September 2022 – Carlos C. Goller

September 30, 2022
By Carlos C. Goller
Academic Development, Discussions, Instructor Behaviors, Reflections, Why

Research Ethics in Educational Studies

Stanley Maloy and Amy Kullas presented at ASMCUE on “Ethics for STEM Education Researchers. They spoke about research integrity and reproducibility and how they apply in education research. Maloy mentioned a new Academy of Microbiology resource on research ethics that is available for download. Quoting an Egyptian professor, Maloy said “do not lie, cheat, or […]

September 29, 2022
By Carlos C. Goller
Academic Development, Course Design, Instructor Behaviors, Pedagogy, Reflections, Teaching techniques

The Central Dogma with Scissors and Charged tRNAs

We have been discussing the central dogma in BIT 295. Tonight, I was curious about the ASMCUE recorded session entitled “Doing Central Dogma: Active Learning Activity for Molecular Biology of Gene Expression.” The presenter, Sarah Shoemaker from North County Community College, had a unique setup: they presented with a chalkboard with “DNA –> RNA –> […]

September 28, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, Discussions, Information Literacy, Instructor Behaviors, Integrative Thinking, Online Learning, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, Service Learning, Student groups, Wellbeing, Workshop

Microbial Ecology and Characterization

Tonight I watched “Digging in the Dirt: A Novel CURE in the Race Against Antibiotic Resistance” by Kathleen Boyle, Abigail Multerer, and Marion Toscano from Mount Mary University in Milwaukee, WI. Mount Mary is a Catholic women’s liberal arts university established in 1913. It is designated as an HSI: Hispanic-serving Institution. In 2021 they were […]

September 27, 2022
By Carlos C. Goller
Academic Development, Articles, Books, Constructivism, Course Design, Diversity, Information Literacy, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Why

Enhancing STEM Literacy in Courses

Emily Ledgerwood (Le Moyne College) and Jonelle Mattiacio (St. John Fisher College) presented at ASMCUE 2022 a recorded session entitled: “A Multi-Lesson Approach to Enhancing Literacy in the Field of Virology.” The lesson focused on Mattiacio’s virology course. They introduced students in the first phase to scientific communication and exploration of primary research Groups were […]

September 26, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Learning Communities, Pedagogy, Reflections, Student groups, Teaching techniques, UDL, Why

Mini-games for Microbiology

Tonight I watched the ASMCUE 2022 session entitled “Developing Mini-Games and Playful Activities to Implement ASM Curriculum Guidelines in Undergraduate Microbiology Courses.” Grace L. Axler-DiPerte from Kingsborough Community College of the City University of New York shared ideas for developing mini-games aligned with the ASM Curriculum Guidelines. Axler-DiPerte discussed tools such as manipulatives, quiz shows, […]

September 25, 2022
By Carlos C. Goller
Academic Development, Articles, Course Design, Instructor Behaviors, Mentoring, Publishing, Reflections, Student groups, Teaching techniques, Undergraduate Research, Website, Why

Scientific Practices in CUREs

Alaina J. Buchanan and Ginger R. Fisher are at the University of Northern Colorado and presented at ASMCUE 2022 a recorded session on the “Current Status of Science Practices in CUREs.” They mentioned that CUREs were described in 2014 by Auchincloss et al. and “born out of need for more workers in science, technology, engineering, […]

September 24, 2022
By Carlos C. Goller
Constructivism, Instructor Behaviors, Mobile Learning, Online Learning, Pedagogy, Reflections, Softwares, Student groups, Website, Why

Miro to Connect Learners Online and Asynchronously

Jessica Hill from the University of Toronto recorded a ten-minute ASMCUE session entitled “Cultivating student engagement in a large, asynchronous course using collaborative concept mapping,” Hill is an Assistant Professor in the Department of Molecular Genetics and in the teaching track/stream. Their goal was to describe the use of a concept mapping activity in an […]

September 23, 2022
By Carlos C. Goller
Constructivism, Instructor Behaviors, Pedagogy, Reflections, Why

Chasing Zebras for Fun and QR Codes

Dr. Sudha Moorthy from the University of the Sciences in Philadelphia presented “Chasing Zebras: Infectious Diseases Made Fun.” This was a ten-minute recorded session at ASMCUE 2022. This is because “medical students are taught that when they hear hoofbeats, they should think horses, not zebras.” Moorthy spoke about Dr. House and his ability to chase […]

September 22, 2022
By Carlos C. Goller
Academic Development, Constructivism, Diversity, Instructor Behaviors, Metacognition

Membrane Potential and Biotechnology Pathways

Tonight I watched an ASMCUE session by Jenna E. Smith, Assistant Professor of Biology and Millikin University. I had watched this session earlier this summer. I remember being excited and intrigued. The activity Smith designed was to teach resting membrane potentials. This activity has been used in Smith’s anatomy and physiology course. Students must know […]

September 21, 2022
By Carlos C. Goller
Academic Development, Course Design, Diversity, Pedagogy, Reflections, Student groups, Teaching techniques, Why, Writing

TBL and GIDEON

Another recorded session from ASMCUE was “An Active Learning Pedagogy that Enhances Medical Students’ Learning and Engagement,” presented by Hatem A. Elshabrawy from the College of Osteopathic Medicine at Sam Houston State University and Hossam M. Ashour from the College of Arts and Sciences at the University of South Florida. They spoke about Team-Based Learning […]

Month: September 2022