Choi Y., Jakob S., and Anderson W.J.2017.Active learning: Developing self-directed learners through strong intellectual engagement.Course Source.DOI:10.24918/cs.2017.20
Choi Y., Jakob S., and Anderson W.J.2017.Active learning: Developing self-directed learners through strong intellectual engagement.Course Source.DOI:10.24918/cs.2017.20
When they were students, many current science instructors learned through traditional lectures. This mode of passive knowledge transmission has been shown to be less effective for student learning than an approach that involves students in a more active and engaged role in their learning. Without first-hand experiences with active learning, current instructors face challenges as they try to incorporate active learning experiences into their classrooms. In this review, we summarize the field of active learning, including relevant pedagogical philosophy and features of commonly used activities. We end with future considerations that could help disseminate and improve the implementation of active learning in college science classes.
Resources for assessing educational interventions in biology at the collegiate level.2016.Resources for assessing educational interventions in biology at the collegiate level.Course Source.DOI:10.24918/cs.2016.1
Resources for assessing educational interventions in biology at the collegiate level.2016.Resources for assessing educational interventions in biology at the collegiate level.Course Source.DOI:10.24918/cs.2016.1
Most scientific research is judged based on the quality of controlled experiments and carefully analyzed results. In addition, proper levels of regulation in terms of biosafety and animal usage are a routine part of the scientific research process for laboratories. For many biologists, educational research is much more of a black box. While faculty have many great ideas on how to improve education, they struggle with the best way to evaluate whether their ideas lead to greater student outcomes. Here we provide a review of compliance issues related to educational research, as well as describe ways in which pedagogical innovations in biology can be assessed. We also describe some of the challenges related to educational research and how these could be addressed.
Choi Y. and Anderson W.J.2016.Self-directed learning with feedback – an assignment that requires zero preparation time from the instructor and maximizes active learning.Journal of College Science Teaching.46:32-38.
Choi Y. and Anderson W.J.2016.Self-directed learning with feedback – an assignment that requires zero preparation time from the instructor and maximizes active learning.Journal of College Science Teaching.46:32-38.
Designing an active learning exercise and implementing it in a classroom are arduous and can pose a challenge to instructors who hope to transform their lecture-based courses. Here, we describe a weekly writing assignment named Se/Feed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers. Student surveys indicate that the assignment helped to engage students with the course material. Students reported that finding interesting questions was challenging yet rewarding and that the assignment facilitated personal interaction with the instructor. As the Se/Feed assignment does not require any preparation time or modification to existing course content, adopting the Se/Feed could help instructors incorporate active learning as part of their course.
See http://digital.nsta.org/publication/?i=329023&article_id=2558208&view=articleBrowser&ver=html5#{%22issue_id%22:329023,%22view%22:%22articleBrowser%22,%22article_id%22:%222558208%22}
Coderre RW, Uekermann KA, Choi Y, Anderson WJ.2016.Creating Critical Consumers of Health and Science News: Teaching Science to the Non-Scientist Using Newsworthy Topics in the Life Sciences.Journal of microbiology & biology education.17(1):107-9.Pubmed: 27047603DOI:10.1128/jmbe.v17i1.1023
Coderre RW, Uekermann KA, Choi Y, Anderson WJ.2016.Creating Critical Consumers of Health and Science News: Teaching Science to the Non-Scientist Using Newsworthy Topics in the Life Sciences.Journal of microbiology & biology education.17(1):107-9.Pubmed: 27047603DOI:10.1128/jmbe.v17i1.1023
Scientists constantly make groundbreaking discoveries, some of which receive attention from the press. We designed a course intended for a lay audience that provides the scientific background to appreciate these reports more fully. We discuss three topics in the life sciences: stem cells, cancer, and infectious disease. The course is structured to blend relevant scientific background and evaluation of primary literature with the coverage of these advances by the media and popular press. In short, lectures emphasize exposure to basic biological concepts and tools as a means of informing understanding of prominent biological questions of public interest. The overall goal of the course is not only to expose students to the media's coverage of scientific progress, but also to hone their critical thinking skills to distinguish hope from hype.
