Academic Rigour…Academic Rigour…

Step by Challenging StepStep by Challenging Step

Escher: http://www.salineschools.com/users/davismar/EscherStairs.GIF

Mary M BuhrMary M BuhrDept of Animal & Poultry ScienceDept of Animal & Poultry Science

University of GuelphUniversity of Guelph

What is “academic rigour”?

•Knowing a concept well enough to explain it

clearly and accurately to someone else

•Understand the implications of the concept

•How to use it

Want students to think, but it’s not easy

Students may be:

•Scared of making mistakes/peer ridicule

•Anxious to get good grades

•Lazy•Lazy/not want to work•Lazy/not want to work/don’t care•Not used to it

Instructors may be:

• Scared of making mistakes• Anxious to avoid conflict• Not used to it• Need to provide background information

First things first….

• Get the academics right

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What is the PURPOSE of the course?

• Clear outcome that I tell the students

• Secret added bonus purpose

ANSC*4120: Fundamentals of Animal Reproduction

Course Objectives:a. Provide a solid understanding of reproductive

processes

b. Enable you to apply this information to maintain and optimise reproductive efficiency.

What is the PURPOSE of the course?

• Clear outcome that I tell the students

• Secret added bonus purpose

• Make expectations/structure very clear

• Commit to a partnership

ANSC*4120: Fundamentals of Animal Reproduction

Course Objectives:a. Provide a solid grounding in reproductive processes

b. Enable you to apply this information to maintain and optimise reproductive efficiency.

Relevance to the Learning Objectives:a. Love of Learning: Independent student research

b. Independence of Thought: Group organises, assesses and presents a major project. Take home assignments require thoughtful application of academic material

c. Literacy: written lab reports; written report of group project

What is the PURPOSE of the course?

• Clear outcome that I tell the students

• Secret added bonus purpose

• Make expectations/structure very clear

• Commit to a partnership

• Detailed course outline

• schedule & description of activities

• due dates & grades all ‘gradable

components’

LECTURE SCHEDULE

Date TopicSept 11 Introduction: Reproductive concepts

13 Introducing Hormones 18,20 Hormones and male reproduction25 Making sperm27, Oct 2 Hormones and female reproduction

Take-home Assignment 1 handed out in class Oct 2. Due at start of class Oct 4.

………

Oct 18 Term Test (material including Sept 11 - October 11)

How is the student evaluated?

• Brief description of the nature of each piece

• Grade value

• Committed date for detailed instructions

•Earlier, electronic better

method of evaluation: Please read pages 36-37 of the 2005-06 Undergraduate

calendar for a description of what the various grades mean: I do my best to apply these criteria.

Term test (2 x 20%) 40%Lab work 13%Lab project 25% Take-home assignments (2x 6% + 1x10%) 22%

How is the student evaluated?

• Brief description of the nature of each

• Grade value

• Committed date for detailed instructions

•Earlier, electronic better

• Degree of flexibility, if any

• Academic integrity

method of evaluation: Please read pages 36-37 of the 2005-06 Undergraduate

calendar for a description of what the various grades mean: I do my best to apply these criteria.

Term test (2 x 20%) 40%Lab work 13%Lab project 25% Take-home assignments (2x 6% + 1x10%) 22%

ACADEMIC INTEGRITY:academic code of conduct: use UG regulations, read calendar

Please, if you are having any problems handling the work or completing assignments for any reason, come and see me and we will work something out.

How is the student evaluated?

• Brief description of the nature of each

• Grade value

• Committed date for detailed instructions

•Earlier, electronic better

• Degree of flexibility, if any

• Academic integrity

• Nature of special/unusual assignments, plus

promise to practise in class

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Different groups need different things to stimulate them

Design ‘challenge’ assignments to engage students, and serve academic

needs

I keep reminding myself…

Students are like me and everybody else – they care about the things that

relate to their current lives.

Design ‘challenge’ assignments to engage students, and serve

academic needs

4th years• Majority of class

cares about the subject of the course

• Intrigued by an actual use of their education

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Design ‘challenge’ assignments to engage students, and serve

academic needs

1st years• Wide range of

commitment to course content

• Intrigued by things they do, are, or live with

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Once the academic basics are set….

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…how do we add the challenge?

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Start with the simple things…

• Get them talking

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Start with the simple things…

how do I get them talking?

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• Learn their names

• Ask questions & wait for answers

• use ‘buzz groups’

Work in pairs or groups

• Safety, new thinking

• Need to allow display of individual ability

•Similar ‘challenge’ style question on tests

•Later assignments, allow choice of group or self

A sample for in-class practice:(4th year animal biology)

Situation: A pig producer telephones you and says “I have an eight-month old ram who is not breeding ewes. What should I do?”

Question: What is the single, simplest explanation for the ram’s behaviour?

Question: What should the producer do?

In-class practice sample continued….

Question: What physical or endocrinological reasons could be causing the problem?

Then select one cause you listed -

Question: What questions would you ask the producer in order to determine if this is indeeda likely cause?

• Progressive increase in depth of independence• Encourage self-reliance in front of class

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A later actual assignment:A swine producer says:

On October 1, I started breeding using AI, but I did not commit my whole herd to it.

Since the end of October, I have had small litters born (about 2 pigs/litter less than

in November 1999), and poor conception rates, which I determine by non-return to

estrus at 21 days. What's going on?"

1)What are your immediate thoughts (these need not be

transmitted to the producer) about what may or may

not be causing the problems? Briefly explain your

thinking. (20 marks)

2) What is your response to the producer? Organise and

word this as if you were speaking to a real producer.

(80 marks: 60 content, 20 organisation & wording).

Or use a real-world example….

My folks need help. They have a dairy cow who won't get pregnant. What can I tell them to do?

Another a real-world example….

I have been all over this stupid internet, and I still can't get anywhere close to what we need to know. We have two domestic pigs, Curly Sue and Archie (the kids named them). Anyway, Archie is all for this reproductive thing, if you know what I mean, but Curly Sue will not have any part of it. These pigs are well cared for, fed, wormed, loved, and whatever any pig could ask for or want. What or how can we tell when Curly Sue is ready to let Archie do his thing?!

Hopelessly Waiting,

A sample for in-class practice:(1st year seminar)

What ads for Viagra have you seen?

How do you think that Viagra works?

What do the ads imply that it does?

What types of female contraception are there?

Name some pros & cons of a contraceptive patch. What causes inbreeding in zoo animals?

How can reproductive technologies help? Harm?

thank you.