Teaching techniques

September 29, 2022
By Carlos C. Goller
Academic Development, Course Design, Instructor Behaviors, Pedagogy, Reflections, Teaching techniques

The Central Dogma with Scissors and Charged tRNAs

We have been discussing the central dogma in BIT 295. Tonight, I was curious about the ASMCUE recorded session entitled “Doing Central Dogma: Active Learning Activity for Molecular Biology of Gene Expression.” The presenter, Sarah Shoemaker from North County Community College, had a unique setup: they presented with a chalkboard with “DNA –> RNA –> […]

September 26, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Learning Communities, Pedagogy, Reflections, Student groups, Teaching techniques, UDL, Why

Mini-games for Microbiology

Tonight I watched the ASMCUE 2022 session entitled “Developing Mini-Games and Playful Activities to Implement ASM Curriculum Guidelines in Undergraduate Microbiology Courses.” Grace L. Axler-DiPerte from Kingsborough Community College of the City University of New York shared ideas for developing mini-games aligned with the ASM Curriculum Guidelines. Axler-DiPerte discussed tools such as manipulatives, quiz shows, […]

September 25, 2022
By Carlos C. Goller
Academic Development, Articles, Course Design, Instructor Behaviors, Mentoring, Publishing, Reflections, Student groups, Teaching techniques, Undergraduate Research, Website, Why

Scientific Practices in CUREs

Alaina J. Buchanan and Ginger R. Fisher are at the University of Northern Colorado and presented at ASMCUE 2022 a recorded session on the “Current Status of Science Practices in CUREs.” They mentioned that CUREs were described in 2014 by Auchincloss et al. and “born out of need for more workers in science, technology, engineering, […]

September 21, 2022
By Carlos C. Goller
Academic Development, Course Design, Diversity, Pedagogy, Reflections, Student groups, Teaching techniques, Why, Writing

TBL and GIDEON

Another recorded session from ASMCUE was “An Active Learning Pedagogy that Enhances Medical Students’ Learning and Engagement,” presented by Hatem A. Elshabrawy from the College of Osteopathic Medicine at Sam Houston State University and Hossam M. Ashour from the College of Arts and Sciences at the University of South Florida. They spoke about Team-Based Learning […]

September 17, 2022
By Carlos C. Goller
Accessibility and UDL, Constructivism, Discussions, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Softwares, Teaching techniques, Wellbeing, Why

Lessons from an Exchange of UDL Knowledge

David Evans is from the Sydney School of Education at the University of Sydney and along with Elga Andriana presented at the CAST UDL Symposium 2022. The recorded fifteen minute session was entitled “Building Teacher Capacity Applying the UDL UDL Framework: Stories from Indonesia.” Evans spoke about advances in the use of technology in education. […]

September 13, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Diversity, Pedagogy, Reflections, Softwares, Teaching techniques, UDL, Wellbeing, Why

Robots Bring Homebound Students to the Classroom

Anna Cliff, Brenda O’Connell, Carly Sandgren, and Leani Tell presented at the CAST UDL Symposium the session “Mission Possible: Robots Providing Inclusive School Experiences for Students.” They shared slides at a bitly URL: Cliff is the lead of the Mission Possible Project. Along with co-presenters, they all have experience supporting students. The Star Learner they […]

September 11, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Diversity, Pedagogy, Reflections, Teaching techniques, Why

Connecting Research to Assessment in Pre-Service Teacher Education

“Creating Ownership in Assessment—From Higher Education to K-12 Classrooms” was the title of the recorded session presented at the CAST UDL Symposium by Deanna Maynard (University of Wisconsin – La Crosse) and Ashley Zehner (Muskingum University). Their guiding question they stated was: “how can we support pre-service teachers to reduce barriers when designing assessments? Zehner […]

September 7, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Diversity, Information Literacy, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Teaching techniques, Website, Why, Workshop

YAM for STEM

“Academic Music: Engaging students in math, music, and computational thinking” was the title of a CAST UDL session that consisted of multiple videos and presenters: Timothy Bellavia, Susan Courey, Roslyn Haber, Tina Williams, Samantha Wright, & Santa-Li Zimbrano. In the first video, Susan Courey, shared data on the disparities of STEM education in rural and […]

September 5, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Pedagogy, Reflections, Teaching techniques

The Impact of UDL on Students and Future Teachers

“Passing the Torch: Universal Design for Learning Across Educational Contexts” is the title of the CAST UDL Symposium session by Tayler Cassidy and Danielle M. Feeney that I watched tonight. Dr. Feeney is an assistant professor at the Ohio State University and teaches special education. Tayler Cassidy graduated recently. They both described themselves during their […]

September 3, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Discussions, Diversity, Instructor Behaviors, Pedagogy, Reflections, Student groups, Teaching techniques, Wellbeing, Why

Chronic and Complex Illnesses and UDL

Tonight I watched the CAST UDL Symposium session by Alicia Cannon & Lisa Beth Carey entitled “Learner Variability: Lessons from Students with Chronic and Complex Illnesses.” Carey has an Ed.D. and is the Assistant Director of the Center for Innovation and Leadership in Special Education at the Kennedy Krieger Institute and Cannon is a Pediatric […]