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CBE Life Sciences Education
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1 Implementing recommendations for introductory biology by writing a new textbook.
2 Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester.
3 Developing the inner scientist: book club participation and the nature of science.
4 Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting.
5 CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature.
6 Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom's.
7 Figure facts: encouraging undergraduates to take a data-centered approach to reading primary literature.
8 Stereotyped: investigating gender in introductory science courses.
9 Addressing the challenge of diversity in the graduate ranks: good practices yield good outcomes.
10 The teaching demonstration: what faculty expect and how to prepare for this aspect of the job interview.
11 Glycoscience: integrating a key macromolecule more fully into the curriculum.
12 News from the funding front: upcoming opportunities, proposals welcomed.
13 Education catching up with science: preparing students for three-dimensional literacy in cell biology.
14 Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division.
15 Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.
16 Peer learning and support of technology in an undergraduate biology course to enhance deep learning.
17 Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class.
18 Analysis of student performance in large-enrollment life science courses.
19 Linguistic analysis of project ownership for undergraduate research experiences.
20 Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments.
 
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