Diversity

December 5, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Open Pedagogy, Pedagogy, Reflections, Student groups, UDL, Why

Grading Options

Today I watched the 2022 Keynote Speaker for the Alternative Assessment Institute, David Buck. Their title was “Ungrading: A Road to Equity.” They mentioned that “ungrading is a pedagogical mindset (philosophy) that de-centers the control-based function of grades to create space for learning that’s divorced from stress. The learning process is centered, students display agency, […]

December 4, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Information Literacy, Open Pedagogy, Pedagogy, Reflections, Teaching techniques

Practical News Storytelling

Catriona Forrest from the University of Glasgow, UK presented at the Alternative Assessment Institute 2022 on “Practical News Stories.” This course and assignments have developed over time. This masters of sociology course teaches research methods and practical journalism skills. The MSc Media, Communications and International Journalism Program has four core courses. They use a rubric […]

November 30, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Mentoring, Pedagogy, Reflections, Student groups, Teaching techniques, Undergraduate Research, Wellbeing, Why

Evaluation of Retention Strategies for STEM Students at Neumann University

Tonight I watched the recorded session for the ASMCUE poster entitled “Instructional and Retention Strategies for STEM Students Using Co-Curricular Science Courses.” Matt Mastropaolo from Neumann University spoke about their NSF-funded program for first-year students. The program supports “24 academically gifted students” who also have financial needs. The research team evaluated their program and learned […]

November 29, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, DBER and SoTL, Diversity, Information Literacy, Instructor Behaviors, Reflections, Why

Self-regulated Learning and Remote Instruction

Aaron Esparza and Jeff Olimpo examined how remote instruction during the pandemic influenced learning strategies of students. Their ASMCUE 2022 recorded poster session was entitled “COVID-19 Remote Instruction Prepares STEM Students for the Return to Face-to-Face Learning.” Esparza mentioned that they sought to challenge the deficit focused comments of remote instruction. They described how self-regulated […]

November 26, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, DBER and SoTL, Diversity, Instructor Behaviors, Mentoring, Pedagogy, Reflections, Service Learning, Student groups, Undergraduate Research, Wellbeing, Why

Engagement and Barriers to Access to HIPs

Tonight I checked out several ASMCUE 2022 posters and came across the recording for the poster entitled “Are high-impact practices accessible for all? Exploring the factors impacting engagement in beneficial educational experiences for undergraduate STEM students with disabilities.” The presenter was Emma Goodwin from Sara Brownell’s group at Arizona State University. Goodwin spoke about increasing […]

November 25, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Pedagogy, Reflections, Why

Convenient Office Hours?

Tonight’s ASMCUE 2022 poster session recording was entitled “A simple intervention to schedule unique weekly office hours increases student access.” Caitlin Lee Williams is a SPIRE postdoctoral fellow at UNC and taught at UNC-Pembroke. They spoke about barriers to office hours and little research on these barriers. Williams mentioned there is one large exploratory, survey-based […]

November 21, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, Course Design, Discussions, Diversity, Guest Speakers, Information Literacy, Instructor Behaviors, Pedagogy, Presentations & Talks, Publishing, Reflections, Student groups, UDL, Why

Communicating Science in the Classroom

The last plenary of ASMCUE 2022 was entitled “Communicating Science: Building Bridges not Barriers/Closing comments” and presented by Nancy Boury from Iowa State University. This was the last talk of ASMCUE. Boury teaches general microbiology, genetics, and biology as well as some advanced courses. Boury shared a quote from an introductory first-year biology course with […]

November 20, 2022
By Carlos C. Goller
Academic Development, Articles, Case Studies, Course Design, DBER and SoTL, Discussions, Diversity, Information Literacy, Instructor Behaviors, Integrative Thinking, Pedagogy, Publishing, Reflections, Teaching techniques, Website, Why, Writing

Lessons and Resources from CourseSource

Tonight I watched the ASMCUE 2022 session entitled “Inspiring Evidence-Based Teaching Innovations in Biology Classrooms with the Journal CourseSource.” Jenny Knight, the Editor in Chief at the University of Colorado Boulder, presented this session about CourseSource. I attended this session live, and likely missed key information! There are 39 editors, 12 advisory board members, and […]

November 19, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Diversity, Instructor Behaviors, Integrative Thinking, Online Learning, Pedagogy, Reflections, Softwares, Teaching techniques, Team-based learning, Undergraduate Research, Website, Why

A CURE with Culturomics and Teamwork

I realized I had skipped a Microbrew session! So, tonight I watched the ASMCUE 2022 microbrew entitled “Microbrew. MicroCURE – A Hybrid, Team Approach to Course-based Research Experiences.” Michael LaMontagne and Caroline Kmiecik teach this course-based undergraduate research experience (CURE) at the University of Houston Clear Lake. The student learning goals LaMontagne stated were primary […]

November 18, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Diversity, Instructor Behaviors, Pedagogy, Presentations & Talks, Reflections, Website, Wellbeing, Why, Workshop, Writing

What makes a good question?

Heather Seitz, Professor of Biology and Biotechnology at Johnston County Community College, presented a session at ASMCUE 2022 about ASK BIO: The Advancing Assessment Skills in Biology Network. The title of the session was “What makes a good question? Examining Assessment Practices in Undergraduate Biology.” Their goal is to advance assessment skills in the life […]