scholarly journals Using Poetry in the Undergraduate Biology Classroom

2020 ◽  
Vol 82 (6) ◽  
pp. 416-420
Author(s):  
Mitch McVey ◽  
Jan A. Pechenik
Keyword(s):  
Higher Education ◽  
Classroom Climate ◽  
Scientific Writing ◽  
Inclusive Classroom ◽  
Writing Assignments ◽  
Undergraduate Biology ◽  
College Biology ◽  
Course Material ◽  
Scientific Accuracy ◽  
Traditional Assessments

Traditional assessments in college biology classrooms, such as exams and lab reports, often have limited utility in promoting long-lasting understanding of course material and do not always engage students from all backgrounds. The inclusion of creative scientific writing assignments, especially those that require application of sophisticated course material, is an underutilized strategy in higher education. Here, we describe our use of student-generated poetry in two midlevel undergraduate biology classes. We have found that by encouraging students to write poems in response to carefully crafted prompts and having them assess the scientific accuracy of the poems, we can encourage them to identify misconceptions prior to exams, potentially resulting in deeper and longer-lasting understanding of course material. Furthermore, the inclusion of poetry empowers students who might not otherwise participate in class to contribute, resulting in a more inclusive classroom climate.

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

scholarly journals Hot- or Cold-Blooded? A Laboratory Activity That Uses Accessible Technology to Investigate Thermoregulation in Animals

2020 ◽  
Vol 82 (4) ◽  
pp. 227-233 ◽  
Author(s):  
Shem D. Unger ◽  
Mark A. Rollins ◽  
Christy M. Thompson
Keyword(s):  
Animal Behavior ◽  
Scientific Method ◽  
Visual Learning ◽  
Data Driven ◽  
Thermal Camera ◽  
Laboratory Activity ◽  
Undergraduate Biology ◽  
College Biology ◽  
Hands On ◽  
Enhance Student Learning

Visualizing thermoregulation (endothermy vs. ectothermy) in animals can be challenging for students in undergraduate biology courses. Data-driven, hands-on laboratory activities can enhance student learning while reinforcing application of the scientific method. This article describes a visual-learning, inquiry-based activity that can be applied to introductory high school and college biology laboratories with the use of easily accessible technology (a smartphone and an inexpensive thermal camera attachment). Students generate hypotheses and qualitatively observe real-time thermal images of live endothermic and ectothermic animals. This activity is effective in engaging students by allowing them to visualize thermoregulation and body temperature. We provide suggestions for modifying the activity to further investigate animal behavior related to temperature regulation.

Three Uses of Digital Tools to Supplement Engagement and Learning in the College Classroom

2020 ◽  
pp. 446-461
Author(s):  
Kristi Kaeppel ◽  
Marc A. Reyes ◽  
Emma Bjorngard-Basayne
Keyword(s):  
College Students ◽  
Social Media ◽  
Informal Learning ◽  
Classroom Climate ◽  
Digital Tools ◽  
College Classroom ◽  
Formal Learning ◽  
Online Interactions ◽  
Course Material

Despite the widespread use of smartphones, apps, and social media in college students' and instructors' lives, there has been a slow adoption of these digital tools into the classroom. This chapter posits that individuals' online interactions account for a great deal of informal learning and that by integrating these digital tools in our classrooms, instructors can complement and extend the formal learning of their classrooms. Specifically, this chapter offers three ways that technology can assist in the classroom: to promote inclusive participation, to enhance the classroom climate, and to explore and demonstrate course material in an engaging way. To these ends, the authors explore the efficacy of social media sites, Google applications, and GIFs and memes.

Animal Diversity Web as a Teaching & Learning Tool to Improve Research & Writing Skills in College Biology Courses

2013 ◽  
Vol 75 (7) ◽  
pp. 494-498
Author(s):  
Christopher J. Yahnke ◽  
Tanya Dewey ◽  
Phil Myers
Keyword(s):  
Real World ◽  
Animal Species ◽  
College Graduates ◽  
Writing Skills ◽  
Research Writing ◽  
Learning Tool ◽  
Writing Assignments ◽  
College Biology ◽  
Animal Diversity ◽  
Teaching Learning

Most teachers agree that writing is an important skill for students to master, yet not all teachers incorporate writing assignments in their courses. Employers agree that written communication is important for college graduates, yet in a survey, less than 10% of employers thought that colleges did a good job preparing students for work. Writing an animal species account for Animal Diversity Web (http://animaldiversity.org) provides students with a real-world example of writing skills and provides resources to instructors who want to incorporate writing in their classes.

