engagement

January 12, 2023
By Carlos C. Goller
Academic Development, Accessibility and UDL, Course Design, Instructor Behaviors, Online Learning, QM, Reflections, Why

Supporting Teachers to Create Better Learning Experiences Online

Tonight I watched the QM recording for the session entitled “Student Connection and Rapport in the Virtual Environment,” presented by Lisa Pizzuto, Program Specialist/Coordinator at Fulton County Schools. Pizzuto has been teaching online for seventeen years! Pizzuto’s objective was to share ideas for how we can personalize a generic course and develop connections with students. […]

January 11, 2023
By Carlos C. Goller
Discussions, Diversity, Information Literacy, Instructor Behaviors, Online Learning, Reflections

Emails! Really?!

Since I am taking a Quality Matters Peer Reviewer Course, I thought it was appropriate to start watching QM YouTube videos. Tonight, I watched the recording with Dr. Jason Neiffer, Executive Director at Montana Digital Academy entitled “Email (No, seriously, email).” Neiffer began with a Jamboard activity asking participants to share responses to the prompt […]

January 4, 2023
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Guest Speakers, Instructor Behaviors, Mentoring, Pedagogy, Presentations & Talks, Publishing, Reflections, Undergraduate Research, Wellbeing, Why, Writing

A Course on Feedback, Mentoring, and Science Communication

Dr. Diedra Wrighting presented at the Online with LSE webinar series on “Teaching Undergrads to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture.” Wrighting is Executive Director of the ADVANCE Office of Faculty Development at Northeastern University in Boston. They emphasized the importance of mentoring and obtained funding to create a two-credit course in […]

January 2, 2023
By Carlos C. Goller
Academic Development, Articles, Constructivism, DBER and SoTL, Discussions, Instructor Behaviors, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Why

Evaluating Buy-in to Evidence-Based Teaching Practices in STEM

Tonight I watched another Online with LSE Webinar Series recording. This presentation was entitled “A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset” featuring Dr. Cong Wang. This session was from about seven months ago. Wang worked with Mark Graham’s team at Yale as a […]

December 31, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, DBER and SoTL, Discussions, Diversity, Information Literacy, Instructor Behaviors, Mentoring, Pedagogy, Presentations & Talks, Publishing, Reflections, Student groups, UDL, Wellbeing, Why

Interpreting and Communicating in Undergraduate Research Experiences

To end the year, I watched the JMBE Live session with Laura E. Ott entitled “Supporting Deaf Students in Undergraduate Research Experiences.” This session was recorded over a year ago.Ott was at UMBE when she started this work and now has been at UNC for several years. She began by sharing the statistics on Deaf […]

December 28, 2022
By Carlos C. Goller
Academic Development, Articles, Case Studies, Constructivism, DBER and SoTL, Diversity, Information Literacy, Instructor Behaviors, Metacognition, Pedagogy, Presentations & Talks, Publishing, Reflections, Teaching techniques, Why

Returning to Social Cognitive Career Theory and M-LoCUS

I am continuing with the JMBE Live YouTube playlist, and tonight I watched the recording for the session entitled “M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM” presented by Jeff Maloy. The session started with a Menti poll to gather information about the audience and their […]

December 27, 2022
By Carlos C. Goller
Academic Development, Books, Constructivism, DBER and SoTL, Delftia, Discussions, Diversity, Information Literacy, Instructor Behaviors, Pedagogy, Reflections, Service Learning, UDL, Why

Swabs and Microbes in the Second Grade Classroom

The JMBE Live session I watched tonight was entitled “Microscopic Communities: Interdisciplinary Exploration of Microbes in the Classroom” and presented by Dr. Jennifer Surtees and Dr. Sandra K. Small from the University of Buffalo. They are both part of the Genome, Environment and Microbiome (GEM) program that aims to integrate research, education, and engagement. GEM […]

December 23, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, DBER and SoTL, Discussions, Instructor Behaviors, Online Learning, Pedagogy, Publishing, Reflections, Why

Creating the MHSCI

Tonight I watched the ASM JMBE Live session recording with Heather Seitz and Andrea Rediske. The title of the session, recorded on December 10, 2021, was “Impact of COVID-19 curricular shifts on learning gains on a a Concept Inventory.” Their Microbiology for Health Sciences Concept Inventory (MHSCI) is very useful and described in JMBE. Rediske […]

December 21, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Information Literacy, Instructor Behaviors, Open Pedagogy, Pedagogy, Publishing, Reflections, Student groups, UDL, Undergraduate Research, Wellbeing, Why

Antiracist Opportunities

Chelsey Nardi from the University of Colorado Denver is a doctoral candidate and presented at JMBE on their article about antiracist opportunities. The overview Nardi presented summarized the article: Nardi focused in the recorded session on the finding that “active learning does not equal inclusive teaching.” She also mentioned that authentic research experienced with unpaid […]

December 20, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Molecular Biology Education Research, Pedagogy, Publishing, Reflections, Why

Creating a Specifications Grading Course

The JMBE Live session I watched today was on “The Effects of Specifications Grading in a Cell Biology Course.” I watched it from the JMBE YouTube. Stanley Maloy, JMBE Editor, was the moderator. The authors are from Georgia Gwinnett College (GGC) and included Shoshana Katzman, Jennifer Hurst-Kennedy, Elisabeth Javazon, Alessandra Barrera, Jennell Talley, Mary Diaz, […]