Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

doi:10.1187/cbe.15-03-0049

Cited by 134Communication in Education and HealthcareEvaluation of Teaching PracticesScience Education and Pedagogy

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

Open access

Seidel, Shannon B., Reggi, Amanda L., Schinske, Jeffrey N., Burrus, Laura W., Tanner, Kimberly D.·2015·CBE—Life Sciences Education

DOI 10.1187/cbe.15-03-0049PMC PMC4710404

Open this paper in CoChat — free account Open PDF

Abstract

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1187/cbe.15-03-0049

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The use of noncontent Instructor Talk can build students' relationships with their instructors as well as students' self-efficacy.
“This use of noncontent Instructor Talk can build students’ relationships with their instructors as well as students’ self-efficacy (Seidel et al., 2015; Harrison et al., 2019).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Seidel et al., 2015

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
Ellis, C., Strauss, A., & Corbin, J. M. (1992) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2074814 · Cited by 29,279 · see citing works
Basics of Qualitative Research
Ozanne, J. L., Strauss, A., & Corbin, J. M. (1992) · Journal of Marketing Research · doi:10.2307/3172751 · Cited by 17,852 · see citing works
Basics of Qualitative Research: Grounded Theory Procedures and Techniques
Long, D. R., Strauss, A., & Corbin, J. M. (1993) · Modern Language Journal · doi:10.2307/328955 · Cited by 17,612 · see citing works
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.69.5.797 · Cited by 8,449 · see citing works
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 8,181 · see citing works
Stereotype Threat and Women's Math Performance
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1373 · Cited by 3,435 · see citing works
Reflection in teacher education: Towards definition and implementation
Hatton, N., & Smith, D. (1995) · Teaching and Teacher Education · doi:10.1016/0742-051x(94)00012-u · Cited by 2,314 · see citing works
Reducing the racial achievement gap: A social-psychological intervention
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006) · Science · doi:10.1126/science.1128317 · Cited by 1,073 · see citing works
Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?
Darling‐Hammond, L., & Youngs, P. A. (2002) · Educational Researcher · doi:10.3102/0013189x031009013 · Cited by 972 · see citing works
Extending the Concept of Stereotype Threat to Social Class: The Intellectual Underperformance of Students from Low Socioeconomic Backgrounds
Croizet, J.-C., & Claire, T. (1998) · Personality and Social Psychology Bulletin · doi:10.1177/0146167298246003 · Cited by 851 · see citing works
Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010) · Science · doi:10.1126/science.1195996 · Cited by 746 · see citing works
Higher Education Students' Attitudes to Student-centred Learning: Beyond 'educational bulimia'?
Lea, S., Stephenson, D., & Troy, J. (2003) · Studies in Higher Education · doi:10.1080/03075070309293 · Cited by 689 · see citing works
Reflective teaching and teacher education
Calderhead, J. (1989) · Teaching and Teacher Education · doi:10.1016/0742-051x(89)90018-8 · Cited by 667 · see citing works
Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
Eddy, S. L., & Hogan, K. A. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.14-03-0050 · Cited by 553 · cited 4× · see citing works
“If as little as a single sentence uttered by an instructor or a 15-min writing assignment can have an impact on student performance on an exam, studying Instructor Talk may be critically important for understanding and overcoming stereotype threat and achievement gaps that have been identified for some student populat…”
BackgroundInfluential
A meta‐analytical review of the relationship between teacher immediacy and student learning
Witt, P. L., Wheeless, L. R., & Allen, M. R. (2004) · Communication Monographs · doi:10.1080/036452042000228054 · Cited by 491 · see citing works
Does It Matter if I Hate Teamwork? What Impacts Student Attitudes toward Teamwork
Pfaff, E., & Huddleston, P. (2003) · Journal of Marketing Education · doi:10.1177/0273475302250571 · Cited by 313 · see citing works
Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes
Gorham, J. S., & Christophel, D. M. (1992) · Communication Quarterly · doi:10.1080/01463379209369839 · Cited by 311 · see citing works
Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering.
Kober, N. (2015) · Cited by 282 · see citing works
Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?
Madsen, A., McKagan, S. B., & Sayre, E. C. (2013) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.9.020121 · Cited by 205 · see citing works
“What if students revolt?”—Considering Student Resistance: Origins, Options, and Opportunities for Investigation
Seidel, S. B., & Tanner, K. D. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe-13-09-0190 · Cited by 205 · see citing works
Self-citation
Teaching and learning in the interactive classroom
Silverthorn, D. U. (2006) · AJP Advances in Physiology Education · doi:10.1152/advan.00087.2006 · Cited by 144 · see citing works
Stereotyped: Investigating Gender in Introductory Science Courses
Lauer, S., Momsen, J. L., Offerdahl, E. G., Kryjevskaia, M., Christensen, W. M., & Montplaisir, L. M. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-08-0133 · Cited by 78 · see citing works
Reconsidering “What Works”
Tanner, K. D. (2011) · CBE—Life Sciences Education · doi:10.1187/cbe.11-09-0085 · Cited by 20 · see citing works
Self-citation
Understanding Educational Transformation: Findings from a Survey of Past Participants of the Physics and Astronomy New Faculty Workshop
Dancy, M., Henderson, C., & Smith, J. H. (2014) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2013.pr.016 · Cited by 4 · see citing works

