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Changing the Way We Get Our Majors Started

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.

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Changing the Way We Get Our Majors Started

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  1. Changing the Way We Get Our Majors Started Mark Hens UNC Greensboro Incorporating Research into the Introductory Biology Course Deb Pires UCLA

  2. Changing the way we get out majors started OBJECTIVE- Create a resource UNC Greensboro, urban, 18,000 Principles of Biology I and II (1,800 students) 42% “unsuccess” Evidence that there are better ways Introductory Biology Task Force Backward design What next?

  3. Changing the way we get out majors started Objectives / tasks At your table: Who’s been through the course redesign process Who’s interested in the course redesign process

  4. 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

  5. Changing the way we get out majors started 5 min- fill out the form 20 min- discuss (groups of 4) 5 min- report out Not much time to work Forms on BLC WIKI Peruse at leisure

  6. Changing the Way We Get Our Majors Started Mark Hens UNC Greensboro Incorporating Research into the Introductory Biology Course Deb Pires UCLA

  7. Research Experiences for Introductory Biology Students Enacting curricular change for the benefit of your students

  8. Where does the process begin? Curricular Change Faculty Development Incorporate Scientific Teaching into Classes

  9. Why incorporate research?

  10. 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.”

  11. 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.

  12. 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)

  13. The Original Model genomics Ammonifex LS187 Lab Techniques LS3 Intro Molecular Biology

  14. Newer Model MIMG 121 MCDB LS 1

  15. MIMG 121 • Soil microbial ecology • Enrichment cultures • Sequencing

  16. LS1 - Plant growth • Utilized bacterial strains isolated in an upper division capstone course (MIMG 121) • Identified two different plant strains to be used

  17. Assessment and Evaluation Survey says…. • LS 1 • Content Knowledge • Conceptual Knowledge • MIMG 121 • Content Knowledge • Conceptual Knowledge • Procedural Knowledge • Longitudinal

  18. Dedicated Teaching Faculty Informative Assessment Data Faculty and Administrative Advocates Partnerships Curricular Change Funding Agencies Faculty Development Incorporate Scientific Teaching into Classes

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