ownership

May 29, 2024
By Carlos C. Goller
Course Design, Oxford Nanopore Technologies, Reflections, sequencing, Softwares, Student groups, Undergraduate Research

From Plant to Publication in a Couse

I have been curious about the title of a session from London Calling 2024: “Empowering scientists with data literacy skills in long-read genomic sequencing.” Katharina Wolff from TU Braunschweig in Germany was the presenter and explained the wide variety of plants and potential for genome sequencing. Wolf and the team wanted to enable students to […]

December 26, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Reflections

Emotional Ownership of Research

Tonight I watched the JMBE live recording for the session entitled “Students Who Analyze Their Own Data in a Course-Based Undergraduate Research Experience (CURE) Show Gains in Scientific Identity and Emotional Ownership of Research” with Katelyn Cooper (Arizona State University) and Maya Munstermann (research technician at the University of Hawaii). Dr. Matt Knope and Maya […]

November 9, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Information Literacy, Pedagogy, Presentations & Talks, Reflections, Why

SciComm Projects and CLIPS

Jaclyn A. Madden, Associate Professor at Hartford Community College, was the speaker at ASMCUE 2022 for the microbrew entitled “Undergraduates as Science Communicators: How to Engage Students in SciComm.” Jackie Madden teaches biotechnology. Madden defined “SciComm” as how scientists explain science to non-scientists. Effective SciComm requires letting go of technical jargon and benefits students as […]

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 […]

August 20, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Reflections, Student groups, UDL

Access and Inclusion in Career and Technical Education (CTE)

Tonight I watched the CAST UDL Symposium session “Supporting Student Voice in Hands-on Learning Environments like CTE” with several panelists: Owen Armstrong, Amanda Bastoni, Sydney Crete, Anthony David, Abraham Ewing & Naomi Williams. Bastoni was the facilitator. All panelists had a connection to career and technical education. Owen spoke about high school computer information classes […]

May 18, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Lilly Conference, Mentoring, Online Learning, Pedagogy, Reflections, Student groups, Teaching techniques, Why

Students Teaching Students

Tonight we watched the Lilly Conference session entitled “Students-Teaching-Students: How social sciences students leading classes can create greater engagement and enjoyment in the course.” Ethan Engelhardt and Andrew Reynolds were the presenters. Engelhardt is from Asbury University and Reynolds is from Malone University. They began by describing the “dead” classroom with students not engaged, fatigued… […]

July 10, 2021
By Carlos C. Goller
Academic Development, Course Design, Instructor Behaviors, Lilly Conference, Pedagogy, Presentations & Talks, Reflections, Service Learning, Student groups, Why

Campus Clients and Networking

Dr. Melinda Adams from the University of the Incarnate Word recorded a session for the Lilly Conference online this past may entitled “Clients and Experiential Learning” that I watched tonight. Dr. Adams is a full professor and teaches a draping class for more than ten years. Over the years, Adams learned that students were not […]

June 11, 2021
By Carlos C. Goller
Academic Development, Course Design, Lilly Conference, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Why

Bundled Course Grading… with Tokens

I have been thinking about how to plan for an online section of our molecular biology semester-long course. Sandy Diec and Merlyn Joseph from Texas A&M College of Pharmacy are coordinators for a skills course in the pharmacy program. They have about sixty students in two lab sections that meet for 1.5 hours a week. […]

April 16, 2021
By Carlos C. Goller
Academic Development, DBER and SoTL, Delftia, Molecular Biology Education Research, Pedagogy, Presentations & Talks, Reflections, Undergraduate Research

Which datasets should students analyze?

Dr. Katelyn M. Cooper from Arizona State University was on JMBE Live! this week (4/16/2021) to talk about their recent study: “Students Who Analyze Their Own Data in a Course-Based Undergraduate Research Experience (CURE) Show Gains in Scientific Identity and Emotional Ownership of Research.” Maya J. Munstermann worked with Cooper on this study as a graduate student. They worked with […]