by Ashley Juavinett | Oct 7, 2022 | news
Vaccines are an important and societally relevant biology topic, but it is unclear how much college biology students know about how vaccines work and what inaccurate ideas they have about that process. Therefore, we asked more than 600 college students taking biology...
by Ashley Juavinett | Mar 3, 2022 | news
When experts analyze figures from scientific papers, they spontaneously offer criticisms and follow up experiments. Can students do the same, if the assignment prompts them to do so? The answer is yes: upper division students critique and offer follow-up experiments,...
by Ashley Juavinett | Jan 3, 2022 | news
Neuroscience education is at an impasse—we need to teach students coding, but many institutions do not have the resources to do so. Here, I outline three major barriers, as well as solutions, to bringing programming education into our undergraduate and graduate...
by Ashley Juavinett | Jan 4, 2021 | news
Assessments are common in undergraduate classrooms, with formats including multiple-choice and open-ended (in which the students must generate their own answers) questions. While much is known about the strategies that students use when taking multiple-choice...
by Ashley Juavinett | Oct 3, 2019 | news
In this paper, we show that a simple writing exercise significantly reduces common writing problems and plagiarism in student writing in an upper division lab course. Read the paper!
