Pedagogy

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 24, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Integrative Thinking, Pedagogy, Reflections, Why

The Parasitic Perspective

It was a good Thanksgiving! The kids ate and had fun… and are now asleep. Tonight I continued watching ASMCUE 2022 poster sessions. I watched the recording for the poster entitled “Student Driven Artistic Assignments for Complex Microbiology Processes.” Ryan Kenton is an Associate Professor at the University of Portland. Kenton believes that both science […]

November 23, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Course Design, DBER and SoTL, Instructor Behaviors, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Why

Stakes, Incentives, and the IMCA

Tonight I watched an ASMCUE 2022 recorded poster presentation entitled “Understanding the Effects of Administration Stakes and Setting on Biology Concept Assessment Scores.” Crystal Uminski from the University of Nebraska – Lincoln was the presenter. They defined concept assessments as tools to measure student learning particularly in biology. They used the cell biology instrument and […]

November 22, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Pedagogy, Reflections, Teaching techniques, Why

A Careful Assessment of a Lego Complement Activity

I started watching poster presentations from ASMCUE 2022. The first one with a video recording was entitled “Piecing Complement Together with LEGO bricks: Impacts on Interest, Confidence, and Learning in the Immunology Classroom,” presented by Joshua Baty, Suzanne Bohlson, Mallary Greenlee-Wacker, and Heather Bruns. Their research question was: does use of a 3D model help […]

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 […]

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 […]