Why

December 6, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Mentoring, Open Pedagogy, Presentations & Talks, Reflections, Student groups, Why

Assessment Literacies?!

As part of the Alternative Assessment Institute 2022, Andrew G. D. Holmes and Dom Henri from the University of Hull, UK spoke about “Assessment Literacies/University Literacies.” This twenty-five-minute session started with the presenters describing the challenges of reducing the “hidden curriculum:” “tacit and unwritten ‘taken-for-granted’ aspects of the curriculum that some students know and some […]

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 2, 2022
By Carlos C. Goller
Constructivism, Course Design, Instructor Behaviors, Online Learning, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, UDL, Wellbeing, Why

Asynchronous Alternative Assessments and Language

My good friend, co-facilitator, and blogger, Melanie Lenahan, shared the playlist from the Alternative Assessment Institute 2022. Yay! I now have 15 sessions + 1 keynote to watch. I started with Nadia Jaramillo‘s presentation entitled “Alternative Assessment in Asynchronous Courses.” Jaramillo is an instructional designer and was an instructor. They provided definitions and examples to […]

November 30, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Mentoring, Pedagogy, Reflections, Student groups, Teaching techniques, Undergraduate Research, Wellbeing, Why

Evaluation of Retention Strategies for STEM Students at Neumann University

Tonight I watched the recorded session for the ASMCUE poster entitled “Instructional and Retention Strategies for STEM Students Using Co-Curricular Science Courses.” Matt Mastropaolo from Neumann University spoke about their NSF-funded program for first-year students. The program supports “24 academically gifted students” who also have financial needs. The research team evaluated their program and learned […]

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 28, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Discussions, Instructor Behaviors, Reflections, Student groups, Wellbeing, Why

Impact of Personal Medical Experiences on Engagement and Motivation in Science Courses

Porter Bischoff is an undergraduate student who spent months in the hospital as a child. They worked with Anette Lewis, Dr. Joshua Premo, and Dr. Brittney N. Wyatt on this educational study funded by NSF. They presented their work at ASMCUE 2022 as a recorded poster session entitled “Medical Experiences’ Influence on Science Motivation.” Bischoff […]

November 27, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Teaching techniques, Undergraduate Research, Why

A Hybrid Conjugation Lab

Tonight I watched the recording for the ASMCUE 2022 poster session “Hybrid Inquiry Based Lab Highlights Scientific Method Using Bacterial Conjugation as a Model.” Eileen M. Hotze from the Department of Molecular and Cellular Biology at the University of Kansas, Lawrence, was the presenter. Hotze spoke about the need for inquiry-based labs (IBL) and the […]

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 […]