Yesterday we decided to cancel the BIT 295 Biotechnology and Sustainability course we were developing because of low enrollment. I was disappointed, yet relieved because I now have more time to develop a 200-level course that include a course-based research experience and pedagogues and assignments I want to implement. Tonight I was listening to asynchronous Lilly Conference sessions and learned several things that align with my goals for 295. Nathan Silva from Nevada State College described how he approaches gamification of courses by creating scenarios and secondary point systems that are not graded. Silva compared the gamification of the course to a course-level case study. Thus intrigued me. Silva and colleagues mentioned the importance of alignment with course objectives as well as the opportunities to engage students in collaboration and competition. In Silva’s course, students unlock access to Martian base labs with knowledge and then can use resources including practice tests. I was excited by the design and how we could promote valuable teamwork and communication skills in 295 by creating a scenario around an electronic waste disposal challenge…
The next two talks curiously also connected with biotechnology and sustainability. One focused on the incorporation of sustainability themes in courses at Penn State (Jeffrey Stone and colleagues). They mentioned numerous examples of how they define and introduce sustainability in their courses while addressing learning objectives and real-world competencies. Laura Edwards from Taylor University and colleagues presented on a large student survey of their experiences with instruction during the pandemic. Advantages and challenges of both synchronous and asynchronous learning sessions were mentioned. Synchronous for examples, group work, application, and discussions was favored by students as long as it was not too often, useful, and recorded for those unable to attend. Breakout groups need clear instructions and assignments. Pre session videos are also useful. Asynchronous courses had the benefit of offering flexibility. Discussion boards could be used to have students fact check their work and post based on assigned opinions while contributing supporting references. Again, guidelines, clear expectations from the instructor, and rubrics for assessments are critical. Weekly checklists and consistent deadlines were also seen as useful by student respondents. Importantly, grace and flexibility while maintaining high standards was appreciated by students. I thought this was good to hear! With these ideas and more time, I’m eager to develop a more engaging, sustainable, and impactful Biotechnology and Sustainability course!
