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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.

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Presentation on theme: "Changing the Way We Get Our Majors Started Mark Hens UNC Greensboro Incorporating Research into the Introductory Biology Course Deb Pires UCLA."— Presentation transcript:

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 42% “unsuccess” Evidence that there are better ways What next? Introductory Biology Task Force Backward designPrinciples of Biology I and II (1,800 students) UNC Greensboro, urban, 18,000 OBJECTIVE- Create a resource

3 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:

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 20 min- discuss (groups of 4) 5 min- report out 5 min- fill out the form 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 Curricular Change Incorporate Scientific Teaching into Classes Faculty Development Where does the process begin?

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 LS187 Lab Techniques LS3 Intro Molecular Biology genomics Ammonifex

14 Newer Model MIMG 121 LS 1 MCDB

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 LS 1 – Content Knowledge – Conceptual Knowledge MIMG 121 – Content Knowledge – Conceptual Knowledge – Procedural Knowledge Longitudinal Survey says….

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


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