Articles

October 12, 2022
By Carlos C. Goller
Academic Development, annotation, Articles, Constructivism, Delftia, Diversity, Information Literacy, Pedagogy, Reflections

Perusall and the Golden Age of Microbiology

Gwendowlyn S. Knapp spoke about “Reading of Original Microbiology and Virology Literature Using the Online Platform Perusall” at ASMCUE 2022. This was a ten-minute recorded session. Knapp is an Assistant Professor of Biology at Illinois College. Knapp began by talking about milestones in “the Golden Age of Microbiology” and the cool experiments people have performed. […]

October 10, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, DBER and SoTL, Information Literacy, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Student groups, Teaching techniques, Why

Comparing Groups and Assessments

Shawna Reed from Quinnipiac School of Health Sciences presented the recorded ASMCUE Microbrew session entitled “Paired and Compared Lessons for the Microbiology Flipped and Hybrid Classroom.” Reed compared cooperative and individual active learning approaches and compared different lesson types. Reed defined active learning and constructivism as: “students generate meaning by actively engaging in experiences, constructing […]

October 7, 2022
By Carlos C. Goller
Accessibility and UDL, annotation, Articles, Case Studies, DBER and SoTL, Discussions, Mentoring, Pedagogy, Reflections, Student groups, Team-based learning

Confidence and Scientific Literacy in a New Semester-long Course

“Increased Confidence and Scientific Literacy using a Semester-Long Case Study and Research Project” was the title of the ASMCUE 2022 recorded session I watched tonight. Nicole McAllister is an Assistant Professor at Seton Hill University. They teach microbiology at a private liberal arts 1800-student university in PA. Most students are focused on clinical health (68%!). […]

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 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, […]

August 11, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, annotation, Articles, Books, Discussions, Diversity, Instructor Behaviors, Open Pedagogy, Pedagogy, Publishing, Reflections

Open Pedagogy Options from the Learner Perspective

Surita Jhangiani, Carolee Clyne, Sharmila Miller & Erica Hamilton presented at the CAST UDL Symposium the session on “Open Pedagogy and UDL: Student Experiences.” The panelists all have teaching experience with different learners. Dr. Jhangiani began by explaining how open pedagogy and UDL can work together to enhance student experiences. The presenters acknowledged the people […]

August 1, 2022
By Carlos C. Goller
Accessibility and UDL, Articles, Books, Constructivism, Course Design, Diversity, Instructor Behaviors, Pedagogy, Reflections, UDL

The UDL Mindset

Jennifer Pusateri presented at the CAST UDL Symposium a synchronous session entitled “Supporting the UDL Mindset Shift in Educators.” Pusateri is a CAST Faculty member: I didn’t know this existed and will look into it. Someone in the chat mentioned pairing UDL with Quality Matters. They spoke about the idea of having a progression in […]

July 21, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Online Learning, Pedagogy, Presentations & Talks, Publishing, QM, Reflections, Why

The Research on Quality Online Experiences

The 2022 QM Online Research Conference session entitled “Beyond Assumptions: putting Research into Practice to Document Quality Learning Experiences” was the second session from this conference that I watched. Dr. Andrea Schwegler is an Associate Professor of Psychology at Texas A&M Central University. Schwegler has been in education for thirty years, starting in K-12. The […]

June 26, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Books, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Reflections, Teaching techniques, Why

Engaged Teaching Strategies

“Applying Principles Behind Engaged Teaching to Advance Student Learning” with Claire Major was one of the plenary presenters at Lilly Conference online 2022. Major has written so many books! Major has been at Alabama for 22 years! The goals for the session were to define the concept of engaged teaching, explore the process of engaged […]