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Changing the Way We Get Our Majors Started. Mark Hens UNC Greensboro. Incorporating Research into the Introductory Biology Course. Deb Pires UCLA. Changing the way we get out majors started. OBJECTIVE- Create a resource. UNC Greensboro, urban, 18,000. - PowerPoint PPT Presentation
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Changing the Way We Get Our Majors StartedMark Hens UNC Greensboro
Incorporating Research into the Introductory Biology CourseDeb Pires UCLA
Changing the way we get out majors started
42% “unsuccess”
Evidence that there are better ways
What next?
Introductory Biology Task Force
Backward design
Principles of Biology I and II (1,800 students)
UNC Greensboro, urban, 18,000
OBJECTIVE- Create a resource
Changing the way we get out majors started
Who’s interested in the course redesign process
Who’s been through the course redesign process
Objectives / tasks
At your table:
Changing the way we get out majors started
#3 What does the ideal intro course look like?
Obstacles to putting that course in place
Solutions for getting past those obstacles
On the back of the form
Changing the way we get out majors started
20 min- discuss (groups of 4)
5 min- report out
5 min- fill out the form
Not much time to workForms on BLC WIKIPeruse at leisure
Changing the Way We Get Our Majors StartedMark Hens UNC Greensboro
Incorporating Research into the Introductory Biology CourseDeb Pires UCLA
Research Experiences for Introductory Biology Students
Enacting curricular change for the benefit of your students
CurricularChange
Incorporate Scientific
Teaching into Classes
Faculty Development
Where does the process begin?
Why incorporate research?
What started off our process?NYT article 2/17/09
• Students Expectations Seen as Causing Grade Disputes– “If you put in all the effort
you have and get a C, what is the point? He added. “If someone goes to every class and reads every chapter in the book and does everything the teacher asks of them and more, then they should be getting an A like their effort deserves. If your maximum effort can only be average in a teacher’s mind, then something is wrong.”
How do we create an engaged student?
• Create a more active learning environment• Include students in the process of discovery• Provide them the opportunity to engage in
discussion and construct their understanding of difficult topics.
Goals of a project • Actively engage students in the creative process of scientific inquiry
• HYPOTHESIS-DRIVEN OR DISCOVERY-BASED EXPERIMENTS
• Provide skills necessary for success in the modern research laboratory
• LAB TECHNIQUES & HIGHER ORDER COGNITIVE SKILLS
• Foster interest in and excitement about scientific research
• NO ONE ELSE HAS DONE IT BEFORE (TRUE DISCOVERY)
The Original Model
LS187Lab Techniques
LS3Intro Molecular Biology
genomics Ammonifex
Newer Model
MIMG 121
LS 1
MCDB
MIMG 121• Soil microbial ecology• Enrichment cultures• Sequencing
LS1 - Plant growth
• Utilized bacterial strains isolated in an upper division capstone course (MIMG 121)
• Identified two different plant strains to be used
Assessment and Evaluation
• LS 1 – Content Knowledge– Conceptual Knowledge
• MIMG 121– Content Knowledge– Conceptual Knowledge– Procedural Knowledge
• Longitudinal
Survey says….
CurricularChange
Incorporate Scientific
Teaching into Classes
Faculty Development
Partnerships FundingAgencies
DedicatedTeachingFaculty
InformativeAssessment
Data
Faculty andAdministrative
Advocates
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