Part I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation
1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation
2. Using data to identify anticipated learning outcomes for new and existing curricula
3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts?
4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills
Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation
5. Backward designing a lab course to promote authentic research experience according to students gains in research abilities
6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research
7. Experiments in data mining: Using digitized natural history collections to introduce students to data science
8. A framework for teaching and learning graphing in undergraduate biology
Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research
9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question
10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes
11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies
12. Feedback and discourse as a critical skill for the development of experimentation competencies
13. Engaging students with experimentation in an introductory biology laboratory module
Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation
14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas
15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports
16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders
17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework
Part V. Complementary Frameworks for Guiding Students' Experimentation Practice
18. Hybrid labs: How students use computer models to motivate and make meaning from experiments
19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis
20. Growing innovation and collaboration through assessment and feedback: A toolkit for assessing and developing students soft skills in biological experimentation
21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework
Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General
22. Teaching successful student collaboration within the context of biological experimentation
23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science
24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis
25. Implementing innovations in undergraduate biology experimentation education.