Helping Students SOAR: Quizfolio Tips to Engage First-Generation, Under-Represented Minority Undergraduates in Scientific Inquiry

Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities...

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Bibliographic Details
Published in:The American biology teacher 2018-03, Vol.80 (3), p.228-234
Main Author: Kao, Robert M.
Format: Article
Language:English
Subjects:
Active Learning
affective learning
Biology
College students
Communities of Practice
community of learners and scholars
course-based undergraduate research experiences (CUREs)
culturally responsive mentoring for research
Data processing
Gaging
Inquiry method
mandala
Metacognition
Minority students
quizfolio
Reflection
resiliency
Science education
self-confidence
self-efficacy
SOAR
spiral curricula and inquiry (spiralquiry)
Students
Thinking Skills
Tips
TIPS, TRICKS & TECHNIQUES
Undergraduate Students
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Summary:Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for longterm retention of biological concepts.
ISSN:0002-7685
1938-4211
DOI:10.1525/abt.2018.80.3.228