Skip to main content
Jamie Jensen.jpg

Jamie Jensen

Associate Professor
Biology

4059 LSB
Provo, UT 84602

Biography

Biography

Dr. Jensen specializes in the development and assessment of undergraduate biology curricula that employ evidenced-based pedagogical strategies to increase student scientific reasoning skills and deep conceptual understanding. She is also the mother of four handsome boys and loves reading, sewing, and dissecting.

Teaching Interests

Introductory Biology for non-majors, Introductory Biology for majors, Advanced Teaching Methods

Research Interests

Biological Science Education; effective pedagogical strategies to increase scientific reasoning skills; evolution education

Administrative Positions

Share in the responsibilities of the Chair's office as the Chair sees fit.

Education

  • PhD Biology, Biological Science Education, Arizona State University, 2008
  • MS Zoology, Developmental Biology, Brigham Young University, 2003
  • BS Animal Science, Animal Science, Brigham Young University, 1999

Experience

Academic - Post-Secondar

  • Assistant Professor, Brigham Young University, 2010-Present
  • Adjunct Faculty, Chandler-Gilbert Community College, 2005-2010
  • Adjunct Faculty, Riosalado Community College, 2004-2005
  • Adjunct Faculty, Utah Valley State College (Now UVU), 2001-2003

Professional

  • Consultant, Diagnostic Consultation, 2007-2010

Memberships

  • Broader Social Impacts Committee of the Smithsonian's Human Origins Project, 2017-Present
  • Society for the Advancement of Biology Education Research, 2012-Present
  • American Association for the Advancement of Science, 2006-Present
  • National Science Teachers Association, 2010-2013
  • National Association of Biology Teachers, 2009-2012
  • The American Society for Cell Biology, 2009-2012

Honors and Awards

  • College of Life Sciences : College of Life Sciences - Outstanding Teaching Award
  • Chandler-Gilbert Community College : Emerging Science and Mathematics Scholars, Outstanding Student Support Award

Courses Taught

Winter 2019

  • BIO 100: Principles of Biology Section 002, 003, 012, 013
  • BIO 494R: Mentored Research Section 005, 023
  • BIO 799R: Dissertation Section 005

Fall 2018

  • BIO 100: Principles of Biology Section 004, 005, 011, 012
  • BIO 130: Biology Section 001, 002, 003, 004, 005
  • BIO 194: Intro to Mentored Research Section 003
  • BIO 494R: Mentored Research Section 006, 026
  • BIO 799R: Dissertation Section 005
  • HONRS 101: Late Summer Honors Section 002

Summer 2018

  • BIO 494R: Mentored Research Section 008

Winter 2018

  • BIO 100: Principles of Biology Section 002, 003, 012, 013, 022
  • BIO 194: Intro to Mentored Research Section 001
  • BIO 494R: Mentored Research Section 006
  • BIO 677: Univ Teaching 2 Section 001
  • BIO 799R: Dissertation Section 005

Research Interests

Biological Science Education; Reconciling Evolution and Religion; STEM Faculty Professional Development; Assessment Strategies

Teaching Interests

Introductory Biology for non-majors, Introductory Biology for majors, Advanced Teaching Methods

Education

  • PhD Biology, Biological Science Education , institution ( 2008-01-01 - 2008-12-31 )
  • MS Zoology, Developmental Biology , Molecular Evolution, institution ( 2003-01-01 - 2003-12-31 )
  • BS Animal Science, Animal Science , Chemistry, institution ( 1999-01-01 - 1999-12-31 )

Honors and Awards

  • College of Life Sciences - Outstanding Teaching Award
  • Emerging Science and Mathematics Scholars, Outstanding Student Support Award

Administrative Assignments

  • Department of Biology: Other (Move to BYU Citizenship?), 2018-01-01 - 2018-12-31 -

Memberships

  • Broader Social Impacts Committee of the Smithsonian's Human Origins Project: ( - Present)
  • Society for the Advancement of Biology Education Research: ( - Present)
  • American Association for the Advancement of Science: ( - Present)
  • National Science Teachers Association: ( - Present)
  • National Association of Biology Teachers: ( - Present)
  • The American Society for Cell Biology: ( - Present)

