Online Learning

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 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 […]

October 9, 2022
By Carlos C. Goller
Academic Development, Constructivism, Instructor Behaviors, Online Learning, Reflections, Teaching techniques, Why

GoogleForms for Unknown Microbe Identification

Dr. Lauren Brooks presented a ten-minute recorded session for ASMCUE 2022 entitled “Online unknowns: a supplement for the microbiology lab.” Brooks is faculty at Nazareth College in Rochester, NY. Their learning objectives were to revisit the unknown identification lab since it is often only performed “once or twice in a semester.” Brooks recreated the unknown […]

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 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 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 20, 2022
By Carlos C. Goller
Academic Development, Information Literacy, Instructor Behaviors, Online Learning, Reflections

A World Without Microbes and Drafts

I am starting to watch ASMCUE 2022 sessions I missed. Michelle Korir from Aurora University spoke about activities they do on the first day of the semester. Korir explained what they used to do: introductions, syllabus, and an icebreaker. Korir reflected how this was very instructor-centered and students seemed bored. Nevertheless, Korir acknowledged that the […]