Newman, D.L. (2012) Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division. Rochester Institute of Technology, New York.

has been cited by the following article:

• TITLE: Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

  AUTHORS: Jabril Johnson, Fatimah Jackson

  KEYWORDS: STEM, Genetics, Minority Science Education, African American Education

  JOURNAL NAME: Natural Science, Vol.7 No.6, June 4, 2015

  ABSTRACT: Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturally- relevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.