Professional Citizenship

  • Reviewer, Ad Hoc Reviewer, Education Sciences Journal, 2020-09-01 - 2020-09-30 - Present
  • Reviewer, Ad Hoc Reviewer, Anatomical Sciences Education Journal, 2020-05-01 - 2020-05-31 - Present
  • Reviewer, Ad Hoc Reviewer, Journal of Science Education and Technology, 2020-05-01 - 2020-05-31 - Present
  • Reviewer, Ad Hoc Reviewer, AERA Journal, 2020-03-01 - 2020-03-31 - Present
  • Committee/Council Chair, Society for the Advancement of Biology Education Research - Abstract Committee, 2019-07-01 - 2019-07-31 - Present
  • Reviewer, Ad Hoc Reviewer, Canadian Journal of Learning and Technology, 2019-06-01 - 2019-06-30 - Present
  • Editorial Review Board Member, PLOSONE, 2018-11-01 - 2018-11-30 - Present
  • Editorial Review Board Member, Journal of Psychological Research, 2018-10-01 - 2018-10-31 - Present
  • Reviewer, Ad Hoc Reviewer, Asian Research Journal of Arts & Social Sciences, 2018-01-01 - 2018-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, EURASIA Journal of Math, Science, and Technology Education, 2018-01-01 - 2018-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Evolution: Education & Outreach, 2018-01-01 - 2018-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, International Journal of Science Education, 2018-01-01 - 2018-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Proceedings of the National Academy of Science, 2018-01-01 - 2018-12-31 - Present
  • Committee/Council Member, Smithsonian's Human Origins Project Broader Social Impacts Committee, 2017-12-01 - 2017-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Journal of Basic and Applied Research International, 2016-12-01 - 2016-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, British Journal of Educational Psychology, 2016-11-01 - 2016-11-30 - Present
  • Reviewer, Ad Hoc Reviewer, Assessment & Evaluation in Higher Education, 2016-09-01 - 2016-09-30 - Present
  • Reviewer, Ad Hoc Reviewer, CRDF Global Funding, 2016-09-01 - 2016-09-30 - Present
  • Reviewer, Ad Hoc Reviewer, Open Cybernetics & Systemics Journal, 2016-07-01 - 2016-07-31 - Present
  • Reviewer, Ad Hoc Reviewer, Learning & Instruction, 2016-04-01 - 2016-04-30 - Present
  • Reviewer, Ad Hoc Reviewer, PLoS ONE, 2016-03-01 - 2016-03-31 - Present
  • Reviewer, Ad Hoc Reviewer, Studies in Higher Education, 2015-12-01 - 2015-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Journal of Global Research in Education and Social Science, 2015-11-01 - 2015-11-30 - Present
  • Reviewer, Ad Hoc Reviewer, The American Biology Teacher, 2015-05-01 - 2015-05-31 - Present
  • Reviewer, Ad Hoc Reviewer, BYU Honors Program, 2014-11-01 - 2014-11-30 - Present
  • Reviewer, Ad Hoc Reviewer, CBE-Life Sciences Education, 2014-09-01 - 2014-09-30 - Present
  • Reviewer, Ad Hoc Reviewer, Society for the Advancement of Biology Education Research, 2014-05-01 - 2014-05-31 - Present
  • Reviewer, Ad Hoc Reviewer, Course Source, 2014-04-01 - 2014-04-30 - Present
  • Reviewer, Ad Hoc Reviewer, British Journal of Education, Society, & Behavioural Science, 2014-03-01 - 2014-03-31 - Present
  • Other, Pearson Publishing, 2014-01-01 - 2014-01-31 - Present
  • Board Member, Wiley Publishing, 2013-10-01 - 2013-10-31 - Present
  • Reviewer, Ad Hoc Reviewer, Pearson Publishing, 2013-09-01 - 2013-09-30 - Present
  • Other, BYU Humanitarian Aid Relief Team, 2013-07-01 - 2013-07-31 - Present
  • Reviewer, Ad Hoc Reviewer, Freeman Publishers, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Frontiers in Integrative Physiology, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Journal of Microbiology and Biology Education, 2012-01-01 - 2012-12-31 - Present
  • Grant Proposal Reviewer, External, National Science Foundation, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Psychology Research and Behavior Management, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, SimBio, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, Sinauer Publishers, 2012-01-01 - 2012-12-31 - Present
  • Reviewer, Ad Hoc Reviewer, The High School Journal, 2012-01-01 - 2012-12-31 - Present
  • Other, Expanding Your Horizons: Motivating Young Women in Science and Mathematics, 2011-03-01 - 2011-03-31 - Present
  • Committee/Council Member, Society for the Advancement of Biology Education Research, 2017-07-01 - 2017-07-31 - 2019-07-01 - 2019-07-31
  • Grant Proposal Reviewer, External, National Science Foundation, 2018-02-01 - 2018-02-28 - 2018-02-01 - 2018-02-28
  • Other, Hobble Creek Elementary School, 2015-01-01 - 2015-12-31 - 2015-01-01 - 2015-12-31
  • Other, Pearson Education, 2013-08-01 - 2013-08-31 - 2013-10-01 - 2013-10-31
  • Conference-Related Role, Society for the Study of Evolution, 2013-06-01 - 2013-06-30 - 2013-06-01 - 2013-06-30
  • Committee/Council Member, College Board, 2013-02-01 - 2013-02-28 - 2013-02-01 - 2013-02-28
  • Prepare/Grade Certification Exams, Educational Testing Services, 2012-11-01 - 2012-11-30 - 2012-12-01 - 2012-12-31
  • Guest Speaker, Hobble Creek Elementary, 2011-11-01 - 2011-11-30 - 2011-11-01 - 2011-11-30
  • Guest Speaker, Equity in Education Center at Utah Valley University, 2011-03-01 - 2011-03-31 - 2011-03-01 - 2011-03-31

