Jennifer Avena

Ph.D., University of Colorado Boulder, 2014.
Area of Study: Molecular, Cellular, and Developmental Biology

B.A., Ohio Wesleyan University, 2005.
Areas of Study: Zoology (Genetics Concentration), Psychology

Assistant Professor, University of Northern Colorado. (2023 – Present).

Assistant Professor, San José State University
Department of Biological Sciences and Science Education Program (YEAR)

Instructor, University of Colorado Boulder
Molecular, Cellular, and Developmental Biology and School of Education (YEAR)

Postdoctoral Scholar, University of Colorado Boulder
Biology Education, Molecular, Cellular, and Developmental Biology (YEAR)

Computing in Undergraduate Biology Classrooms (CUBiC): Engaging Students in Applied Computing Experiences

The nation’s expanding digital workplace requires more computing professionals (US Bureau of Labor Statistics, 2015), especially those with both disciplinary and computing skills, particularly females and persons excluded due to ethnicity or race (PEERs). Engaging undergraduate students in learning experiences in applied computing, in which they apply programming to a specific discipline, may provide a platform for students to consider opportunities and interest in applied computing. In the current project, we are adapting existing modules as well as construct new modules to integrate into an existing introductory biology course at the University of Northern Colorado. We are comparing student outcomes related to interest in and attitudes towards applied computing in biology in the course before and after integration of the computing modules. Data Collection began in Fall 2024, with IRB approval.

Learning Assistant Program Impacts

Ongoing research approved 11/14/2023 by UNC IRB.
Study Background: The Learning Assistant (LA) Program at UNC began in Spring 2024. LAs are undergraduate peer instructors who facilitate student learning in a classroom. The course instructor meets with the LA(s) in the classroom, and LAs take a pedagogy course to consider pedagogical practices and how they apply to their practices. The course instructors also participate in a faculty learning community (FLC) during the semester. This research will address the following questions: What are the impacts of LAs on student content understanding and retention in a major? What are the impacts of LAs on student sense of belonging and science identity? How does the LA Program impact LA science identity? What are the student, instructor and LA expectations of the LA’s role? Are they aligned? Does this change over time? How are instructors, LAs, and students influenced by the level of alignment? How does the LA Program impact instructor classroom structures and practices?

Science, Technology, Engineering, and Mathematics (STEM) Education Research

I conduct research related to the following areas: supporting students in applying computing to biology, instructor and peer instructor professional development, and practices that support engagement in the classroom.

Utility Value in an Asynchronous Group Setting

Utility value (UV) is the perception that a concept is valuable in real-life, and it is situated within expectancy-value theory, in which expectations of success and value of a task impact persistence and performance (Eccles & Wigfield, 2002). UV interventions have asked students to describe a concept in a course and explain how and why this concept applies to themselves or to family or friends. Research has found that students completing UV assignments were more likely to perform higher in the course as well as persist in the major (Canning et al., 2018). These interventions often consist of an essay submitted directly to an instructor. However, previous research has not examined whether beneficial effects of UV interventions can result if students share these perceptions within a group.
Study/Research Design: We asked the following research question: If student-created UV statements are discussed within student groups, will this practice benefit student learning and/or affect? Students in an undergraduate genetics course completed five assignments in asynchronous online group discussion boards. Each student group was randomized into either a UV group, in which they were prompted to discuss applications of biology topics to the lives of a close relation, or a control group, in which they were prompted to summarize biology topics. Students completed a survey prior to and after the discussion boards that examined student persistence, interest in and attitudes towards biology, and genetics understanding.
Analyses and Interpretations: Using multiple linear regression, controlling for initial genetics understanding, there was no statistically significant difference (p>0.05) in end-of-term genetics understanding between students in the control and UV groups. We plan to examine whether differences exist in persistence and interest and attitudes towards biology between these two experimental groups. We are also qualitatively examining student discussion board posts to capture the level to which students apply concepts to real-life.
Contribution: This work will identify whether short asynchronous assignments in a group setting that prompt students to consider applications of biology topics to their personal lives support student persistence, learning, and affect. This will be informative to instructors as they consider ways in which to engage students with biological concepts.

• Schmid, K.M., Avena, J., Hobbie, L., Kaas, P., Kelly, T., Klocko, A.L., Pavlova, I.V., Radick, G., Edris Snow, L., & Smith, M.K. (2023). Honoring the complexity of genetics: Exploring the role of genes and the environment using real world examples. CourseSource. https://qubeshub.org/community/groups/coursesource/publications?id=3603&tab_active=about&v=1.
• Avena, J.S., McIntosh, B.B., Whitney, O.N., Wiens, A., & Knight, J.K. (2021). Successful problem solving in genetics varies based on question content. CBE-Life Sciences Education. 20, 1-18. https://doi.org/10.1187/cbe.21-01-0016.
• Peffer, M., Quigley, D., Brusman, L., Avena, J.S., & Knight, J.K. (2020). Trace data from student solutions to genetics problems reveals variance in the processes related to different course outcomes. 2020 Learning Analytics and Knowledge Conference.
• Avena, J., Sabella, M., Barker, A., Hendrickson, S., Langdon, L., Van Duzor, A., & Otero, V. (2020). Leveraging the experience and expertise of learning assistants in remote learning spaces. APS Forum on Education Newsletter.
• Avena, J.S. & Knight, J.K. (2019). Problem solving in genetics: Content hints can help. CBE-Life Sciences Education 18, 1-13. https://doi.org/10.1187/cbe.18-06-0093.