Learning Objectives: Jared Taylor in collaboration with Beth Simon, former STLF in Computer Science, conducted a study of student and faculty perceptions of the usefulness of learning goals. Their paper on this work is published in the Journal of College Science Teaching (Nov/Dec 2009). 
What is the Value of Course-Specific Learning Goals?
Invention Activities & Learning Groups: Jared Taylor, George Spiegelman and Karen Smith are conducting a study of the effectiveness of invention activities and learning group activities in developing students’ reasoning/problem solving skills and ability to transfer knowledge to novel situations.
Paper (Winter 2010): Using Invention to Change How Students Tackle Problems — Jared L. Taylor, Karen M. Smith, Adrian P. van Stolk, and George Spiegelman (CBE—Life Sciences Education)
Poster (April 2009): Invention and Learning Activities in Biology 112: Developing Creative Thinking and Problem Solving Skills in First Year Biology Students — Jared Taylor, Karen Smith, & George Spiegelman
Poster (Oct. 2008): Implementation of a First Year Biology Learning Group Pilot Study — Karen M. Smith, Tamara L.J. Kelly, Gülnur Birol, and George B. Spiegelman
Biology Attitudinal Survey: Gulnur Birol and Malin Hansen are working on a study that compares student attitudes in first and third year courses. The CLASS pre and post biology attitude surveys have been used in several first, second, third and fourth year courses between 2009-2011. This is part of a longitudinal study where we investigate shifts in students’ attitudes towards biology from first to fourth year.
Learning Activities/Case Studies: The concept inventory in population and community ecology has been used to evaluate the effectiveness of in-class activities in both BIOL 121 and BIOL 230/304.
Use of analogies to teach ecology: The effectiveness of using analogies when teaching ecology was evaluated using optional tutorials in BIOL 230/304 in the fall of 2011.
Student Satisfaction Survey: Harald Yurk and Gülnur Birol investigated student satisfaction within the biology program. In April 09, 2009 student responses were collected in fourteen forth year biology courses. The analysis of the data is completed As part of the project, we are planning to conduct surveys with potential employers of life science graduates to assess needs of employers with regard to the biology curriculum and general scientific skill sets. A special assistant has been hired for this latter project.
Writing Assignment and PeerWise Studies: Rosie Redfield and Tamara Kelly conducted a study on the effect of different types of assignments on student's writing and clarity of thought (January – April 2008). Rosie Redfield and Paul Denny are conducting a study of the effect of students' use of PeerWise (online collaborative multiple-choice question repository). Results of these studies are being analyzed.
Course Curriculum Mapping in a Multi Section Course: Angie O’Neill, Gülnur Birol and Carol Pollock have submitted a paper on the teaching and assessment of learning outcomes in a multi-section first year biology course.
Non-majors Biology Course Development: Kathy Nomme and Gülnur Birol are conducting a study on student attitudes and beliefs towards biological sciences in a non-majors first year biology course using focus group interviews, midterm evaluations and attitudinal survey data.
Poster (Oct. 2008): Findings of the Impact of a Non-majors First Year Biology Course on Students’ Attitudes Towards Biological Sciences — Gülnur Birol, Kathy Nomme, Sandra Keerthisinghe, and Jennifer Klenz
Study Habits of Students in a 2nd year Biology Course: Gülnur Birol, Lacey Samuels, Ellen Rosenberg and Joanne Nakonechny are conducting a study on students’ study habits in BIOL 200 using both quantitative and qualitative data collected over a period of three years.
Poster (Oct. 2008): How Do Cell Biology Students Learn Effectively? — Gülnur Birol, Ellen Rosenberg, Joanne Nakonechny, and Lacey Samuels
Questions for Biology: Two Skylight grants were obtained to begin developing concept questions for first year Biology courses using material collected in BIOL 112 and BIOL 121. People involved are Jared Taylor, Gulnur Birol, Leah MacFadyen, George Spiegelman. Karen Smith, Tracy Kion, Carol Pollock, Angie O’Neill, Pam Kalas, Carol Pollock and Jennifer Klenz.
Learning Centre - BIOL 121: Stacey Tom-Yew, Maryam Massouri, Gülnur Birol and Carol Pollock have conducted a study on evaluating and optimization of the peer tutoring program in a first year undergraduate biology course.