Courses Taught

2020

  • BIO 130 : Section 006
  • BIO 130 : Section 007
  • BIO 130 : Section 008
  • BIO 130 : Section 009
  • BIO 130 : Section 010
  • BIO 130 : Section 013
  • BIO 130 : Section 015
  • BIO 799R: Section 008
  • BIO 494R: Section 008
  • BIO 100 : Section 022
  • BIO 100 : Section 025
  • BIO 100 : Section 026
  • BIO 678 : Section 001
  • BIO 799R: Section 005
  • BIO 494R: Section 007
  • BIO 799R: Section 015
  • BIO 799R: Section 005
  • BIO 194 : Section 001
  • BIO 494R: Section 005
  • BIO 100 : Section 002
  • BIO 100 : Section 003
  • BIO 694R: Section 001

2019

  • BIO 799R: Section 003
  • BIO 494R: Section 006
  • BIO 100 : Section 001
  • BIO 100 : Section 002
  • BIO 100 : Section 036
  • BIO 100 : Section 037
  • BIO 676 : Section 001
  • BIO 799R: Section 011
  • BIO 494R: Section 008
  • BIO 494R: Section 016
  • BIO 799R: Section 005
  • BIO 494R: Section 005
  • BIO 494R: Section 023
  • BIO 100 : Section 002
  • BIO 100 : Section 003
  • BIO 100 : Section 012
  • BIO 100 : Section 013

2018

  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 130 : Section 005
  • BIO 799R: Section 005
  • BIO 194 : Section 003
  • HONRS 101 : Section 002
  • BIO 494R: Section 006
  • BIO 494R: Section 026
  • BIO 100 : Section 004
  • BIO 100 : Section 005
  • BIO 100 : Section 011
  • BIO 100 : Section 012
  • BIO 494R: Section 008
  • BIO 799R: Section 005
  • BIO 194: Section 001
  • BIO 494R: Section 006
  • BIO 100 : Section 002
  • BIO 100 : Section 003
  • BIO 100 : Section 012
  • BIO 100 : Section 013
  • BIO 100 : Section 022
  • BIO 677 : Section 001

2017

  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 130 : Section 005
  • BIO 799R: Section 5
  • BIO 194 : Section 003
  • BIO 494R: Section 007
  • BIO 494R: Section 028
  • BIO 100 : Section 005
  • BIO 100 : Section 006
  • BIO 100 : Section 010
  • BIO 100 : Section 011
  • BIO 676 : Section 001
  • BIO 494R: Section 016
  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 799R: Section 5
  • BIO 494R: Section 006
  • BIO 100 : Section 002
  • BIO 100 : Section 003
  • BIO 100 : Section 021
  • BIO 100 : Section 022
  • BIO 100 : Section 023

