Research Presentations

Oral Presentations (presented and co-authored; the presenter is indicated by an asterisk)

1. *Sebesta, A.J., and E. Bray Speth. Introductory biology students’ learning dispositions and proficiency with building conceptual models. Society for the Advancement of Biology Education Research (SABER), 2021 National Meeting.

2. *Trujillo, C. M., J.L. Momsen, S.A. Wyse, E. Bray Speth, and T.M. Long. Systems thinking contributions across scholarly communities between 1950 and 2015. Society for the Advancement of Biology Education Research (SABER), 2020 National Meeting.

3. *Momsen J.L., *E. Bray Speth, *Bennett S., Wyse S., and T.M. Long. Using conceptual models to build connections in biology. National Association of Biology teachers (NABT) Annual Conference, Chicago, IL, November 14-17, 2019.

4. *Sebesta A. and E. Bray Speth. Self-regulated learning strategy approaches and exam performance in undergraduate introductory biology. Society for the Advancement of Biology Education Research (SABER), 9th Annual Meeting, Minneapolis, MN, July 26-28, 2019. --- Recipient of the William B. Wood Graduate Talk Award.

5. *Sebesta A., Kahlon C., Kragel R., and E. Bray Speth. Round Table presentation: Analyzing Structure-Behavior-Function models from a functional perspective. Society for the Advancement of Biology Education Research (SABER), 7th Annual Meeting, Minneapolis, MN, July 21-23, 2017.

6. *Bray Speth E., Russell L., Konda P., Parr A., and A. Reinagel. Alignment of students' conceptual models with their explanations of the mechanisms underlying gene expression. Society for the Advancement of Biology Education Research (SABER), 7th Annual Meeting, Minneapolis, MN, July 21-23, 2017.

7. *Bray Speth E., Wyse S., Blom K. and A. Reinagel. Models and explanations§. National Association for Research on Science Teaching (NARST) Annual Meeting, San Antonio, TX, April 22-25, 2017. §Part of a related paper set.

8. *Sebesta A., Aherrera H., and E. Bray Speth. Analyzing models: A functional perspective§. National Association for Research on Science Teaching (NARST) Annual Meeting, San Antonio, TX, April 22-25, 2017. §Part of a related paper set.

9. *Trujillo C., Momsen J., Bray Speth E., Wyse S.A., Zdziarska P. and T. M. Long. Using Visual Networks to Map the Systems Thinking Literature. ASCB (American Society for Cell Biology) Annual Meeting, San Diego, CA, Dec 8, 2015.

10. *Long T.M, Bray Speth E., Dauer J., Momsen J., Usoro E., and S.A. Wyse. Conceptual system modeling for ecology and evolution instruction: Aligning assessments and evaluating practice. Ecological Society of America, 100th Annual Meeting, Baltimore, MD. August 2015.

11. *Momsen JL, E Bray Speth, J Dees, C Trujillo, S Wyse, T Long. Developing a systems thinking framework for undergraduate biology education. Ecological Society of America, 100th Annual Meeting, Baltimore, MD. August 2015.

12. *Bray Speth E, Clark K, Shaw N, Reinagel A, Taqieddin R. Student-generated models reveal loose ends and weak links in reasoning about biological systems and processes. Society for the Advancement of Biology Education Research (SABER) 3rd Annual Meeting, Minneapolis, MN, July 11-14, 2013.

13. *Dauer, J, J Momsen, E Bray Speth, S Makohon-Moore, K Kostelnik, P Zdziarska, N Wagley. Change in correctness and complexity of student-constructed models during a course. Ecological Society of America, 97th Annual Meeting, Portland, OR. August 6-10, 2012.

14. *Long, TM, J Dauer, J Momsen, E Bray Speth. Confronting the system: Can modeling practice facilitate systems-based teaching and learning in college-level biology? Ecological Society of America, 97th Annual Meeting, Portland, OR. August 6-10, 2012.

15. *Momsen, JL, SA Wyse, TM Long, E Bray Speth, D Ebert-May. How student-constructed models reveal content understanding. Ecological Society of America, 97th Annual Meeting, Portland, OR. August 6-10, 2012.

16. *Bray Speth E, Shaw N, Le P, Ananth M, Momsen JL, Long TM. Introductory biology students' models reveal gaps in causal reasoning about the genetic basis of phenotype. Society for the Advancement of Biology Education Research (SABER) 2nd Annual Meeting, Minneapolis, MN, July 12-15, 2012.

17. *Bray Speth E, Shaw N, Momsen JL, Long TM. Evidence-based teaching about genes: building bridges toward evolution understanding. IBP Summer 2012 Conference: Implementing Vision and Change at the Introductory Biology Level. Washington, DC, June 28 – July 1, 2012.

18. *Bray Speth E, Dirnbeck M, Momsen JL, Long TM. From linear to complex: how students organize models and explanations of causal relationships in biological systems§. National Association for Research on Science Teaching (NARST) Annual Meeting, Indianapolis, IN, March 25-28, 2012. §Part of a related paper set.

