Resources for Teaching and Assessing the Vision and Change Biology Core Concepts.

The Vision and Change report called for the biology community to mobilize around teaching the core concepts of biology. This essay describes a collection of resources developed by several different groups that can be used to respond to the report's call to transform undergraduate education at both the individual course and departmental levels. First, we present two frameworks that help articulate the Vision and Change core concepts, the BioCore Guide and the Conceptual Elements (CE) Framework, which can be used in mapping the core concepts onto existing curricula and designing new curricula that teach the biology core concepts. Second, we describe how the BioCore Guide and the CE Framework can be used alongside the Partnership for Undergraduate Life Sciences Education curricular rubric as a way for departments to self-assess their teaching of the core concepts. Finally, we highlight three sets of instruments that can be used to directly assess student learning of the core concepts: the Biology Card Sorting Task, the Biology Core Concept Instruments, and the Biology-Measuring Achievement and Progression in Science instruments. Approaches to using these resources independently and synergistically are discussed.

A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding.

Instruments for teaching and assessing student understanding of the five core concepts in biology from Vision and Change are needed. We developed four Biology Core -Concept Instruments (BCCIs) that teach and assess students' ability to describe a concept in their own words, identify concepts represented in biological phenomena, and make connections between concepts. The BCCI includes a narrative, followed by a series of 10 true-false/identify (TF/I) and three open-ended questions. The TF/I questions are aligned with Cary and Branchaw's Conceptual Elements Framework and were iteratively developed with feedback from biology experts and student performance and feedback obtained during think-aloud interviews. A component scoring system was developed to discriminate between a student's ability to apply and identify each core concept from his or her ability to make connections between concepts. We field-tested the BCCIs (n = 152-191) with students in a first-year course focused on learning the five core concepts in biology and collected evidence of interrater reliability (α = 0.70) and item validity. With component scoring, we identified examples in which students were able to identify concepts singularly, but not make connections between concepts, or were better able to apply concepts to one biological phenomenon than another. Identifying these nuanced differences in learning can guide instruction to improve students' conceptual understanding.

Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology.

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Relative to a matched comparison group of students, Exploring Biology alumni were retained at higher rates and had higher levels of academic performance in a subsequent introductory biology course, suggesting Exploring Biology has a positive impact on future academic performance in the discipline. Results from course evaluations and an alumni survey show that, overall, students valued both the FYS components and biology components of the course. These results provide evidence that the Exploring Biology disciplinary FYS model is an intervention that may increase academic success and retention in biology.