2016

  • BIO 130 : Section 004
  • BIO 130 : Section 005
  • BIO 130 : Section 006
  • BIO 130 : Section 014
  • BIO 130 : Section 015
  • BIO 799R: Section 5
  • BIO 494R: Section 007
  • BIO 494R: Section 028
  • BIO 100 : Section 005
  • BIO 100 : Section 006
  • BIO 799R: Section 11
  • BIO 799R: Section 5
  • BIO 695R: Section 1
  • BIO 100 : Section 003
  • BIO 100 : Section 004

2015

  • BIO 679R: Section 001
  • BIO 130 : Section 007
  • BIO 130 : Section 008
  • BIO 130 : Section 009
  • BIO 799R: Section 5
  • BIO 494R: Section 028
  • BIO 494R: Section 7
  • BIO 100 : Section 005
  • BIO 100 : Section 006
  • BIO 799R: Section 019
  • BIO 494R: Section 030
  • BIO 799R: Section 010
  • BIO 799R: Section 005
  • BIO 699R: Section 004
  • BIO 494R: Section 007
  • BIO 494R: Section 028
  • BIO 695R: Section 001
  • BIO 100 : Section 003
  • BIO 100 : Section 008

2014

  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 130 : Section 005
  • BIO 130 : Section 006
  • BIO 130 : Section 007
  • BIO 130 : Section 008
  • BIO 130 : Section 009
  • BIO 699R: Section 005
  • BIO 494R: Section 007
  • BIO 695R: Section 001
  • BIO 100 : Section 004
  • BIO 100 : Section 023
  • BIO 559R: Section 007
  • BIO 799R: Section 019
  • BIO 559R: Section 006
  • BIO 799R: Section 010
  • BIO 699R: Section 006
  • BIO 559R: Section 005
  • BIO 699R: Section 004
  • BIO 494R: Section 007
  • BIO 100 : Section 002
  • BIO 100 : Section 003
  • BIO 100 : Section 026

2013

  • BIO 679R: Section 001
  • BIO 699R: Section 004
  • BIO 494R: Section 019
  • BIO 695R: Section 001
  • BIO 100 : Section 004
  • BIO 100 : Section 039
  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 130 : Section 005
  • BIO 130 : Section 006
  • BIO 130 : Section 007
  • BIO 699R: Section 003
  • BIO 494R: Section 013
  • BIO 100 : Section 005

2012

  • BIO 679R: Section 001
  • BIO 494R: Section 020
  • BIO 100 : Section 002
  • BIO 100 : Section 005
  • BIO 100 : Section 007
  • BIO 494R: Section 017
  • BIO 130 : Section 001
  • BIO 130 : Section 002
  • BIO 130 : Section 003
  • BIO 130 : Section 004
  • BIO 699R: Section 011
  • BIO 494R: Section 013
  • BIO 100 : Section 005
  • BIO 100 : Section 006

2011

  • BIO 379 : Section 001
  • BIO 100 : Section 002
  • BIO 100 : Section 005
  • BIO 377 : Section 001
  • BIO 494R: Section 015
  • BIO 494R: Section 030
  • BIO 100 : Section 006
  • BIO 100 : Section 034
  • BIO 100 : Section 035