Flagged first, then by citations

Sorted by citations

Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class
Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0002 · Cited by 247 · see citing works
Self-citation
Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students
Hsu, J. L., & Goldsmith, G. R. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-08-0189 · Cited by 177 · see citing works
ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom
Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E. J., Timbrook, J., & Crowe, A. J. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-08-0244 · Cited by 125 · see citing works
Field courses narrow demographic achievement gaps in ecology and evolutionary biology
Beltran, R. S., Marnocha, E., Race, A. I., Croll, D. A., Dayton, G. H., & Zavaleta, E. S. (2020) · Ecology and Evolution · doi:10.1002/ece3.6300 · Cited by 122 · see citing works
Language Matters: Considering Microaggressions in Science
Harrison, C. D., & Tanner, K. D. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-01-0011 · Cited by 109 · see citing works
Self-citation
What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom
Cooper, K. M., Haney, B. R., Krieg, A., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-08-0265 · Cited by 109 · see citing works
Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation
Gin, L. E., Rowland, A. A., Steinwand, B., Bruno, J. F., & Corwin, L. A. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-03-0036 · Cited by 101 · see citing works
Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
Auerbach, A. J., & Andrews, T. C. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0112-9 · Cited by 98 · see citing works
Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments
Johnson, A. C., & Elliott, S. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2097 · Cited by 100 · see citing works
Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education
Weatherton, M., & Schussler, E. E. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-09-0223 · Cited by 87 · see citing works
Mixed-Methods Design in Biology Education Research: Approach and Uses
Warfa, A.-R. M. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0022 · Cited by 91 · see citing works
Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-08-0200 · Cited by 65 · see citing works
Self-citation
Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience
Govindan, B., Pickett, S. B., & Riggs, B. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i2.2109 · Cited by 60 · see citing works
“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course
Clements, T. P., Friedman, K. L., Johnson, H., Meier, C. J., Watkins, J., Brockman, A. J., & Brame, C. J. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-09-0287 · Cited by 61 · see citing works
Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race
Hales, K. G. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-08-0156 · Cited by 58 · see citing works
Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities
Pfeifer, M. A., Reiter, E. M., Hendrickson, M., & Stanton, J. D. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00233-4 · Cited by 55 · see citing works
Reframing Educational Outcomes: Moving beyond Achievement Gaps
Shukla, S. Y., Theobald, E. J., Abraham, J. K., & Price, R. (2022) · CBE - Life Sciences Education · doi:10.1187/cbe.21-05-0130 · Cited by 49 · see citing works
Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
Harrison, C. D., Nguyen, T. A., Seidel, S. B., Escobedo, A. M., Hartman, C., Lam, K., Liang, K. S., Martens, M., Acker, G. N., Akana, S. F., et al. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-10-0215 · Cited by 54 · see citing works
Self-citation
Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class
Donovan, D. A., Connell, G. L., & Grunspan, D. Z. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-12-0283 · Cited by 56 · see citing works
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments
Kranzfelder, P., Bankers‐Fulbright, J. L., García‐Ojeda, M. E., Melloy, M. P., Mohammed, S., & Warfa, A.-R. M. (2019) · PLoS ONE · doi:10.1371/journal.pone.0219019 · Cited by 53 · see citing works
Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms
Cooper, K. M., & Brownell, S. (2020) · Springer eBooks · doi:10.1007/978-3-030-33600-4_56 · Cited by 58 · see citing works
Attention Matters: How Orchestrating Attention May Relate to Classroom Learning
Keller, A. S., Davidesco, I., & Tanner, K. D. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.20-05-0106 · Cited by 61 · see citing works
Self-citation
A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes
Reinholz, D. L., Stone-Johnstone, A., White, I., Sianez, L. M., & Shah, N. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.20-06-0126 · Cited by 51 · see citing works
Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?
Schussler, E. E., Weatherton, M., Musgrove, M. M. C., Brigati, J. R., & England, B. J. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-10-0238 · Cited by 45 · see citing works
Investigating Undergraduate Biology Students’ Science Identity Production
Le, P. T., Doughty, L., Thompson, A. N., & Hartley, L. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-10-0204 · Cited by 45 · see citing works
Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning
Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., et al. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.759624 · Cited by 44 · see citing works
Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Andrews, T. C., Auerbach, A. J., & Grant, E. F. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.19-01-0010 · Cited by 46 · see citing works
A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others
Cooper, K. M., Ashley, M., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-05-0161 · Cited by 40 · see citing works
“How Do We Do This at a Distance?!” A Descriptive Study of Remote Undergraduate Research Programs during COVID-19
Erickson, O. A., Cole, R. B., Isaacs, J. M., Álvarez-Clare, S., Arnold, J., Augustus‐Wallace, A., Ayoob, J. C., Berkowitz, A. R., Branchaw, J. L., Burgio, K. R., et al. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-05-0125 · Cited by 37 · see citing works
Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course
Aranda, M. L., Diaz, M., Mena, L. G., Ortiz, J. I., Rivera-Nolan, C., Sánchez, D. C., Sanchez, M. J., Upchurch, A. M., Williams, C. S., Boorstin, S. N., et al. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-03-0060 · Cited by 37 · see citing works
Self-citation
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
Zagallo, P., McCourt, J. S., Idsardi, R., Smith, M. K., Urban‐Lurain, M., Andrews, T. C., Haudek, K. C., Knight, J., MERRILL, J. E., Nehm, R. H., et al. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.19-06-0114 · Cited by 37 · see citing works
Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments
Ovid, D., Abrams, L., Carlson, T., Dieter, M., Flores, P., Frischer, D., Goolish, J., Bernt, M. L.-F., Lancaster, A., Lipski, C., et al. (2023) · CBE—Life Sciences Education · doi:10.1187/cbe.22-07-0149 · Cited by 31 · see citing works
Self-citation
Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses
Lane, A. K., Meaders, C. L., Shuman, J. K., Stetzer, M. R., Vinson, E. L., Couch, B. A., Smith, M. K., & Stains, M. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-05-0098 · Cited by 31 · see citing works
Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies
Kranzfelder, P., Bankers‐Fulbright, J. L., García‐Ojeda, M. E., Melloy, M. P., Mohammed, S., & Warfa, A.-R. M. (2020) · BioScience · doi:10.1093/biosci/biaa077 · Cited by 30 · see citing works
Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms
Alkhouri, J. S., Donham, C., Pusey, T. S., Signorini, A., Stivers, A. H., & Kranzfelder, P. (2021) · BioScience · doi:10.1093/biosci/biab077 · Cited by 28 · see citing works
Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success
Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020) · Education for Chemical Engineers · doi:10.1016/j.ece.2020.07.004 · Cited by 25 · see citing works
Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom
Goudsouzian, L. K., & Hsu, J. L. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.22-10-0211 · Cited by 26 · see citing works
“Beautiful work, you're rock stars!”: Teacher Analytics to Uncover Discourse that Supports or Undermines Student Motivation, Identity, and Belonging in Classrooms
Hunkins, N., Kelly, S., & D’Mello, S. K. (2022) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3506860.3506896 · Cited by 25 · see citing works
An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study
Stieha, V., Earl, B., Hagens, H., Haynes, M., Ulappa, A. C., Bond, L., & Oxford, J. T. (2024) · AJP Advances in Physiology Education · doi:10.1152/advan.00247.2022 · Cited by 25 · see citing works
Insights from the Inclusive Environments and Metrics in Biology Education and Research Network: Our Experience Organizing Inclusive Biology Education Research Events
Campbell-Montalvo, R. A., Caporale, N., McDowell, G. S., Idlebird, C., Wiens, K. M., Jackson, K. M., Marcette, J., & Moore, M. E. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2083 · Cited by 24 · see citing works
Gender Differences in Student Comfort Voluntarily Asking and Answering Questions in Large-Enrollment College Science Courses
Nadile, E. M., Williams, K. D., Wiesenthal, N. J., Stahlhut, K. N., Sinda, K. A., Sellas, C. F., Salcedo, F., Camacho, Y. I. R., Perez, S. G., King, M. L., et al. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00100-21 · Cited by 24 · see citing works
Why Students Struggle in Undergraduate Biology: Sources and Solutions
Tracy, C. B., Driessen, E. P., Beatty, A. E., Lamb, T., Pruett, J. E., Botello, J. D., Brittain, C., Ford, I. C., Josefson, C. C., Klabacka, R. L., et al. (2022) · CBE - Life Sciences Education · doi:10.1187/cbe.21-09-0289 · Cited by 24 · see citing works
Investigating Student Perceptions of Instructor Talk: Alignment with Researchers’ Categorizations and Analysis of Remembered Language
Ovid, D., Rice, M. M., Luna, J. V., Tabayoyong, K., Lajevardi, P., & Tanner, K. D. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-06-0153 · Cited by 25 · see citing works
Self-citation
The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses
Beck, C. W., & Blumer, L. S. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-04-0076 · Cited by 21 · see citing works
Diving into the Details: Constructing a Framework of Random Call Components
Waugh, A. H., & Andrews, T. C. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-07-0130 · Cited by 21 · see citing works
The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices
Cooper, A. C., Southard, K. M., Osness, J. B., & Bolger, M. S. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-07-0177 · Cited by 17 · see citing works
“Scientists are People too”: Biology Students Relate More to Scientists When They are Humanized in Course Materials
Schultheis, E. H., Zemenick, A., Youngblood, R. M., Costello, R. A., Driessen, E. P., Kjelvik, M. K., Weber, M. G., & Ballen, C. J. (2024) · CBE - Life Sciences Education · doi:10.1187/cbe.24-02-0045 · Cited by 12 · see citing works
Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant
Goodwin, E. C., Cary, J. R., & Shortlidge, E. E. (2022) · PLOS ONE · doi:10.1371/journal.pone.0275313 · Cited by 16 · see citing works
Applying Graph Theory to Examine the Dynamics of Student Discussions in Small-Group Learning
Chai, A., Le, J. P., Lee, A. S., & Lo, S. M. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-11-0222 · Cited by 16 · see citing works
Understanding Differences in Underrepresented Minorities and First-Generation Student Perceptions in the Introductory Biology Classroom
Jantzer, J., Kirkman, T. W., & Furniss, K. L. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00176-21 · Cited by 14 · see citing works
SIGHT: A Large Annotated Dataset on Student Insights Gathered from Higher Education Transcripts
Wang, R., Wirawarn, P., Goodman, N. D., & Demszky, D. (2023) · Workshop on Innovative Use of NLP for Building Educational Applications · doi:10.18653/v1/2023.bea-1.27 · Cited by 14 · see citing works
Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits
Busch, C. A., Bhanderi, P. B., Cooper, K. M., & Brownell, S. E. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.23-10-0181 · Cited by 13 · see citing works
“All of us are capable, and all of us can be scientists.” The impact of Scientist Spotlight assignments with undergraduates in physiology courses
Ovid, D., Acosta-Parra, A. R., Alemayehu, A., Gomez, J. F., Tran, D., & Tripp, B. (2024) · AJP Advances in Physiology Education · doi:10.1152/advan.00116.2024 · Cited by 14 · see citing works
Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering
Busch, C. A., Cooper, K. M., & Brownell, S. E. (2023) · PLoS ONE · doi:10.1371/journal.pone.0287795 · Cited by 12 · see citing works
The role of a team psychological safety feeling in teamwork in the classroom
Gonda, D., Tirpáková, A., Pavlovičová, G., & Ďuriš, V. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e37618 · Cited by 14 · see citing works
An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices
Killpack, T. L., & Popolizio, T. R. (2023) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00213-22 · Cited by 11 · see citing works
Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses
Costello, R. A., Ewell, S. N., Adams, P. E., Aranda, M. L., Curry, A., Jesus, M. M. D., Dunk, R. D. P., García‐Ojeda, M. E., Gutzler, S. J., Habersham, L. R. A., et al. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-02-0082 · Cited by 11 · see citing works
“We are way too stressed”: Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates
Navarro, A., Armenta, R. F., & Rice, M. M. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-09-0226 · Cited by 13 · see citing works
Evidence for the Efficacy of Conflict-reducing Practices in Undergraduate Evolution Education in a Randomized Controlled Study
Aini, R. Q., Edwards, B. A., Summersill, A. R., Epting, C., Zheng, Y., Brownell, S. E., & Barnes, M. E. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-05-0157 · Cited by 9 · see citing works
The Development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE)
Addy, T. M., Younas, H., Cetin, P., Cham, F., Rizk, M., Nwankpa, C., & Borzone, M. (2023) · Journal of Educational Research and Practice · doi:10.5590/jerap.2022.12.0.05 · Cited by 9 · see citing works
First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching
Killpack, T. L., & Melón, L. C. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.1983 · Cited by 9 · see citing works
Pandemic-Related Instructor Talk: How New Instructors Supported Students at the Onset of the COVID-19 Pandemic
Seah, Y. M., Chang, A. M., Dabee, S., Davidge, B., Erickson, J. R., Olanrewaju, A. O., & Price, R. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v22i1.2401 · Cited by 9 · see citing works
Am I getting through? Surveying students on what messages they recall from the first day of STEM classes
Meaders, C. L., Senn, L. G., Couch, B. A., Lane, A. K., Stains, M., Stetzer, M. R., Vinson, E. L., & Smith, M. K. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00306-y · Cited by 9 · see citing works
A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning
Craig, B., & Hsu, J. L. (2024) · Active Learning in Higher Education · doi:10.1177/14697874241230992 · Cited by 11 · see citing works
Writing Expertise: A Research-based Approach to Writing and Learning across the Disciplines
Adler-Kassner, L., & Wardle, E. (2022) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/pra-b.2022.1701 · Cited by 8 · see citing works
Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses
Brazeal, K. R., Brown, T. L., & Couch, B. A. (2021) · Journal for STEM Education Research · doi:10.1007/s41979-021-00054-2 · Cited by 8 · see citing works
COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology studentsPreprint
Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., et al. (2021) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/2021.03.29.437480 · Cited by 8 · see citing works
From sex to biology: the case for gender‐neutral language in science education
Borger, J. G. (2023) · Immunology and Cell Biology · doi:10.1111/imcb.12661 · Cited by 7 · see citing works
Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms
Gelinas, K. A., Ovid, D., Amaya-Mejia, W., Ayala, R., Baek, H. E., Gasmin, E., Hissen, K. L., Johnson, A. B., Kossa, E., Levesque, L. A., et al. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-10-0302 · Cited by 6 · see citing works
Self-citation
Combining Microbial Culturing With Mathematical Modeling in an Introductory Course-Based Undergraduate Research Experience
Furrow, R. E., Kim, H. G., Abdelrazek, S. M. R., Dahlhausen, K. E., Yao, A. I., Eisen, J. A., Goldman, M. S., Albeck, J. G., & Facciotti, M. T. (2020) · Frontiers in Microbiology · doi:10.3389/fmicb.2020.581903 · Cited by 6 · see citing works
Engaging students through online video homework assignments: A case study in a large‐enrollment ecology and evolution course
Gerhart, L. M., & Anderton, B. N. (2021) · Ecology and Evolution · doi:10.1002/ece3.7547 · Cited by 6 · see citing works
“Every morning I take two steps to my desk…”: students’ perspectives on distance learning during the COVID-19 pandemic
Chiodaroli, M., Freyhult, L., Solders, A., Tarrío, D., & Günter, K. P. (2024) · Higher Education · doi:10.1007/s10734-023-01179-6 · Cited by 6 · see citing works
Self-Efficacy is a Stronger Predictor of Final Grade Than Motivation in an Introductory Biology Course: A Structural Equation Analysis
der Mehden, B. M. V., Philpott, L., & Schussler, E. E. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-09-0233 · Cited by 5 · see citing works
Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes
Weatherton, M., Schussler, E. E., Brigati, J. R., Ferguson, H., Boyd, I., & England, B. J. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-02-0092 · Cited by 5 · see citing works
A Model for Emotional Intelligence in Biology Education Research
Tea, A., & Ovid, D. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.23-10-0198 · Cited by 4 · see citing works
Have you heard about this? An exploration of instructor communication about campus resources to students in biology courses
Vega, Y., & Meaders, C. L. (2023) · Journal of Research in Science Mathematics and Technology Education · doi:10.31756/jrsmte.621 · Cited by 4 · see citing works
CREATE’ing improvements in first-year students’ science efficacy via an online introductory course experience
Garzke, J., & Steinwand, B. (2024) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00079-23 · Cited by 3 · see citing works
“They helped me through the semester”: electronic instructor messages can foster the instructor-student relationship
Murray, C., & Osterhage, J. L. (2024) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00004-24 · Cited by 3 · see citing works
Visualizing Inequities: A Step Toward Equitable Student Outcomes
Tatapudy, S., Potter, R., Bostrom, L., Colgan, A., Self, C. J., Smith, J. L., Xu, S., & Theobald, E. J. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-02-0086 · Cited by 4 · see citing works
Could Instructor Talk Drive CURE Effectiveness? A Comparative Study of Instructor Talk in Introductory Lab Courses
Zajic, C. J., Subramanian, K., Adulla, A., Allen, Z. A., Blitchington, M. B., Brotzman, A., Carrillo, E., Dhruv, J., Evans, T., Haider, S., et al. (2026) · CBE—Life Sciences Education · doi:10.1187/cbe.24-09-0241 · Cited by 3 · see citing works
Modifications to a Graduate Pedagogy Course to Promote Active Learning and Inclusive Teaching
Fong, K. D., & Ciston, S. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34984 · Cited by 3 · see citing works
Messaging Matters: The Impact of Advising Micromessages on Student Affect and Behavior across Diverse University Campuses
Buchanan, T. M., Brown, A., Chirco, P., Klein, D., & Purgason, A. (2022) · NACADA Journal · doi:10.12930/nacada-22-04 · Cited by 3 · see citing works
Gratitude Interventions in a Biology Course to Foster Student Persistence and Success
Gleason, L. U. (2022) · CourseSource · doi:10.24918/cs.2022.41 · Cited by 3 · see citing works
Student Active Learning Anxieties Differ by Preferred Seating Location in Introductory Biology Classes
Schussler, E., Reynolds, B., England, B. J., & Brigati, J. (2021) · Journal of College Science Teaching · doi:10.1080/0047231x.2021.12290551 · Cited by 2 · see citing works
Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving
Bremers, E. K., McKay, O. K., & Stanton, J. D. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-05-0156 · Cited by 3 · see citing works
The Role of Faculty in Cultivating Thriving Campus STEM Ecosystems
Killpack, T. L., Sandoval, C. L., & Dewsbury, B. (2025) · CBE - Life Sciences Education · doi:10.1187/cbe.24-02-0041 · Cited by 2 · see citing works
Changes in Intrinsic Motivation and Self-Efficacy
Nadile, E. M., Vaughan, G., & Wernick, N. L. B. (2024) · The American Biology Teacher · doi:10.1525/abt.2024.86.8.506 · Cited by 1 · see citing works
Students Don't Learn the Way They Think They Do in a Large, Active-Learning Genetics Course
Walck-Shannon, E. M., Barton, H. D., Rowell, S. F., Chalker, D. L., & Fink, A. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-10-0251 · Cited by 2 · see citing works
Characterizing the Content and Mechanisms of Instructor Messages that Communicate Instructor Beliefs About Ability to Undergraduates
Chouvalova, A., Billings, I., Caraway, A. G., Hoggatt, N., Kim, G. Y., Mehta, A., Vizcaino, D., & Limeri, L. B. (2026) · CBE - Life Sciences Education · doi:10.1187/cbe.25-09-0202
Racism, Sexism, and Classism: The Uneven Terrain of Student Belonging in Introductory Biology Classrooms
Donham, C., Madison, M. J., & Andrews, T. C. (2026) · CBE—Life Sciences Education · doi:10.1187/cbe.25-08-0178 · Cited by 1 · see citing works
Your Future on the Faculty
Schimel, J. P. (2022) · doi:10.1093/oso/9780197608821.001.0001 · Cited by 1 · see citing works
Assessing Community College Biology Student Perceptions of Being Called on in Class
Alvares, S. M., Shlichta, J. G., McFarland, J., & Theobald, E. J. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.23-05-0068
Toward More Inclusive Large-Enrollment Undergraduate Biology Classrooms: Identifying Inequities and Possible Underlying Mechanisms
Cooper, K. M. (2018) · Cited by 1 · see citing works
Instructor strategies to alleviate student stress and anxiety in colleges and universitiesPreprint
Hsu, J. L., & Goldsmith, G. R. (2020) · doi:10.35542/osf.io/h746s · Cited by 1 · see citing works
Practical Tuning - Achievable Harmony
Haave, N. (2016) · Collected Essays on Learning and Teaching · doi:10.22329/celt.v9i0.4663
Reintroducing the Current Insights Feature
Gouvea, J. S., & Eddy, S. L. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-03-0053
Exploring Nutraceuticals to Enhance Scientific Literacy: Aligning with Vision and Change
Buteyn, N. J., Oh, Y. I., Knott, J. A., Bokach, P., Konyndyk, J., Tenney, J. C., Wilstermann, A. M., Fynewever, H., & Koetje, D. (2019) · The American Biology Teacher · doi:10.1525/abt.2019.81.3.176
Moving Beyond Performance: A Mixed-Methods Examination of Student Perceptions Regarding Active Learning Events in an Introductory Biology Course.
Nugent, M. L. (2019) · NCSU Libraries Repository (North Carolina State University Libraries)
Re-inventing a Mechanical Properties of Materials Laboratory Course for Online Learning
Gentry, S. P., Sahragard-Monfared, G., & Conley, E. T. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--37639
The Metamorphosing Professor: Adapting Teaching to Fulfill the Promise of Biology Education
García‐Ojeda, M. E., & Nishiguchi, M. K. (2022) · Integrative and Comparative Biology · doi:10.1093/icb/icac149 · Cited by 1 · see citing works