scholarly journals Improving Academic Writing Skills through Online Mode of Task-Based Assignments

2016 ◽  
Vol 9 (9) ◽  
pp. 74
Author(s):  
Sugeng Purwanto
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Skills ◽  
Problem Area ◽  
Writing Assignments ◽  
English Class ◽  
Online Mode ◽  
Central Java ◽  
Positive Attitudes ◽  
The Republic

<p>This is to report a 2-Year Research Project (2015-2016) funded by the Directorate General of Higher Education of the Republic of Indonesia, which aims at justifying whether or not the online mode of task-based writing assignments (of various genres of English texts) could improve the writing skills of the students at higher education. An action research was conducted in College of Economics and Business Studies, Stikubank University (UNISBANK) Semarang, Central Java Indonesia in response to the lack of time allocated to students’ writing activities in their English class. Three cycles of treatments were employed—each with five phases, (1) identification of problem area, (2) collection and organization of data, (3) interpretation of data, (4) action based on data and (5) reflection of action. The findings showed that—compared with the initial condition— there was a mean increase of 31% and an increase of 121% in the students’ scores beyond the passing score of 61. Also, the students’ writing motivation increased considerably (&gt;86% toward positive attitudes) as revealed in the survey at the end of the treatment program.</p>

scholarly journals What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

2017 ◽  
Vol 16 (1) ◽  
pp. ar8 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Brian Haney ◽  
Anna Krieg ◽  
Sara E. Brownell
Keyword(s):  
Grounded Theory ◽  
Active Learning ◽  
Classroom Practice ◽  
Class Discussion ◽  
Inclusive Classroom ◽  
Undergraduate Biology ◽  
Semistructured Interviews ◽  
Common Response

Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names.

scholarly journals BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors

2014 ◽  
Vol 13 (2) ◽  
pp. 200-211 ◽  
Author(s):  
Sara E. Brownell ◽  
Scott Freeman ◽  
Mary Pat Wenderoth ◽  
Alison J. Crowe
Keyword(s):  
Biology Education ◽  
The United States ◽  
Diverse Range ◽  
Undergraduate Biology ◽  
The Core ◽  
Core Concepts ◽  
Scientific Accuracy ◽  
And Function ◽  
Agent Of Change ◽  
And Storage

Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.

scholarly journals Experiences With A Hybrid Class: Tips And Pitfalls

2011 ◽  
Vol 2 (2) ◽  
pp. 9 ◽  
Author(s):  
Joy L. Colwell
Keyword(s):  
Traditional Classroom ◽  
Online Course ◽  
Writing Assignments ◽  
Web Based ◽  
Traditional Course ◽  
Class Time ◽  
Hybrid Nature ◽  
Hybrid Class ◽  
Written Assignments ◽  
Traditional Assessments

This paper will discuss the authors experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in out of class time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructors assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more customizable for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.

scholarly journals Avoiding plagiarism using Mendeley in Indonesian higher education setting

2019 ◽  
Vol 8 (4) ◽  
pp. 686
Author(s):  
Andi Anto Patak ◽  
Muhammad Tahir
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Sampling Technique ◽  
Scientific Work ◽  
Complex Problem ◽  
Scientific Writing ◽  
Academic Environment ◽  
Academic Honesty ◽  
Time Restriction

<span>People who plagiarize have a complex problem. Plagiarism could be by accident, by mistake, or on purpose. This research aims at exploring the reasons for plagiarizing and the significance of citing and referencing using Mendeley to avoid plagiarism. Four Indonesian Mendeley Advisors were interviewed online using convenient sampling technique. This study revealed that reasons for plagiarizing are time restriction, laziness, and busy. The significance of citing and referencing using Mendeley to avoid plagiarism are (1) confirm, justify, and claim the issue conveyed in scientific work; (2) highlight a particular idea; (3) criticize or approve the premise of others, and (4) build argument. Mendeley usage acquaintance for scientific writing is expected to be practical tools for avoiding plagiarism and promote academic honesty in the setting of higher education. However, the role of supervisor is crucial to provide useful feedback for their students’ writing to help students avoid plagiarism. Besides, university should create comfortable academic environment by providing free seminar and workshop on academic writing to educate students avoid plagiarism.</span>

Sign in / Sign up

Export Citation Format

Share Document