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Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation

Krissi M. Hewitt

Office of Research, Planning and Assessment, North Carolina School of Science and Mathematics, Durham, NC 27705

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Jana Bouwma-Gearhart

College of Education, Oregon State University, Corvallis, OR 97331

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Mathematics Department, Reed College, Portland, OR 97202

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Department of Integrative Biology, Oregon State University, Corvallis, OR 97331

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, and

*Address correspondence to: Lori J. Kayes (E-mail Address: [email protected]).

Department of Integrative Biology, Oregon State University, Corvallis, OR 97331

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Kathryn E. Perez, Monitoring Editor

Published Online:12 Jul 2019https://doi.org/10.1187/cbe.18-07-0110

Supplemental Material

combinedsupmats.pdf (1 MB)

Vol. 18, No. 3

September 01, 2019

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Downloads: 735

Citations: 18

History

Submitted: 2 July 2018

Revised: 8 April 2019

Accepted: 11 April 2019

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© 2019 K. M. Hewitt et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We thank the graduate teaching assistants, faculty, and students who participated in piloting the SSI curriculum and filling out the survey instruments. We also thank David Hubert, Ehern Bentz, and two anonymous reviewers who helped greatly in clarifying and strengthening our paper.