2010

  • BIO 100 : Section 005

Publications

  • Lindsay J, Arok A, Bybee SM, Cho W, Cordero AM, Ferguson DG, Galante LL, Gill RAL, Mann M, Peck SL, et alOctober (4th Quarter/Autumn), 2019. Using a reconciliation model leads to large gains in evolution acceptance. 4th ed.
  • Kummer TA, Whipple CJ, Bybee SM, Adams BJ, Jensen JL. August 30, 2019. Development of an Evolutionary Tree Concept Inventory. 2nd ed.
  • Phillips AJ, Briggs JC, Jensen JL. April (2nd Quarter/Spring) 30, 2019. Beyond Bloom's: Students' perception of Bloom's Taxonomy and its convolution with cognitive load. 1st ed.
  • Jensen JL, Manwaring KF, Gill RA, Sudweeks RR, Davies RS, Olsen JA, Phillips AJ, Bybee SM. April (2nd Quarter/Spring) 4, 2019. Religious affiliation and religiosity and their impact on scientific beliefs in the United States. 4th ed.
  • Dunk R, Barnes M, Reiss M, Alters B, Asghar A, Carter B, Cotner S, Glaze A, Hawley P, Jensen JL, et alFebruary 4, 2019. Evolution education involves a complex landscape of interrelated factors.
  • Jensen JL, Holt EA, Sowards JB, Ogden TH, West RE. 2018. Investigating strategie for pre-class content learning in a flipped classroom. 6th ed.
  • Manwaring KF, Jensen JL, Gill RA, Sudweeks RR, Davies RS, Bybee SM. 2018. Scientific reasoning ability does not predict scientific views on evolution among religious individuals.
  • Bradshaw W, Phillips AJ, Bybee SM, Gill RA, Peck SL, Jensen JL. November 7, 2018. A longitudinal study of attitudes toward evolution among undergraduates who are members of the Church of Jesus Christ of Latter-day Saints. 11th ed. Joerg Heber, editor. PLEASANT GROVE EAST: PLOS.
  • Weber KS, Bridgewater LC, Jensen JL, Breakwell DP, Nielsen B, Johnson SM. April (2nd Quarter/Spring) 11, 2018. Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses . 4th ed.
  • Woolley JS, Deal AM, Green J, Hathenbruck F, Kurtz SA, Park TK, Pollock SV, Jensen JL. December, 2017. Undergraduate students demonstrate common false scientific reasoning strategies.
  • Bailey EG, Jensen JL, Nelson J, Wiberg HK, Bell JD. 2017. Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course. 1st ed.
  • Heaps AJ, Briggs J, Dawson TD, Hansen M, Jensen JL. 2016. Deriving population growth models by growing fruit fly colonies. 3rd ed.
  • Kummer TA, Whipple CJ, Jensen JL. 2016. Prevalence and persistence of misconceptions in tree thinking.
  • Jensen JL, Kummer TA, Godoy PDdM. 2015. Improvements from a flipped classroom may simply be the fruits of active learning.
  • Jensen JL. January (1st Quarter/Winter), 2014. Teaching to the Test, or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding.
  • Jensen JL. 2013. Further evidence for hemisity sorting during career specialization.
  • Jensen JL, Dario-Becker J, Hughes LE, Katz SD, Shaw JA. May, 2012. A call for a community of practice to assess the impact of emerging technologies on undergraduate biology education. 1st ed.
  • Jensen JL. December, 2011. College professor versus high school teacher: Does pedagogical preparation make a difference?. 2nd ed.
  • Jensen JL, Lawson AE. March, 2011. Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in college biology. 1st ed.
  • Jensen JL. April (2nd Quarter/Spring), 2009. Using the mystery of the cyclopic lamb to teach biotechnology. 4th ed.
  • Lawson AE, Oehrtman M, Jensen JL. June, 2008. Connecting science and mathematics: The nature of scientific and statistical hypothesis testing. 2nd ed.

