Monash Peer Assisted Learning Projects

1. Monash Peer Assisted Learning Projects Using peer-assisted learning (PAL) to enhance student understanding of the threshold concept of ‘evolution’. Gerry Rayner School of Biological Sciences

2. Background • Monash University Teaching and Learning Fellowships • First awarded 2010 • In the area of Peer Assisted Teaching and Learning • Open to any Monash staff member • Up to $30K budget • Implement a PAL activity and research its effects • PVC Prof. Marnie Hughes-Warrington

3. Rhetorical question… • Is science education letting our students down? • e.g. While scientific consensus supporting modern evolutionary synthesis is nearly absolute…..

4. Acceptance of evolution • scientific consensus supporting modern evolutionary synthesis nearly absolute

5. Australia? 2009 Nielsen poll • 25% of Australians believe "the biblical account of human origins" over Darwinian evolution. • Only 42% believe in a wholly scientific explanation for the origins of life • 32% believe in an evolutionary process guided by ‘God’ – bet hedging?

6. PAL – foundations and context PAL consistently shown to promote generic skills (e.g. McMaster et al. 2006) and enhance deeper learning… …across a range of disciplines (Springer et al. 1999; Kieran and O’Neill 2009). Aligns with Vygotsky’s ‘Zone of Proximal Development (ZPD)’ - more capable peers collaborate on concepts, knowledge, skills  enhance understanding of broader group and refine their own!

7. Project rationale “Provides a conceptual framework that unifies every disparate aspect of the life sciences into a single coherent discipline”(NatAcadSci 2008) • Understanding evolution transforms the way students ‘observe’ biology  requires sophisticated integration of knowledge Project aims • Student perspectives and understanding of evolution (large cohort & broad diversity) • Integrate ‘evolution’ readings with lectures & practicals  scaffold PAL to refine, enhance student understanding • Evaluate student perceptions of effectiveness and value of PAL in this context

8. PAL context Focus on lectures and practicals (6 weeks) associated with aspects of evolution: • Plant diversity and evolution • Animal diversity and evolution • Ecology and evolutionary biology • Evolution – history and mechanisms

9. 1. Paired PAL PAL timeline of activities Lectures Plant diversity & evolution. Endosymbiosis, protists, evolution and radiation of land plants Animal diversity & evolution. Principles and patterns of animal evolution Ecology and evolutionary biology Evolution, evolutionary research, mechanisms Week 10 Week 11 Week 12 Week 8 Week 7 Week 9 Plant diversity / evolution Practicals PAL activities

10. 1. Paired PAL - plant evolution (Wk 9) With your lab partner, discuss the following questions about plant evolution and diversity • Briefly summarize your present understanding of evolution. • Present four major steps in the evolution of land plants, from ‘bryophytes’ through to ‘angiosperms’. • What aspects of plant evolution do you find puzzling or problematic? • What questions about plant evolution remain unanswered? • What are the three most important things about plant evolution that you would tell someone?

11. PAL timeline of activities 2. Quad PAL 3. Survey – value of PAL, comparative value of paired vs. quad PAL. 1. Paired PAL Lectures Plant diversity & evolution. Endosymbiosis, protists, evolution and radiation of land plants Animal diversity & evolution. Principles and patterns of animal evolution Ecology and evolutionary biology Evolution, evolutionary research, mechanisms Week 10 Week 11 Week 12 Week 8 Week 7 Week 9 Plant diversity / evolution Animal diversity / evolution Practicals PAL activities

12. 2. Quad PAL task - animal evolution (Wk 10) Form a quad group and discuss the following questions about animal evolution and diversity • How would you describe evolution? • Provide a brief explanation of animal evolution. • Are there aspects of animal evolution that you find puzzling or problematic? • What are the three most important things about plant evolution that you would tell someone?

13. Post Quad PAL survey (Week 10) To what extent do you agree with the following statements? 1. Discussions with my lab partner(s) improved my understanding of plant (animal) evolution • Quad group discussions were more beneficial to my understanding of evolution than with my lab partner.

