students.Among factors included in their choice of biology as a career, African American students reported that biologywas most desirable as a career when there was an emphasis on science as a means of social justice andcommunity support. As educators, institutions, and policy makers pursue strategies to confront continuinginequities, such findings could potentially shape how biology instruction may evolve to meet the needs anddesires of future African American biologists.Changing attitudes toward active group-based learning and increasing performance in a large biology coursefor nursing majorsChristopher Mayne, R. Charles Lawrence, and Michael Alfieri Department of Biology, Viterbo UniversityCurrent best practices in biology suggest increased use of active learning strategies as opposed to traditionallectures. Active learning-based approaches have led to increased student engagement and performance innumerous science courses, yet implementation of these techniques in foundational science courses for nursingmajors has been more limited. This population is of particular interest since these students often havechallenges recognizing the relevance of basic biology to their professional practice, leading to decreasedengagement in the course. To meet this challenge, we implemented an active group-based learning techniquein our first year anatomy and physiology series for nursing majors. Our collaborative approach emphasizes astudent-centered strategy using a learning cycle of exploration, concept invention, and application. We willdiscuss the initial reactions among the students to this approach and our continued efforts to improveacceptance, the educational experience, and student success. We will also present quantitative and qualitativedata over four years focusing on student performance and changing attitudes toward active group-basedlearning in introductory anatomy and physiology.Astrobiology as a Unit in Cell BiologyJanet L. Cooper, Rockhurst University, Kansas City, MOWhat is life? and how did life begin? are questions that surround biology that are not dealt with in a systematicway in most biology courses. Discussing the beginnings of life and the formation of a cell were integrated intothe beginning of a Cell Biology lab. Topics covered included Cosmic Calendar, birth of the Universe, stellarevolution and the formation of the elements, formation of the solar system and the conditions on early earth,formation of simple organic molecules, assembly of macromolecules and the evolution of self-replicatingcollection of macromolecules. Discussions of defining life, what a first cell might have looked like, NASA’sattempts to find life on other planets and life in extreme environments were also integrated into the unit.Challenges were finding lab activities and videos that would keep students interested and still provide a goodbasis for understanding as well as getting students to see the connections to the class as a whole. The mostdifficult topic for students to grasp was the evolution of self-replicating macromolecules.16

Graduate/Postdoc teaching experiences with CREATE at the University of WisconsinLindsy Boateng, Aayushi Uberoi, and Chris Trimby, Wisconsin Institute for Science Education and CommunityEngagement, University of Wisconsin-MadisonThe Teaching Fellows Program, administered by the Wisconsin Institute for Science Education and CommunityEngagement (WISCIENCE), facilitates the training and mentorship of graduate students and postdocs duringtheir first independent teaching experiences. This program is based on the principles of Scientific Teaching, andFellows are taught to incorporate active learning, aligned assessments and inclusive teaching practices toenhance the undergraduate science learning experiences on campus. Traditionally, Teaching Fellows acceptedinto the program have developed teaching materials and active learning strategies to use in a large freshmanseminar course to expand on their teaching repertoire. However, in Fall 2013, a cohort of Teaching Fellows wereencouraged to develop a new course on campus that utilized the CREATE method of teaching developed by SallyHoskins and colleagues. Since the inception of this new course entitled “Secrets of Science” in Spring 2014,Teaching Fellows have been building on the basic CREATE method and incorporating their own improvementsand adjustments based on course evaluation, assessments and instructor experiences. In this presentation,Lindsy Boateng and Aayushi Uberoi will share their personal experiences in teaching this course, how it isdesigned, and the new implementations they individually added to the course due to their co-involvement withthe Delta program. They will present some findings on student feedback and learning gains that have beenachieved in this uniquely evolving course, as well a

9 ACUBE 60th Annual Meeting Cardinal Stritch University Milwaukee, Wisconsin October 21st - 22nd, 2016 Program Thursday, October 20 th, 2016 6.00-7:30 pm Steering Committee Meeting Cardinal Lounge Friday, October 21st, 2016 Registration Open all Day Bonaventure Hall (BH), 1st floor Atrium