Instructor Behaviors

October 26, 2022
By Carlos C. Goller
Academic Development, Constructivism, Information Literacy, Instructor Behaviors, Pedagogy, Presentations & Talks, Reflections, Softwares, Website

BioRender Figures for Studying, Graphical Abstracts, and a Visual Glossary

I started watching the live (now recorded) ASMCUE 2022 sessions. I started with a microbrew entitled: “Utilizing BioRender in the Classroom for the Visualization of Scientific Concepts” since I am using BioRender more and more now. Sally R. Chamberland from Springfield College teaches several biology, microbiology, and genetics courses and uses BioRender. They spoke about […]

October 24, 2022
By Carlos C. Goller
Academic Development, Constructivism, Diversity, Instructor Behaviors, Reflections, Website, Why

Random Number Generators and V(D)J Recombination

I am almost done watching the recorded on-demand sessions from ASMCUE 2022. Tonight I watched “Visualizing Diversity at the Junctions – a V(D)J Recombination Activity,” presented by Johanna Schwingel from St. Bonaventure University. They began by talking about antibody diversity ranging from 107-1015 different specificities! Wow. They also mentioned that combinations are around 106. There […]

October 23, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Instructor Behaviors, Mobile Learning, Online Learning, Pedagogy, Reflections, Softwares, Teaching techniques, Why

Virtual Culture Work-ups

Erin Rumpke presented at ASMCUE 2022 a ten-minute recorded session, “Virtual Culture Reading Exercises for MLS Students.” Rumpke is an Associate Processor and Program Director of the Medical Laboratory Science Program at the University of Cincinnati. Rumpke has over fifteen years of experience! Using Articulate 360 software, Rumpke developed a series of virtual culture reading […]

October 22, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, Discussions, Information Literacy, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Why, Writing

Discussion Forum Entry Ticket

Tonight I watched the ten-minute recorded ASMCUE 2022 session entitled “Using Interactive Discussions to Foster Scientific Literacy Skills.” Dr. Elise Mosser from Department of Microbiology and Immunology at Drexel designed this course for undergraduate and graduate students. The MIIM 541 Bacteria and Bacterial Infections emphasizes the evaluation and interpretation of primary and review articles about […]

October 21, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Case Studies, Constructivism, Course Design, Diversity, Instructor Behaviors, Reflections, Undergraduate Research, Why

Exciting Dry Labs

Tonight I watched a twenty-four-minute ASMCUE 2022 session entitled “Using Dry Lab Effectively to Counter Minimalistic to None Research Laboratory Facilities.” Dr. Rabia Nawaz presented and explained they did two visiting researcher experiences at the CDC in Atlanta and at the University of Glasgow. Nawaz is at The Superior University in Pakistan. They explained that […]

October 20, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Instructor Behaviors, Mobile Learning, Reflections, Undergraduate Research, Why

At-home Fermentation Sessions

Tonight I watched the ASMCUE 2022 recorded session entitled “Using an At-Home Food Fermentation Project to Reinforce Microbiology Laboratory Skills and Concepts.” Todd Funke, the Laboratory Program Director of the Microbiology Program at the University of Kansas. Students learn the skills and knowledge to perform a food fermentation at home. This includes planning and documentation […]

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 17, 2022
By Carlos C. Goller
Academic Development, Constructivism, DBER and SoTL, Discussions, Diversity, Information Literacy, Instructor Behaviors, Mobile Learning, Pedagogy, Reflections, Softwares, Student groups, Website, Why

TikTok Biology at UNC

Tonight I watched Laura E. Ott from UNC-Chapel Hill present a ten-minute recorded session for ASMCUE 2022. The title of the session is “TikTok Biology: Changes in students views about the importance of science communication.” Along with Eric Hastie, they designed a public science TikTok assignment for their introductory biology courses. Ott had students work […]

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 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 […]