Information Literacy

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 […]

December 3, 2022
By Carlos C. Goller
Academic Development, Articles, Books, Constructivism, Guest Speakers, Information Literacy, Metacognition, Online Learning, Pedagogy, Reflections

Self-Assessment to Encourage Exploration of the Information Landscape

Marta Samokishyn and Victoria Tsonos from Saint Paul University presented at the Alternative Assessment Institute 2022 on Incorporating Alternative Assessment Methods. Saint Paul University is in Ottawa, Ontario, Canada. The presenters started by explaining that Saint Paul is a small bilingual Catholic university that offers all programs in English and French. The university has ~1,300 […]

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 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 17, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, Course Design, Diversity, Information Literacy, Instructor Behaviors, Integrative Thinking, Interprofessional Education, Pedagogy, Reflections, Student groups, Why

Algorithms, Social Media Posts, and Students Searching for Evidence

Aarthi Ashok, professor at the University of Toronto, Scarborough, presented at ASMCUE 2022, a recorded microbrew about exploring the Canadian anti-vax movement. The session was entitled “Exploring the anti-vax movement – assignment design to promote scientific literacy and communication.” Students in Ashok’s class explored anti-vaccination stances on social media and providing supporting arguments. The University […]

November 15, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, DBER and SoTL, Information Literacy, Reflections, Student groups, UDL, Website, Why

Preparing Scientific Bloggers?

Tonight I watched the ASMCUE 2022 microbrew entitled “Microbrew. Blogging about biotechnology: Replacing the term paper with an accessible writing style assignment.” Chadene Tremaglio and Michelle Kraczkowski, assistant professors at the University of Saint Joseph in CT were the presenters. Their attendee learning objective was to “gain a framework for a new project/paper assignment to […]

November 14, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Guest Speakers, Information Literacy, Instructor Behaviors, Integrative Thinking, Pedagogy, Presentations & Talks, Reflections, Student groups, Why

Microbiology and Public Health across Languages

The ASMCUE 2022 microbrew session I watched tonight was entitled “Microbrew. Empathetically Engaging With Our Community Through A Service Learning Project.” Pete Chandrangsu, an assistant professor at Scripps College, and Jessie Lee Mills, an assistant professor at Pomona College, were the presenters. They collaborated with the Latino & Latina Roundtable and Pitzer College. Chandrangsu teaches […]

November 13, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Integrative Thinking, Pedagogy, Presentations & Talks, Reflections, Student groups, Teaching techniques, Why

Team Science Training for the CUREs

“Microbrew. Implementing team science training in course-based undergraduate research experiences (CUREs)” was the session title I watched tonight. Anna C. Ward and Heather D. Vance-Chalcraft were the presenters. I know Vance-Chalcraft from citizen science work in the area. I also watched this session live, and it was good to return to it after a coupe […]