Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

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Handbook Of Psychological Testing

http://www.pdx.edu/education/sites/www.pdx.edu.education/files/Scoring_Rubrics_%28Reliability%2CValidity%2CConsequences%29.pdf

The use of scoring rubrics: Reliability, validity, and educational consequences

Platelet α–granules: Basic biology and clinical correlates

Regulated exocytosis of secretory granules or dense-core granules has been examined in many well-characterized cell types including neurons, neuroendocrine, endocrine, exocrine, and hemopoietic cells and also in other less well-studied cell types. Secretory granule exocytosis occurs through mechanisms with many aspects in common with synaptic vesicle exocytosis and most likely uses the same basic protein components. Despite the widespread expression and conservation of a core exocytotic machinery, many variations occur in the control of secretory granule exocytosis that are related to the specialized physiological role of particular cell types. In this review we describe the wide range of cell types in which regulated secretory granule exocytosis occurs and assess the evidence for the expression of the conserved fusion machinery in these cells. The signals that trigger and regulate exocytosis are reviewed. Aspects of the control of exocytosis that are specific for secretory granules compared with synaptic vesicles or for particular cell types are described and compared to define the range of accessory control mechanisms that exert their effects on the core exocytotic machinery.

Secretory Granule Exocytosis

To promote higher-order thinking in college students, we undertook an effort to learn how to assess critical-thinking skills in an introductory biology course. Using Bloom's taxonomy of educational objectives to define critical thinking, we developed a process by which (a) questions are prepared with both content and critical-thinking skills in mind, and (b) grading rubrics are prepared in advance that specify how to evaluate both the content and critical-thinking aspects of an answer. Using this methodology has clarified the course goals (for us and the students), improved student metacognition, and exposed student misconceptions about course content. We describe the rationale for our process, give detailed examples of the assessment method, and elaborate on the advantages of assessing students in this manner.

https://www.jstor.org/stable/10.1641/0006-3568(2006)056%5B0066:ANMFAC%5D2.0.CO;2

A New Method for Assessing Critical Thinking in the Classroom

Molecular mechanisms of platelet exocytosis: role of SNAP-23 and syntaxin 2 in dense core granule release

Regulated Secretion in Platelets: Identification of Elements of the Platelet Exocytosis Machinery

Molecular mechanisms of platelet exocytosis: role of SNAP-23 and syntaxin 2 and 4 in lysosome release.

Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience—rather than empirical evidence—in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model.

/pdf/it-s-personal-biology-instructors-prioritize-personal-4qvvz6n71s.pdf

Paula P. Lemons

Papers

A New Method for Assessing Critical Thinking in the Classroom

Molecular mechanisms of platelet exocytosis: role of SNAP-23 and syntaxin 2 in dense core granule release

Regulated Secretion in Platelets: Identification of Elements of the Platelet Exocytosis Machinery

Molecular mechanisms of platelet exocytosis: role of SNAP-23 and syntaxin 2 and 4 in lysosome release.

It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions