The first time I became interested in genetics was reading the Weekly Reader in the fifth grade, a short news magazine that was written for elementary school children. There was a brief article about genetically modified tobacco plants that had been engineered to glow using a gene transferred from a firefly. For the next several years, I collected many news articles relating to genetics and genetic engineering. Through my high school career, I took as much science and math as possible and focused most of my school projects on genetics or important figures in genetic research. It was in my undergraduate program that my interest in genetics research became solidified. During the first semester of my freshman year, I had my first genetics course. It was an honors course taught by Dr. Jon Hendrix. He had been heavily involved with developing case studies in genetics as a teaching tool and I gained from him my first enthusiasm for genetics education. Throughout my undergraduate career, I sought out opportunities to be involved with the field of genetics by committing to the genetics option within the biology major, shadowing genetic counselors, and volunteering at a birthing center.

In 1999, I sought out my Masters of Science advisor, Dr. Carl Huether, at the University of Cincinnati based on his research interest in human genetics. I was excited to hear that he had some interest in genetics education research and was working with the American Society of Human Genetics through the Information and Education Committee. It was with his guidance and the opportunities I had at the University of Cincinnati that my deep appreciation for genetics education research developed. Working with the American Society of Human Genetics allowed me to publish my first article, “Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice” in the journal BioScience.

I specifically sought out my Doctorate institution based on the opportunities to conduct biology education research at the undergraduate level. Ball State University’s Distinctive Doctorate program was the overall best fit. My Master’s research has lead me to ask questions about what students are currently learning in an introductory biology course for non-science majors. I developed my doctoral research around this question and it has ultimately led to the development of a Genetics Concept Inventory.

It is the Genetics Concept Inventory that will ultimately lead me in new directions. I would like to continue working on developing the Genetics Concept Inventory as a tool for broad use within the introductory biology courses for non-science majors in the United States. As well, I would like to use the Genetics Concept Inventory along with other concept inventories in the biological sciences to evaluate the effectiveness of introductory biology courses for both majors and non-science majors. Evaluation of these courses systematically is necessary to understand the effectiveness of these courses as part of the core curriculum. Evaluation can also lead to developing new courses and redesigning current courses to maximize their effect on student learning. I see all of these areas as future research areas I would like to explore.

The focus and history of my research thus far give me a clear plan to build my research program. My immediate plan includes continuing research on the Genetics Concept Inventory. Specifically, I plan on using it to determine genetic literacy of students leaving the university with a four-year degree, gender differences in concept acquisition, and the effects of class size on student conceptual understanding. In order to be successful with these goals, I plan on collaborating with biology faculty across the country, the American Society of Human Genetics, SENCER, and other professional organizations interested in bioliteracy.

I also plan on collaborating with interested undergraduate and graduate students on biology education projects. It has been my experience that individuals interested in science teaching do not have many opportunities to be involved with a research project. My research plan includes opportunities for such student to develop their own research projects. Encouraging future teachers to be involved in scholarly activities relating to their field can only benefit the greater understanding of science education at all levels.

Science education research is quickly becoming more important to the scientific community. This research, done using scientific methodologies, provides a solid foundation for developing curriculum that is meaningful and motivating to students, increases the scientific literacy of the general public, provides educators with useful tools and effective pedagogies, and continues to drive the science education reform movement. My long interest in genetics fueled by my deep commitment to quality education provides the strong foundation for my research. I am looking forward to creating a body of research that significantly impacts science education at the undergraduate level in the United States.