Having taken the 200-level course, Introduction to Cell Biology, three students worked with the instructor the following semester to assist with review sessions. The undergraduate associates (UAs) met once a week with the instructor to review weekly instruction and plan the scope of weekly review sessions. The UAs were involved in a study to document the learning of basic concepts in gene expression, and completed a human subjects training for this purpose. In-class worksheets with prompts provided by the instructor were analyzed for students undestanding of the meaning of gene expression.  Three sets of workseets deployed in succession over a 3 week period were analyzed. Understanding of the material was scored on a 3 point scale. 1=Low [needs a lot of work]; 2= has basic understanding; 3= Gets it. For the meaning of gene expression, the average score was 1.82 (SEM =0.26) on the first attempt. On the third attempt, the average score was 2.43 (SEM=0.65), indicating a trend toward improvement in understanding. Two tailed T-test assuming equal variance between the two attempts was 0.07, indicating that there is not a significant difference, and that more data points may be necessary. Sample size was 11-15. In a survey, students were asked to identify what they could do better during in-class instruction. 50% indicated that they needed to pay more attention, be engaged and ask questions. The rest identified taking good notes (32%) and preparing themselves ahead of time so that they could take better notes.

Revisit how to use worksheets to assess learning. Do students find it difficult to express themselves in writing?

Pre-test surveys indicate that students understand replication better than transcription/translation. How can these concepts be better reinforced earlier to introduce advanced concepts in gene expression at the 200-level.

Post-test survey data indicates better understanding of the central dogma in the 200-level class, 90%, but understanding of the advanced concepts is 50-60%.

The learning survey indicates that students struggle to stay focussed and take good notes; they recognize that reviewing material is important for learning. Can homework, study groups and weekly quizzes improve learning?