19. *Long TM, Momsen JL, Bray Speth E, Dauer J, Wyse SA. Building a rationale for the integration of systems models into college-level biology teaching and learning§. National Association for Research on Science Teaching (NARST) Annual Meeting, Indianapolis, IN, March 25-28, 2012. §Part of a related paper set.

20. *Momsen JL, Bray Speth E, Long TM, Dauer J. Systems models, systems thinking, and content knowledge in an introductory biology course§. National Association for Research in Science Teaching (NARST) Annual Meeting, Indianapolis, IN. March 2012. §Part of a related paper set.

21. *Momsen JL, Bray Speth E, Wyse SA, Long TM, Ebert-May D. Can’t argue that: Students’ quantitative reasoning in an introductory biology course. Ecological Society of America (ESA) 96th Annual Meeting, Austin, TX, August 2011.

22. *Bray Speth E, Dirnbeck M, Murillo L, Momsen JL, Long TM. Introductory (but not simple) biology: Students’ representation of complex causal relationships in biological systems. Society for the Advancement of Biology Education Research (SABER) 1st Annual Meeting, Minneapolis, MN, July 29-31, 2011.

23. *Kostelnik KM, Long TM, Dauer J, Ebert-May D, Momsen J, Wyse SA, Bray Speth E. Measuring Reform: What evidence will we accept? Society for the Advancement of Biology Education Research (SABER) Annual Meeting, Minneapolis, MN, July 29-31, 2011.

24. *Bray Speth E, Dirnbeck M, Le P, Momsen JL, Long T, Wyse S. Explaining the visible with the invisible: students’ conceptual representations of the genetic origin of variation. National Association for Research on Science Teaching (NARST) Annual Meeting, Orlando (FL), April 3-6, 2011.

25. Bray Speth E, *Momsen JL, Moyerbrailean GA, Long TM, Ebert-May D. Infusing quantitative literacy in large-enrollment introductory biology courses. Ecological Society of American (ESA) 95th Annual Meeting, Pittsburgh, PA, August 2, 2010.

26. *Long TM, Wyse SA, Momsen JL, Ebert-May D, Bray Speth E. Raising the bar: Assessment as evidence of reform. Ecological Society of American (ESA) 95th Annual Meeting, Pittsburgh, PA, August 4, 2010.

27. *Ebert-May D, Kaplan JJ, Donahue M, Ording GJ, Bray Speth E, Melfi VF, Gilliland D, Sikorskii A, Johnson N. Assessing students’ incoming status and progress in scientific reasoning and quantitative literacy at a research university. Ecological Society of American (ESA) 94th Annual Meeting, Albuquerque, New Mexico, August 2-7, 2009.

28. *Bray Speth E, Ebert-May D. Multiple forms of assessment to analyze undergraduate students’ understanding of Evolution by Natural Selection. Ecological Society of America (ESA) 93rd Annual Meeting, Milwaukee, WI, August 3-8, 2008.

Poster Presentations (*graduate student; **undergraduate student)

1. Izhar S.**, Brennan K.*, Bray Speth E. Changes in students' models of gene expression following instructor feedback. Poster presented at the Undergraduate Research Symposium, Department of Biology, Saint Louis University: 22 April 2022.

2. Rollins A.**, Sebesta A., Bray Speth E. "Does it flow?" Conceptual organization of gene, mRNA, and protein in student models of gene expression. Poster presented at the Undergraduate Research Symposium, Department of Biology, Saint Louis University: 22 April 2022.

3. Bray Speth E., Long T., Momsen J., Wyse S. Systems and systems thinking: a framework for biology and biology education. Poster presented at the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) Conference, Washington University-St. Louis, St. Louis, MO: 4-5 April 2022.

4. *Brennan, K., **Gale, C., and E. Bray Speth. Describing Changes Students Make to Conceptual Models During the Model Revision Process. Society for the Advancement of Biology Education Research (SABER), 2021 National Meeting.

5. *Brennan K. and E. Bray Speth. Describing Changes Students Make to Conceptual Models During the Formative Feedback Process. Society for the Advancement of Biology Education Research (SABER) 2020 National Meeting.

6. *Brennan K. and E. Bray Speth. Student-generated conceptual models as a form of assessment in introductory biology. Society for the Advancement of Biology Education Research (SABER), 9th Annual Meeting, Minneapolis, MN, July 26-28, 2019.

7. *Brennan K and E Bray Speth. Insights into model-based reasoning skills of introductory biology students. Society for the Advancement of Biology Education Research (SABER), 8th Annual Meeting, Minneapolis, MN, July 27-29, 2018.

8. *Sebesta AJ and E Bray Speth. Self-regulated learning strategies and attitudes towards learning of students who improve their grades on introductory biology exams. Society for the Advancement of Biology Education Research (SABER), 8th Annual Meeting, Minneapolis, MN, July 27-29, 2018.

9. **Kragel R, **P Konda, **C Horan, *K Brennan, *AJ Sebesta and E Bray Speth. Students' Conceptual Models as Representations of their Understanding of Gene Expression. St Louis Area Undergraduate Research Symposium, St. Louis, MO, April 21, 2018. --- Awarded “Best Poster Presentation” in the Social Sciences category.

