Leslie Kate Wright Headshot

Leslie Kate Wright

Associate Professor
Thomas H. Gosnell School of Life Sciences
College of Science
Associate Department Head

585-475-4669
Office Location

Leslie Kate Wright

Associate Professor
Thomas H. Gosnell School of Life Sciences
College of Science
Associate Department Head

Education

BS, Rochester Institute of Technology; MS, Ph.D., University of Rochester

Bio

My scholarship is focused in Biology Education Research and my ongoing work investigates student understanding of genetic information flow, model-based reasoning, visual representations and the development of concept assessment tools. I have many years of experience as an instructor in a variety of college biology classrooms and have worked to bring curricular changes to the School of Life Sciences. As an educator I am guided by the science education and cognitive sciences literature and bring research-based strategies into my classrooms which includes many model-based activities.

 

For more information please visit the Science and Mathematics Educational Research Collaborative (SMERC) website.

Currently Teaching

BIOL-308
3 Credits
This course will address the fundamental concepts of the molecular and cellular biology of cancer cells. Class discussions, reading and writing assignments will explore the function of tumor suppressor genes, oncogenes, growth factors, and signal transduction pathways in the context of cancer cell growth, organization, and communication. Students in this course will gain an understanding of the molecular mechanisms involved in the process of tumorigenesis, will become aware of landmark findings, current research, and practice how to communicate effectively through scientific writing. This is a designated writing intensive course.
BIOL-495
1 - 4 Credits
This course is a faculty-directed student project or research involving laboratory or field work, computer modeling, or theoretical calculations that could be considered of an original nature. The level of study is appropriate for students in their final two years of study.
BIOL-798
1 - 4 Credits
This course is a faculty-directed, graduate level tutorial of appropriate topics that are not part of the formal curriculum.
BIOL-498
1 - 4 Credits
This course is a faculty-directed tutorial of appropriate topics that are not part of the formal curriculum. The level of study is appropriate for student in their final two years of study.
BIOL-301
1 - 4 Credits
This course allows students to assist in a class or laboratory for which they have previously earned credit. The student will assist the instructor in the operation of the course. Assistance by the student may include fielding questions, helping in workshops, and assisting in review sessions. In the case of labs, students may also be asked to help with supervising safety practices, waste manifestation, and instrumentation.
BIOL-298
1 - 4 Credits
This course is a faculty-directed tutorial of appropriate topics that are not part of the formal curriculum. The level of study is appropriate for student in their first three years of study.
BIOL-295
1 - 4 Credits
This course is a faculty-directed student project or research involving laboratory work, computer modeling, or theoretical calculations that could be considered of an original nature. The level of study is appropriate for students in their first three years of study.
BIOL-201
4 Credits
This course will address the fundamental concepts of Cellular and Molecular Biology. Lectures, assignments, and laboratory projects will explore the structure and function of molecules, organelles, and cells and the biological processes they are involved in. Students in this course will gain an understanding of various molecular mechanisms, structure/function relationships, and cellular processes as they relate to cellular and molecular biology. Students in this course will practice and carry out common laboratory techniques used by Cellular and Molecular Biologists including, recombinant DNA technology, cell trafficking, and cloning techniques.
BIOL-599
3 Credits
This course is intended for students with significant research experience to work closely with their faculty mentors to prepare a manuscript for publication or write a proposal for external funding. Students will devote significant time to writing, revision and peer review. A submission-quality manuscript or proposal is expected at the end of the semester.

