Constructivism

October 2, 2022
By Carlos C. Goller
Academic Development, Case Studies, Constructivism, Course Design, Information Literacy, Online Learning, Reflections, Student groups, Undergraduate Research, Why

Wastewater Treatment Facilities and Quantitative Fluency

Tonight after an eventful and painful day (eye infection!), I tried to watch another ASMCUE 2022 session. The recorded ten-minute session was entitled: “How Can We Be Assured Our Water is Safe? A Lab Exercise to Teach the Scientific Method,” and David Singleton from York College was the presenter. At York College, BIO 230 is […]

October 1, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Metacognition, Online Learning, Pedagogy, Reflections, Undergraduate Research, Why

The Right to be Persuaded

I continue to watch ASMCUE 2022 sessions even though my eye hurts today! I watched a couple of sessions from BIT instructors, and now found Heather Townsend’s recorded session entitled “Fostering Scientific Literacy through the Identification of Credible Sources.” Townsend is a good friend, and we have worked together for a couple of years now. […]

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 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 19, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Pedagogy, Reflections, Wellbeing, Why

Learning from Students

“School for all: Students empowered for change” was the title of the recorded session for the CAST UDL Symposium presented by Beatriz Duda Macera and Jessica Susano Ramos. This is the last prerecorded session of the symposium! The session began with a description of the education system in Peru. Two schools in different places in […]

September 18, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Wellbeing, Why

Students Tell Us Which Technology Works for Them

Ann Devitt and Joanne Banks from Trinity College, Dublin, presented at the CAST UDL Symposium 2022 on their project on UDL in secondary education in Europe. The recorded session was entitled “What has technology ever done for us? Second-level student voices.” Their partners included schools in Spain, Belgium, Ireland, and Greece. All partner schools worked […]