14. Perspectives on PAL (week 10) Discussions in a pair / quad improved my understanding of:

15. Increased diversity and sophistication of ‘evolution’ language and terminology

16. Comparative value of paired vs. quad PAL Mean = 4.05

17. PAL timeline of activities 4. Quad PAL on a specific ‘evolution’ question. 5. Development and submission of digital response. 6. Assessment - tutors & peers. 7. Comprehensive survey 2. Quad PAL 3. Survey – value of PAL, comparative value of paired vs. quad PAL. 1. Paired PAL Lectures Plant diversity & evolution. Endosymbiosis, protists, evolution and radiation of land plants Animal diversity & evolution. Principles and patterns of animal evolution Ecology and evolutionary biology Evolution, evolutionary research, mechanisms Week 10 Week 11 Week 12 Week 8 Week 7 Week 9 Plant diversity / evolution Animal diversity / evolution Practicals PAL activities

18. 5. Quad PAL project (Week 12) Group discussion, concept-mapping etc. of an ‘evolution-related’ question. • Evolution / radiation of terrestrial plants • Adaptations / evolution of terrestrial insects • Evolutionary significance of mesoderm in multicellular animals • Evolutionary implications of endoskeletons vs exoskeletons • Allopatric speciation - processes and mechanisms

19. 5. Quad PAL project (Wk 12) Quad used prior knowledge, discussion and online resources (+ rubric), to develop a digital response (i.e. a 1 slide ppt). Quad uploaded their digital response as an attachment to a Blackboard Discussion posting - marked by tutor (grading form) - ‘rated’ by other students

20. 6. Assessment rubric for digital response

21. Species wide - shows divide • Case study: Meadow grasshopper • Name: Chorthipippus Parallelus • Species isolated in ‘pockets’ during Ice Age • Repopulated after the Ice Age across Europe • Field studies indicate hybridisation between remanent populations • Divergence established via DNA tests and measuring the follicle length “In Allopatric speciation, gene flow is interrupted when a population is divided into geographically isolated sub populations.” • Allopatry in 3 steps: • Daughter population must form i.e. must be separated in some degree • Daughter population must exist in this separated state in order to become a discrete new species • Daughter population must become differentiated from the parent population i.e. they do not mate with them Post ice-age recolonisation of Chorthippus parallelus

23. ALLOPATRIC SPECIATION Allopatric speciation occurs when the gene flow of a population is interrupted due to geographic isolation, resulting in the formation of a new species. Guenons Monkey Allen’s Swamp Monkey • Allopatric speciation is known to have occurred in Cercopithecinae Monkeys (subfamily of Old World Monkeys) in Africa. • Contraction and expansion of African rainforest was the main driving force for the Allopatric speciation • The Congo and Sanaga Rivers also played a role in the geographical isolation and speciation of these monkeys.

24. 6. Peer ratings Student names here

25. 7. Post-PAL Survey (Week 12 ) To what extent do you agree or disagree with the following statements? Content- & skills- development questions This group poster project enhanced my understanding of the processes and mechanisms of “relevant evolution question” This poster project helped me develop skills that I would not have learned from lectures and practicals only I developed more interest in the poster project than I expected

26. 7. Post-PAL Survey (Week 12 ) Team dynamics & assessment-related questions Working in a group was an effective learning experience This poster project helped me to interact more effectively with group members I am happy for our group presentation to be rated by other students The workload was appropriate for this group project. The assessment requirements for the group project were clear. We had access to the sufficient resources to complete the project. What improvements would you suggest?

27. The value of the ‘group’ (week 12) Median = 4.0

28. More equivocal about “other skills” Take-home message – ‘KISS’

29. Effect of question on perceived value of PAL Take-home message – ‘CTQC’ Choose the question carefully!

30. Student comments “It was very interactive and a good change from the sometimes stressful normal practicals, so I don’t think there needs to be any improvement” “Being able to present the poster to the class” “It was good, I enjoyed the lab and it was a good end to the semester :)” “I thought the exercise was great. Evolution isn’t exactly tough to get your head around. At this busy time of year with so many other things to do, it was lovely to just do some light hearted, easy work with the social aspect of a group activity to close off a long semester. Thanks”

31. Student comments - suggestions “Smaller groups sizes please” “Smaller groups to allow each member to participate and learn” “Maybe giving the question for research prior to the tutorial for further development and research” “Discussion of posters, or presentation of posters at the end of lab”

32. In Summary • Value of PAL  group size, but…. • Care required in question choice and wording • Don’t be too ambitious – e.g. ‘other skills’… • Digital response - opportunities for creativity and visual expression of knowledge and understanding • Further info required on value of online ratings • Enormous potential for PAL- have recently implemented PAL in BIO1022 around ‘feeding and nutrition’.

33. Acknowledgements Office of the PVC Drs Juliey Beckman and Tricia Wevill The first year students Questions?