Select Scholarship

Journal Paper
Kim, Thomas, L. Kate Wright, and Kathryn Miller. "An examination of students’ perceptions of the Kekule´ resonance representation using a perceptual learning theory lens." Chemistry Education Research and Practice 10.1039/C9RP00009G. (2019): 1-8. Web.
Donahue, Callie, et al. "A Close-up Look at PCR." CourseSource 6. (2019): 1-8. Web.
Wright, L. Kate, et al. "Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners." CBE Life Sciences Education Vol 17. 1 (2018): 1-13. Print.
Newman, Dina L., et al. "Physical Models can Provide Superior Learning Opportunities Beyond the Benefits of Active Engagements." Biochemistry and Molecular Biology Education 46. 5 (2018): 435-44. Print.
Wright, L. Kate, Christina M. Catavero, and Dina L. Newman. "The DNA Triangle and Its Application to Learning Meiosis." CBE Life Sciences Education 16. 3 (2017): 1-14. Print.
Newman, Dina L. and L. Kate Wright. "Meiosis: A Play in Three Acts, Starring DNA Sequence." CourseSource 4. (2017): 1-9. Print.
Wright, L. Kate, et al. "Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners." CBE Life Sciences Education. (2017): 1-13. Print.
Golshadi, Masoud, et al. "High Efficiency Gene Transfection of Cells through Carbon Nanotube Arrays." Small 12. 22 (2016): 3014-3020. Print.
Newman, Dina L., et al. "Development of the Central Dogma Concept Inventory (CDC) Assessment Tool." CBE Life Sciences Education 15. (2016): 1-14. Print.
Wright, L. Kate, et al. "Web-based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology." Bioscene 42. 2 (2016): 32-43. Web.
Wright, Leslie Kate. "Building a Model of Tumorigenesis: A small group activity for a cancer biology/cell biology course." CourseSource 2. (2015): 1-6. Print.
Wright, L. Kate, J. Nick Fisk, and Dina L Newman. "DNA → RNA: What Do Students Think the Arrow Means?" CBE-Life Sciences Education 13. 2 (2014): 338-348. Print.
Wright, L. Kate, et al. "Online Reading Informs Classroom Instruction and Promotes Collaborative Learning." Journal of College Science Teaching 43. 2 (2013): 44-53. Print.
Wright, L. Kate, et al. "Dual Orientation of the Outer Membrane Lipoprotein P6." Journal of Bacteriology 195. 14 (2013): 3252-9. Print.
Wright, L. Kate and Dina L. Newman. "A PCR-Based Laboratory Exercise That Increases Student Understanding of Central Dogma Concepts." Journal of Biology and Microbiology Education. 14. 1 (2013): 93-100. Print.
Wright, L. Kate, Christina Catavero, and Dina L. Newman. "Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division." CBE Life Sciences Education 11. 4 (2012): 425-436. Print.
Wright, Leslie Kate, et al. "Dimethyl Sulfoxide Exposure Modulates HL-60 Cell Rolling Interactions." Bioscience Reports 32. (2012): 375-82. Print.
Wright, L. Kate and Dina L. Newman. "An Interactive Modeling Lesson Increases Student Understanding of Ploidy During Meiosis." Biochemistry and Molecular Biology Education 39. 5 (2011): 344-51. Print.
Peer Reviewed/Juried Poster Presentation
Wright, L. Kate and Dina L. Newman. "High School Teacher Conceptions and Lessons about Meiosis Reveal a Critical gap in Molecular level Knowledge." Proceedings of the Society for the Advancement of Biology Education Research, 8th annual meeting. Ed. Mary Pat Wenderworth. Minneapolis, MN: n.p..
Newman, Dina L., L. Kate Wright, and Jean A. Cardinale. "An Interactive Video Vignette Successfully Teaches Pedigree Analysis to Undergraduates." Proceedings of the American Society of Human Genetics. Ed. American Society of Human Genetics. Orlanda, FL: American Society of Human Genetics.
Stefkovich, Meghan, et al. "3-D Physical Model-based Activities Benefit Student Learning in Multiple Ways." Proceedings of the 7th Annual Meeting of the Society for the Advancement of Biology Education Research (SABER). Ed. SABER. Minneapolis, MN: SABER.
Wright, L. Kate and Dina L. Newman. "Exploration of the DNA Triangle and its Application to Learning Molecular Biology." Proceedings of the 7th Annual Meeting of the Society for the Advancement of Biology Education Research (SABER). Ed. SABER. Minneapolis, MN: SABER.
Newman, Dina L. and L. Kate Wright. "Supporting Inclusivity and Improving Learning with Activities that Incorporate Physical Models of Molecular Biology Processes." Proceedings of the Gordon Research Conference on Undergraduate Biology Education Research. Ed. Susan Elrod. Easton, MA: Gordon Research Conference.
Cardinale, Jean, Dina L. Newman, and Kate L. Wright. "Interactive Video Vignettes: Out-of-class Primers that Allow Personalized Active Learning for all Students." Proceedings of the Gordon Research Conference on Undergraduate Biology Education Research. Ed. Susan Elrod. Easton, MA: Gordon Research Conference.
Invited Keynote/Presentation
Wright, L. Kate and Dina L. Newman. "Interactive Video Vignettes: Out-of-Class Priming Tools to Improve Student Learning of Biology Core Concepts." 24th Annual American Society for Microbiology Conference for Undergraduate Educators. 24th Annual American Society for Microbiology Conference for Undergraduate Educators. Denver, CO. 28 Jul. 2017. Conference Presentation.
Newman, Dina L. and L. Kate Wright. "Lack of Grounding in Molecular Understanding is a Barrier to Conceptual Understanding of Genetic Terminology." 7th Annual Meeting of the Society for the Advancement of Biology Education Research. Society for the Advancement of Biology Education Research. Minneapolis, MN. 22 Jul. 2017. Conference Presentation.
Wright, L.Kate and Dina L. Newman. "Confusion Surrounding the Synthesis of Macromolecules From Building Blocks: A Crucial Gap Revealed." 4th Annual Society for Advancement of Undergraduate Education Conference. University of Minnesota - Twin Cities, MN. Minneapolis, MN. 17-20 Jul. 2014. Conference Presentation.
Wright, L. Kate, Chistina Catevaro, and Dina L. Newman. "Why Undergraduate Biology Majors Miss the Concept of Homologous Chromosomes." Society for Advancement of Undergraduate Education conference, 1st Annual Conference. Society for Advancement of Undergraduate Education (SABER). University of Minnesota East campus, Minneapolis, MN. 29-31 Jul. 2011. Conference Presentation.
Published Conference Proceedings
Wright, L. Kate, et al. "Lessons Learned from the First Year Implementation of a Two-Track Reformed Introductory Biology Course." Proceedings of the National Associations of Biology Teachers Research Symposium. Ed. Teddie Phillipson-Mower. Atlanta, GA: n.p., 2013. Web.
Published Article
Newman, D. L., L.K. Wright, and H.C. Sweet. “A structured undergraduate research program that trains and prepares students for post-graduate education and scientificcareers.” Proceedings of the International Conference of Education, Research and Innovation, 2010. 5010-5019. Print. *