Trends in Teaching Experimentation in the Life Sciences: Putting Research into Practice to Drive Institutional Change

Chapter 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation (Nancy Pelaez, Stephanie Gardner, and Trevor Anderson)

Chapter 2. Using data to identify anticipated learning outcomes for new and existing curricula (Kathleen A. Bowe and Stefan M. Irby)

Chapter 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts? (Megan F. Cole and Christopher W. Beck)

Chapter 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills (Kyriaki Chatzikyriakidou and Melissa McCartney)

Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation

Chapter 5. Backward designing a lab course to promote authentic research experience according to students' gains in research abilities (Zhiyong Cheng, Trevor R. Anderson, and Nancy Pelaez)

Chapter 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research (Aeisha Thomas)

Chapter 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science (Debra L. Linton, Elizabeth Ellwood, Lisa D. White, Natalie F. Douglas, Anna K. Monfils)

Chapter 8. A framework for teaching and learning graphing in undergraduate biology (Stephanie M. Gardner, Aakanksha Angra, and Joseph A. Harsh)

Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research

Chapter 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 (Anne E. Kruchten and Jenean H. O'Brien)

Chapter 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes (Cecilia I. Casali, Rocio A. Moreira Szokalo, Bruno J. Santacreu, Lucila G. Pescio, Laura Bonofiglio, Daniela J. Romero, Nicol嫳 O. Favale)

Chapter 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies (Porch?Spence)

Chapter 12. Feedback and discourse as a critical skill for the development of experimentation competencies (Janet M Batzli, Michelle A Harris, Dennis Lee and Heidi A Horn)

Chapter 13. Engaging students with experimentation in an introductory biology laboratory module (Annwesa Dasgupta, Swapnalee Sarmah, James A. Marrs, and Kathleen A. Marrs)

Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation

Chapter 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas (Anna J. Zelaya, Lawrence S. Blumer, and Christopher W. Beck)

Chapter 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports (Karla B. Kinkade and Kristy J. Wilson)

Chapter 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders (Jill Rulfs and Jessica Caron)

Chapter 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Shiyao Liu, Chao Cai, Chaonan Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Nancy Pelaez)

Part V. Complementary Frameworks for Guiding Students' Experimentation Practice

Chapter 18. Hybrid labs: How stu