Presentations

  • Jensen JL. Devotional. BYU University Devotional. November, 2020.
  • Jensen JL. Religious Audiences and Evolution: A Road to Reconciliation. International Conference on Science and Technology Education. October, 2020.
  • Jensen JL. Using a Reconciliatory Approach to Teaching Evolution to Religious Students for Increased Acceptance. The American Society for Cell Biology. May, 2020.
  • Jensen JL. Addressing Questions at the Intersection of Evolution & Religion. Darwin Day - Snow College. February, 2020.
  • Jensen JL. Evolution and Religion: Two Ways of Understanding Life on Our Planet. Museum of Idaho. January, 2020.
  • Jensen JL, Shipley J, Mickleson H, Playstead C, Woolley J, Kennedy J. STEM Faculty Institute: Using the Theory of Planned Behavior to Explain Barriers to Change in the STEM Faculty Institute (STEMFI) Professional Development Program. SABER West. January, 2020.
  • Ferguson D, Tolman E, Jensen JL, Maskiewicz A, Mann MH. A comparison of the reconciliation model in a biology and theology classroom. SABER. July, 2019.
  • Jensen JL, Lindsay J. Increasing educator confidence in teaching human evolution. SABER. July, 2019.
  • Kurtz S, Woolley J, Jensen JL. Targeting mis-strategies in scientific reasoning leads to increased ability and performance in STEM. SABER. July, 2019.
  • Clair BS, Jensen JL. Test-enhanced learning in biology education: A laboratory study. SABER. July, 2019.
  • Kurtz S, Woolley J, Deal A, Green J, Hathenbruck F, Park T, Pollock S, Transtrum MB, Jensen JL. The "Best App": Targeting mis-strategies in scientific reasoning leads to increased ability and performance in STEM. Biology Leadership Community. March, 2019.
  • Mello E, Johnson DK, Walker T, Hood S, Jensen JL, Poole BD. Effectiveness of Interviewing Persons Affected by Vaccine-preventable Diseases as an Intervention for Vaccine Aversion. Utah Conference on Undergraduate Research. February, 2019.
  • Cook KC, Jensen JL. Concrete to Abstract: A Curriculum Design that Utilizes How People Learn. SABER West. January, 2019.
  • Putnam PM, Clair BS, Moe HM, Millar SB, Jensen JL. The influence of high stakes on the testing effect in a general college biology classroom. SABER West. January, 2019.
  • Jensen JL, McDaniel M, Kummer T, Clair BS, Godoy PD. Testing effect on high level cognitive skills. Center for Integrative Research on Cognition, Learning, and Education Conference. September, 2018.
  • Lindsay J, Arok A, Earnshaw S, Ferguson D, Shively C, Jensen JL. Changing evolution acceptance using a reconciliatory model across religiously affiliated Universities. SABER. July, 2018.
  • Tueller JA, Jensen JL, Breakwell DP, Johnson SM, Weber KS. Personal microbiome analysis enhances student engagement in life sciences courses. American Society of Microbiology (Tri-Branch Meeting). April, 2018.
  • Dana C, Jensen JL, Soff B, Licari F. Educating the Educator: Providing Detailed and Directed Pedagogical Training. American Dental Education Association National Meeting. March, 2018.
  • Jensen JL. How do we help students overcome barriers to accepting evolution: Lessons from the classroom. Mormon Studies Conference. February, 2018.
  • Jensen JL. Assessing Mechanisms that Make Flipped Learning Work. SABER. July, 2017.
  • Jensen JL. Religious Audiences and the Topic of Evolution: Lessons from the Classroom. Smithsonian Institute's Broader Social Impacts Committee for the Human Origins Project. Presentation available at http://humanoriginssiedu/about/broader-social-impacts-committee/public-event-religious-audiences-and-topic-evolution-lessons-classroom . April, 2017.
  • Jensen JL. Teaching "Change in Kinds' Through Phylogenetics. Biology Leadership Community. February, 2017.
  • Jensen JL. The Evolution of Evolution Acceptance: A Road to Reconciliation for LDS (ie, "Mormon") Youth. Howard Hughes Medical Institute Science Education Advisory Board (HHMI SEAB). January, 2017.
  • Jensen JL. Testing Effect on High Level Cognitive Skills. SABER West. January, 2017.
  • Jensen JL, McDaniel M, Woodard S, Kummer T, Godoy PD. Teaching to the TestOr Testing to Teach. Roseman University of Health Sciences - School of Pharmacy. September, 2016.
  • Whipple CJ, Kummer T, Jensen JL. Assessing common and persistent tree thinking misconceptions in a plant diversity course. Botany 2016. July, 2016.
  • Jensen JL. The Evolution of Evolution Acceptance: A Road to Reconciliation. LDS Life Sciences Symposium. July, 2016.
  • Laidlaw C, Jensen JL. Society for the Advancement of Biology Education Research. July, 2016.
  • Kummer TA, Jensen JL. Integrating Tree Thinking into Learning Biological Diversity Improves Student Understanding. Society for the Advancement of Biology Education Research. July, 2016.
