Course Design

October 18, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Pedagogy, Presentations & Talks, Reflections, Why

Bacterial Size Assessment and a Lesson with 3D Models

Emily M. Wollmuth from Cornell spoke at ASMCUE about 3D bacterial models. The ten-minute recorded session was entitled: “The Use of 3D Printed Cell Models to Improve Understanding of Bacterial Cell Size and Physiology.” Wollmuth spoke about how cell size of bacteria is limited by “reliance on passive diffusion for nutrient uptake” and have to […]

October 16, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Online Learning, Pedagogy, Reflections, Website

Tetanus, Hummingbirds, and Antibodies

Connected by ImmunoReach, Michelle Pearson from Spokane Falls Community College connected with Philip F. Mixter from Washington State University. Their session was entitled “Tetanus Module: Helping First-year Students Connect Molecular Concepts with the Biology of Vaccines” and consisted of a ten-minute recorded session. They chose tetanus and explained their objectives. They wanted students to explain […]

October 13, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Discussions, Information Literacy, Pedagogy, Reflections, Student groups

You never shower alone!

Stephanie Mathews from Campbell University presented at ASMCUE 2022 on two case studies they created as part of HITS! Yay! The session was entitled “Showerhead Microbiome and Antibiotic Resistance Case Studies for 200-level Microbiology Courses.” The case studies focused on high-throughput approaches and fundamental microbiology concepts. The hook for the first case study was… a […]

October 11, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Instructor Behaviors, Molecular Biology Education Research, Reflections, UDL, Why

Innovative Thinking in Biotechnology

Tonight I watched the ASMCUE 2022 recorded session entitled “Promoting Innovative Thinking in Biotechnology.” The title caught my attention: this sounds like BIT! This session was presented by Samantha Orchard who described an assignment in a biotechnology course they teach. Orchard began by describing global challenges and the need for “innovation: inspiration, creativity, analysis, technology, […]

October 8, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Discussions, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Softwares, Why

TopHat and Technology in a Food Folklore Course

Dr. Bwalya Lungu, Associate Professor of Teaching at UC Davis, presented a recorded session at ASMCUE entitled “Integrated Approaches to Teaching Improve Overall Student Learning and Engagement in Large Classes.” Lungu spoke about the origins of this study and the need to improve the course based on feedback from student evaluations and technological advances. They […]

October 4, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Presentations & Talks, Reflections, Student groups, Why

Assessing Student Learning with a New Receptor-Ligand Activity

Tonight I watched the ASMCUE 2022 recorded session entitled “ImmunoReach: At the Intersection of Biochemistry & Immunology.” Heather A. Bruns and Sharifa Love-Rutledge presented this ten-minute recorded session. They both created this activity and implemented it at the University of Alabama Huntsville and UAB, with class sizes 13 and 31, respectively. They designed this receptor-ligand […]

October 3, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Reflections, Student groups, Teaching techniques

The IMMUNOLOGY Game

Tonight I watched the ASMCUE recorded session entitled “IMMUNOLOGY! A Board Game to Learn the Immune Response,” presented by Alicia Cecil, Mary Gobbet, and Emma Wade. This is a board game Cecil created with colleague Gobbet and student Emma Wade. They mentioned the game is adaptable to other topics. Cecil teaches clinical microbiology at the […]

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 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 –> […]