CBE—Life Sciences Education Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course
Tanner, K. D. (2015)
Self-citation
Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
Harrison, C. D., Nguyen, T. A., Seidel, S. B., Escobedo, A. M., Hartman, C., Lam, K., Liang, K. S., Martens, M., Acker, G. N., Akana, S. F., et al. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-10-0215 · Cited by 54 · see citing works
Self-citation
Investigating Student Perceptions of Instructor Talk: Alignment with Researchers’ Categorizations and Analysis of Remembered Language
Ovid, D., Rice, M. M., Luna, J. V., Tabayoyong, K., Lajevardi, P., & Tanner, K. D. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-06-0153 · Cited by 25 · see citing works
Self-citation
Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms
Gelinas, K. A., Ovid, D., Amaya-Mejia, W., Ayala, R., Baek, H. E., Gasmin, E., Hissen, K. L., Johnson, A. B., Kossa, E., Levesque, L. A., et al. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-10-0302 · Cited by 6 · see citing works
Self-citation
“What’s Your Thinking behind That?” Exploring Why Biology Instructors Use Classroom Discourse
Donham, C., & Andrews, T. C. (2023) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00132-22 · Cited by 6 · see citing works

Authors: Seidel, S. B., Reggi, A. L., Schinske, J. N., Burrus, L. W., & Tanner, K. D.
Affiliations: Pacific Lutheran University (US)
San Francisco State University (US)
De Anza College (US)
Corresponding author: Seidel, Shannon B.
ORCID: Burrus, Laura W.
Venue: CBE—Life Sciences Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2015-12
Volume: 14
Issue: 4
Pages: ar43
ISSN: 1931-7913 (ISSN-L)
DOI: 10.1187/cbe.15-03-0049
PMC: PMC4710404
OpenAlex: W2179044834
Cited by: 134
References: 24
Citations by year: 2026: 12 · 2025: 7 · 2024: 15 · 2023: 9 · 2022: 34 · 2021: 19 · 2020: 18 · 2019: 8 · 2018: 5 · 2017: 4 · 2016: 3
FWCI: 6.56
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc-sa
Locations: CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
PubMed Central (publishedVersion, cc-by-nc-sa)
PubMed (publishedVersion)
Funders: National Science Foundation (1226361, 1226344)
Howard Hughes Medical Institute (52007556)
Topics: Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Science Education and Pedagogy
Keywords: introductory biology course, classroom climate, teacher-student relationship, classroom culture, pedagogical choices, stereotype threat, student resistance, instructor professional development, student motivation, self-efficacy
MeSH terms: Biology, Curriculum, Educational Measurement, Faculty, Medical, Female, Humans, Interprofessional Relations, Male, Students, Medical, Problem-Based Learning, Educational Technology

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Self-check

Cites

Cited by

Related

Record

About these checks