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Jason R. Wiles

Jason R. Wiles

Jason R. Wiles

Associate Professor

CONTACT

Biology
450 Life Sciences Complex
Email: jwiles01@syr.edu
Office: 315.443.3193

A&S AFFILIATIONS

Earth and Environmental Sciences
Science Teaching

Degrees

  • Ph.D., McGill University
  • M.S., Mississippi State University
  • M.S.T., Portland State University
  • B.A., Harding University

Courses Taught

  • BIO 121: General Biology I
  • BIO 123: General Biology II
  • BIO 124: General Biology II Lab
  • BIO 200: Introduction to Biology Research at Syracuse University
  • BIO 310: Evolutionary Biology, Religion, and Society
  • BIO 360: Biology Laboratory Assistant
  • BIO/SCI 544: College Science Teaching
  • IDE 880: Advanced Topics: Instructional Design - Biology
Research Interests

Education research in the Life and Earth Sciences, with special attention to teaching and learning about biological evolution; increasing diversity among students and professionals in STEM fields; science education at all academic levels.

Interdisciplinary Programs
Selected Publications

  • Schmid, K. M. & Wiles, J. R. (2022). Call her a scientist: The Role of Mentors in Faculty Lab Based Undergraduate Biology Research Experiences and Outcomes for Student Science Identity. American Biology Teacher 84(5), 263-268. https://doi.org/10.1525/abt.2022.84.5.273.
  • Grunspan, D. Z., Dunk, R. D. P., Barnes, M. E., Wiles, J. R., & Brownell, S. E. (2021). A Comparison Study of Human Examples vs. Non-Human Examples in an Evolution Lesson Leads to Differential Impacts on Student Learning Experiences in an Introductory Biology Course. Evolution: Education & Outreach 14. ar9.DOI: https://doi.org/10.1186/s12052-021-00148-w
  • Schmid, K. M., Dunk, R. D. P., & Wiles, J. R. (2021). Early Exposure to Primary Literature and Interactions with Scientists Influences Novice Students' Views on the Nature of Science. Journal of College Science Teaching 50(6), 40-47.
  • Humphrey, E., & Wiles, J. R. (2021). Lessons Learned Through Listening to Biology Students During a Transition to Online Learning in the Wake of the COVID-19 Pandemic. Ecology & Evolution. DOI: https://doi.org/10.1002/ece3.7303
  • Winterton, C. I., Dunk, R. D. P., & Wiles, J. R. (2020). Peer-Led Team Learning for Introductory Biology: Relationships Between Peer-Leader Relatability, Perceived Role Model Status, and the Potential Influences of These Variables on Student Learning Gains. Disciplinary and Interdisciplinary Science Education Research 2(3). https://doi.org/10.1186/s43031-020-00020-9
  • Sloane, J. D. & Wiles, J. R. (2020). Communicating the Consensus on Climate Change to College Biology Majors: The importance of Preaching to the Choir. Ecology & Evolution 10(2), 594-601. DOI: https://doi.org/10.1002/ece3.5960
  • McCullough, E.L., Verdeflor, L., Weinsztok, A., Wiles, J.R., and Dorus, S., "Exploratory Activities for Understanding Evolutionary Relationships Depicted by Phylogenetic Trees: United but Diverse", The American Biology Teacher, (2020) 82 (5): 333-337. https://doi.org/10.1525/abt.2020.82.5.333
  • Dunk, R. D. P. et al. (22 co-authors) & Wiles, J. R. (2019). Evolution Education is a Complex Landscape. Nature Ecology & Evolution. doi: https://doi.org/10.1038/s41559-019-0802-9
  • Searles, B., Riley, J., Darling, E., & Wiles, J. R. (2018). Fundamental Clinical Skills of Adult Cardiopulmonary Bypass: Results of the 2017 National Survey.Perfusion. DOI: https://doi.org/10.1177/0267659118816036
  • Dunk, R. D. P., Petto, A. J., Wiles, J. R., & Campbell, B. C. (2017) A multifactorial analysis of acceptance of evolution. Evolution: Education and Outreach 10:4. https://doi.org/10.1186/s12052-017-0068-0.
  • Carter, B. E., Conn, C. C., & Wiles, J. R. (2016). Concern about hunger may increase receptivity to GMOs. Trends in Plant Science 21(7). DOI:10.1016/j.tplants.2016.05.003
  • Snyder, J. J., Sloane, J. D., Dunk, R. D. P., & Wiles, J. R. (2016). Peer-led team learning helps minority students succeed. PLoS Biology 14(3): e1002398. DOI:10.1371/journal.pbio.1002398
  • Snyder, J. J., Carter, B. E., & Wiles, J. R. (2015). Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory. CBE Life Sciences Education 14(1). DOI:10.1187/cbe.13-08-0168
  • Carter, B. E., Infanti, L. M., & Wiles, J. R. (2015). Boosting students' attitudes & knowledge about evolution sets them up for college success. The American Biology Teacher 77(2), 113-116. DOI:10.1525/abt.2015.77.2.6
  • Snyder, J. J. & Wiles, J. R. (2015). Peer led team learning in introductory biology: Effects on peer leader critical thinking skills. PLoS ONE 10(1):e0115084 DOI:10.1371/journal.pone.0115084
  • Infanti, L. M. & Wiles, J. R. (2014). "Evo in the News": A pedagogical tool to enhance students' perceptions of the relevance of evolutionary biology. Bioscene: Journal of College Biology Teaching 40(2), 9-14.
  • Carter, B. E. & Wiles, J. R. (2014). Scientific consensus and social controversy: exploring relationships between students' conceptions of the nature of science, biological evolution, and global climate change. Evolution: Education and Outreach 7(6). DOI:10.1186/s12052-014-0006-3.
  • Wiles, J. R. (2014). Gifted students' perceptions of their acceptance of evolution, changes in acceptance, and factors involved therein. Evolution: Education and Outreach 7(4). DOI:10.1186/s12052-014-0004-5.
  • Jacobs-McDaniels, N. L.*, Albertson, R. C., Maine, E. M., & Wiles, J. R.* (2013). Using model organisms in an undergraduate laboratory to link genotype, phenotype, and the environment. Journal of Biological Education 47(1) 52-59.
  • Dotger, S., Barry, D., Wiles, J. R., Benevento, E., Brzozowski, F., Hurtado, J. L., Jacobs-McDaniels, N. L., Royse, E., Ruppel, R., Sen, D., Snyder, J., Stokes, R., & Wisner, E. (2012). Developing graduate students' knowledge of Hardy Weinberg equilibrium through lesson study. Journal of College Science Teaching 40(1), 40-44.
  • Wiles, J. R. & Alters, B. (2011). Effects of an educational experience incorporating an inventory of factors influencing students' acceptance of biological evolution. International Journal of Science Education. DOI:10.1080/09500693.2011.565522.
  • Jacobs, N. L., Albertson, R. C., & Wiles, J. R. (2011). Using whole mount in situ hybridization in a comparative vertebrate biology course to demonstrate the role of genetics in anatomical development. JoVE: Journal of Visualized Experiments. DOI:10.3791/2533.
  • BouJaoude, S., Wiles, J. R., Asghar, A., & Alters, B. (2011). Muslim Egyptian and Lebanese students' conceptions of biological evolution. Science & Education. DOI:10.1007/s11191-011-9345-4.
  • Wiles, J. R. (2011). Challenges to teaching evolution: What's a head? Futures 43(6). DOI:10.1016/j.futures.2011.05.02.
  • BouJaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Biology professors' and teachers' positions regarding biological evolution and evolution education in a Middle Eastern society. International Journal of Science Education 33(7). DOI:10.1080/09500693.2010.489124.
  • Asghar, A., Wiles, J. R., & Alters, B. (2010). The origin and evolution of life in Pakistani High School Biology. Journal of Biological Education 44(2), 65-71.
  • Wiles, J. R. & Branch, G. (2008). Teachers who won't, don't, or can't teach evolution properly: A burning issue. The American Biology Teacher 70(1): 6-7.
  • Asghar, A., Wiles, J. R. & Alters, B. (2007). Canadian preservice elementary teachers' conceptions of biological evolution and evolution education. McGill Journal of Education 42 (2): 189-209.
  • Asghar, A., Wiles, J. R. & Alters, B. (2007). Discovering international perspectives on biological evolution across religions and cultures. International Journal of Diversity 6 (4): 81-88.
  • Wiles, J. R. (2006). Evolution in schools: Where's Canada? Education Canada, 46(4): 37-41.
  • Wiles, J. R. (2006). A Threat to geoscience education: Creationist anti-evolution activity in Canada. Geoscience Canada 33(3): 135-140.
  • Wiles, J. R. (2005). Is evolution Arkansas's "hidden curriculum"? Reports of the National Center for Science Education 25(1-2): 32-36.
News
A Pair of New Studies by Researchers in the Wiles Lab Illuminate Best Practices for Inclusion in STEM