  • Jensen JL, Holt EA, Ogden TH. Testing the Mechanisms of Pre-Class Content Delivery in a Flipped Classroom. Society for the Advancement of Biology Education Research. July, 2016.
  • Manwaring K, Jensen JL, Gill RA, Sudweeks RR, Davies RS, Olsen JA, Bradshaw WS, The Evolution of Evolution Acceptance. Biology Leadership Community. March, 2016.
  • Jensen JL, Kummer TA, Godoy PD. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. Gordon Research Conference. July, 2015.
  • Jensen JL, Kummer TA, Godoy PD. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning . Society for the Advancement of Biology Education Research (SABER). July, 2015.
  • Jensen JL, Kummer TA, Godoy PD. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. Biology Leadership Conference. March, 2015.
  • Jensen JL. Gender Bias in Lesson Models for Biology Education. Women's Symposium. November, 2014.
  • Jensen JL. Teaching to the Test, or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding. Center for Integrative Research on Cognition, Learning, and Education. February, 2014.
  • Jensen JL, Kauwe JSK. A Constructivist Model in Introductory Biology. American Association for the Advancement of Science - Vision and Change. August, 2013.
  • Manwaring KF, Bybee SM, Jensen JL. Evolutionary Theory vs Religious Doctrine: A case study demonstrating that misconceptions about religious doctrines may be limiting student engagement towards evolution. Annual meeting of the Society of Evolution. July, 2013.
  • Jensen JL, McDaniel M, Kummer T, Woodard S. Teaching to the Test, or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding. Society for the Advancement of Biology Education Research. July, 2013.
  • Jensen JL, McDaniel M, Kummer T, Woodard S. Teaching to the Test, or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding. Biology Leadership Conference. March, 2013.
  • Jensen JL. Teach with the Intent to Teach: Best Pedagogical Practices in Biology Education. Biology Seminar Series. October, 2012.
  • Jensen JL, Kummer TA, Banjoko A. Bridging the Gap Between Concrete and Theoretical to Teach Gene Expression. American Society for Cell Biology. Purpose: Gene expression is a highly theoretical concept that is difficult for students to understand because many lack the necessary reasoning skills Using concrete activities as a bridge for theoretical concept construction should aid in learning gene expression Experimental Design: Three student populations were chosen to participate: University biology majors (“Majors Bio”), University non-biology majors (“Non-Majors Bio”), and Community College biology majors (“CC Majors Bio”) Each population was given the intervention lesson preceded and followed by a 10 question quiz Scientific reasoning ability was measured beforehand to account for differences in learning ability between populations Measured Outcomes: Improvement from pre-quiz to post-quiz assessed the effectiveness of the intervention Main Findings: All populations had significant learning gains; however, gains were larger when students had less prior knowledge (ie, University non-majors and Community College biology majors had larger gains than University biology majors) Educational Implications: Prior knowledge appears to serve as a learning barrier This barrier is likely exacerbated when using bridging activities geared toward students with concrete and early formal reasoning skills It is important to engage higher reasoning students and help them address their prior conceptions . December, 2011.
  • Jensen JL, Woodard SM. Teaching to the Test…or Testing to Teach. American Society for Cell Biology. Purpose: To test the effect of exam format on student study habits and subsequent conceptual understanding, as measured by low-level and high-level achievement, in Biology Experimental Design: Comparison between two sections of undergraduate introductory biology, each with a different exam format for all unit exams and quizzes: low-level, recall-type exams, vs high-level deep conceptual understanding exams Measured Outcomes: Final Exam achievement on low-level recall and on high-level deep conceptual understanding; gains in scientific reasoning ability; attitudes Main Findings: High-level exams led to an equal ability to recall and a higher ability to demonstrate conceptual understanding Educational Implication: Exam format should match teaching format with the goal of encouraging deep conceptual understanding . December, 2011.
  • Jensen JL. Educational Research in the Biological Sciences. Eco-Lunch Seminar Speaker. October, 2011.
  • Jensen JL. Best Practices in Biology Education. Intro Biology Meeting. October, 2011.
  • Jensen JL. Educational Research in the Biological Sciences. Wasatch Associates Program. March, 2011.
  • Jensen JL. Collaborative Learning Groups in Introductory Biology. Department Seminar. October, 2010.
Jamie Jensen