10. Momsen, JL, E Bray Speth, C Trujillo, SA Wyse and TM Long. Unpacking how and why conceptual (system) models promote learning in biology. Transforming Research in Undergraduate STEM Education (TRUSE). Minneapolis, MN, July 2017.

11. *Sebesta AJ and Bray Speth E. Connecting critical thinking skills to disposition in undergraduate introductory biology. Society for the Advancement of Biology Education Research (SABER), 6th Annual Meeting, Minneapolis, MN, July 14-17, 2016.

12. Bray Speth E, Momsen JL and LK Russell. Distributing the Load: Designing instruction that engages learners in and out of the classroom. 2016 EnFUSE Symposium. Washington, D.C., April 27 - 29, 2016.

13. Russell L.K., *Sebesta A. and E. Bray Speth. Shifting the focus: The impact of an active, learner-centered pedagogy on student perceptions of barriers to engagement and learning in introductory biology. Society for the Advancement of Biology Education Research (SABER), 5th Annual Meeting, Minneapolis, MN. July 30- Aug 2, 2015.

14. *Sebesta A. and E. Bray Speth. Patterns of self-regulated learning strategies in undergraduate introductory biology students. Society for the Advancement of Biology Education Research (SABER), 5th Annual Meeting, Minneapolis, MN, July 30- Aug 2, 2015.

15. Trujillo C, Momsen JL, Bray Speth E, Wyse S, Long TM. A method to identify theoretical constructs across knowledge domains. Society for the Advancement of Biology Education Research (SABER), 5th Annual Meeting, Minneapolis, MN, July 30- Aug 2, 2015.

16. Bray Speth E, **Zahirsha Z, *Reinagel A. What is a gene? What does it do? Students’ conceptions of gene structure and function across one semester of introductory biology. Society for the Advancement of Biology Education Research (SABER) 5th Annual Meeting, Minneapolis, MN, July 30- Aug 2, 2015.

17. Bray Speth E, Russell LK, Momsen JL. More than flipping the classroom: a theory-driven approach to redistributing the cognitive load. Society for the Advancement of Biology Education Research (SABER) 4th Annual Meeting, Minneapolis, MN, July 17-20, 2014.

18. Russell LK, Bray Speth E. Student engagement and learning outcomes in a flipped introductory biology course. Society for the Advancement of Biology Education Research (SABER) 4th Annual Meeting, Minneapolis, MN, July 17-20, 2014.

19. *Reinagel A, Bray Speth E. Introductory biology students’ gene-to-phenotype models reveal difficulties articulating information flow within the central dogma of molecular genetics. Society for the Advancement of Biology Education Research (SABER) 4th Annual Meeting, Minneapolis, MN, July 17-20, 2014.

20. *Taqieddin R, Bray Speth E. Insights from introductory biology students’ conceptual models of the gene-to-phenotype relationship. Society for the Advancement of Biology Education Research (SABER) 4th Annual Meeting, Minneapolis, MN, July 17-20, 2014.

21. **Anderson C, **Clark K, Bray Speth E. A Reflect-Revise-Rewrite approach to learning about evolution by natural selection in an introductory course on cell, molecular and organismal biology. Society for the Advancement of Biology Education Research (SABER) 3rd Annual Meeting, Minneapolis, MN, July 11-14, 2013.

22. **Clark K, Bray Speth E. Missing links: Student models of energy transformations in the animal body reveal critical gaps in their understanding. Society for the Advancement of Biology Education Research (SABER) 3rd Annual Meeting, Minneapolis, MN, July 11-14, 2013.

23. *Reinagel A, **Shaw N, Bray Speth E. Diagnosing introductory biology students’ comprehension of genetics concepts from a structure-behavior-function perspective. Society for the Advancement of Biology Education Research (SABER) 3rd Annual Meeting, Minneapolis, MN, July 11-14, 2013.

24. **Shaw N, *Reinagel A, Bray Speth E. Introductory biology students’ models of the origin of genetic variation. Saint Louis University Senior Legacy Symposium, April 23, 2013.

25. Bray Speth E, **Shaw N, **Le P, Momsen JL, Long TM. Introductory biology students’ models and explanations of the origin of variation within populations. Society for the Advancement of Biology Education Research (SABER) 2nd Annual Meeting, Minneapolis, MN, July 12-15 2012.

26. Long TM, Dauer J, Momsen JL, Wyse SA, Bray Speth E, Kostelnik K. It’s the system: Using system models to reveal student thinking in introductory biology. Society for the Advancement of Biology Education Research (SABER) Annual Meeting, Minneapolis, MN. July 29-31 2011.

27. Momsen JL, Wyse SA, Long TM, LaCrosse J, Bray Speth E, Ebert-May D. Understanding students’ systems thinking in the context of carbon cycling. Society for the Advancement of Biology Education Research (SABER) Annual Meeting, Minneapolis, MN. July 29-31 2011.