(July 5, 2022)

One article addressed the disproportion between female undergraduate students who identify as ‘scientists’ as compared to their male counterparts, and the other detailed how online peer-led team learning improves retention rates among minoritized groups.

Biology Professor Recognized Internationally for Work in Science Education

(Aug. 26, 2021)

Associate professor Jason Wiles receives awards and honors for his innovative teaching and commitment to diversifying STEM.

New Study From A&S’ Department of Biology Highlights Ways to Support Students in Virtual Learning Environments

(March 25, 2021)

Eve Humphrey and Jason Wiles worked with SU students to investigate some of challenges and opportunities associated with virtual learning during the pandemic.

Fostering Students’ ‘Tree-Thinking Skills’

(July 7, 2020)

A&S biologists win the Thomas Henry Huxley Award for their creation of an evolutionary learning module.

Exploring Evolution Acceptance for Better Science Education

(Nov. 13, 2017)

Study Shows Understanding Nature of Science More Important than Just Learning Facts

STEM Faculty Land Grant to Recruit, Retain Underrepresented Students

(April 11, 2017)

Science Teaching Leads Charge to Support Student Diversity

Biology Professor Recognized for Innovative Teaching

(Jan. 11, 2017)

Jason Wiles’ Education Efforts Awarded at National Conference

Biologist Earns National Evolution Education Award

(Dec. 14, 2016)

Award Recognizes Innovative Teaching, Community Outreach