Education Share Fair

View the Conference Schedule at a Glance here

What is the Education Share Fair Roundtable?

The Education Share Fair will be a central event of the Life Discovery – Doing Science Education conference!

We know there is a lot of wisdom among our participants!!  The Education Share Fair is designed for educators to share teaching ideas and resources at any stage of development to receive peer feedback.

Participants will have the opportunity to  provide peer feedback on fresh, preliminary ideas  or discover extensions on successful, developed ones.  Presentations may highlight ideas for lessons and curriculum design, modern technologies and new applications of traditional techniques; creative tools or classroom space design!  Discussions can cover issues related but not restricted to core concepts, teaching methodology, misconceptions, assessments or educational extensions.

Each presentation will be at a roundtable with up to 7-9 other participants.    All presenters are strongly encouraged to incorporate feedback and publish teaching ideas and classroom-ready scientific resources such as photo collections, figures and charts, case studies, simulations, and datasets  etc.  in the LifeDiscoveryEd Digital Library as a record of conference proceedings. Submissions will be peer-reviewed.

The list of Education Share Fair Roundtables will be posted here soon!

 

NEW!!

Late-breaking Education Share Fair Roundtable proposals are now accepted from participants who are not primary presenters of sessions and workshops. 

Late-breaking roundtable discussions will take place on Saturday at 11 am.  To be considered, please submit your proposal  as soon as possible. Submissions are considered as they arrive and are accepted on a first-come first-served basis until capacity is reached.

 

Roundtable Discussion Descriptions

Friday October 3, 2014 11:00am

 

Long-term Ecological Monitoring Projects Develop Science Process, Analysis and Writing Skills in all Students

Suzanne Worcester, California State University Monterey Bay

Table #1

Topic: Hands On/Minds Engaged

Other Topic: Ecology and Earth Systems Dynamics

Intended Audience: Undergraduate: Lower Division, Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Competencies: Apply the process of Science; Understand; the relationship between Science and Society; Use quantitative reasoning

Description: The purpose of this presentation is to demonstrate how to use long-term ecological monitoring projects to engage students and increase their learning. The outcome is that participants will have ideas and tools for how to implement similar projects at their campuses. I’ll provide examples from both lower and upper division courses where ecological monitoring has lead to greater scientific inquiry, data analysis, and scientific writing skills. Each experience takes 2-4 weeks of lab time to complete. Each lab section generates a group data set that can be analyzed as is, or can be compared with previous years or other sites. This flexibility allows students to challenge themselves at the level at which they are ready, based on their knowledge and skills. Upper division students also learn how to compile and implement quality control on the class data sets. I will demonstrate how I have managed these projects using a Course Management System and Google Drive. An essential component for student learning is to include expectations and provide examples at each stage of the process. This high impact practice is applicable to many different ecosystems. I have implemented it in dune, chaparral, grassland, and rocky intertidal ecosystems. Most of these monitoring projects were developed in collaboration with local resource managers. Since nearly all science majors at CSUMB take introductory biology, the vast majority of science students complete at least one field monitoring experience by the time they graduate. I’ll provide evidence that students find these experiences to be effective. I will include time within this session for discussion of these techniques as well as others that participants use to engage students effectively using ecological research projects.

 

Popular Literature and Biology: What’s the Connection?

Chung Khong, Yerba Buena High School

Table #2

Topic: Hands On/Minds Engaged

Other Topic: Ecology and Earth Systems Dynamics

Intended Audience: Grades 9-12

Next Generation Science Standards                                                                                               

Competencies: Ecosystems – Interdependent Relationships in Ecosystems; Ecosystems — Biodiversity and Humans

Vision and Change in Undergraduate Biology Education

Description: The purpose of this presentation is to introduce the use of two novels in teaching specific content in biology namely: “Never Cry Wolf” by Farley Mowat in Ecology and “Hot Zone” in the Cell. Participlants will learn the following: how to fit the use of novels in these two units, the assignments that comes with the use of the novels closely aligned with Common Core Reading and Writing Standards and Next Generation Science Standards, assessments associated with these novels, and ideas on cross-curricular collaboration.

 

Science Behind the Stories: Exploring Evolution

Chad Rohrbacher, North Carolina A&T State University

Table #3

Topic: Dynamic Teaching/Active Learning

Other Topic: Evolution in Action

Intended Audience: Grades 9-12, Undergraduate: Lower Division

Next Generation Science Standards                                                                                               

Competencies: Evolution; Heredity

Vision and Change in Undergraduate Biology Education

Competencies: Evolution

Description: Recent studies suggest that using fiction to teach scientific concepts is a successful technique that not only piques students’ interest, but assists in their retaining of information. Fiction may also allow teachers and students to explore controversial topics such as evolution in a safer, more playful way, circumventing cultural resistance. During this session, participants will see example open-ended writing and guided inquiry assignments based on science fiction stories.  Science teachers will find support for low-stakes, formative writing assessments, as well as characters with whom students can identify, engaged in dramatic situations outside the laboratory.  Writing teachers will find key terms and concepts from evolutionary science that are deliberately not mentioned in the stories themselves and would otherwise be invisible.  As the stories range in time from Australopithecus to the extinction of humanity’s galactic empire, and as evolution is an interdisciplinary topic, these concepts range across the natural and social sciences as well as history and the other humanities.  A key feature of our approach is that, mimicking the scientific process itself, questions are open-ended; teachers discover the answers along with their students.  Our guide, The Science Behind the Stories, can be downloaded from http://variationselectioninheritance.podbean.com.  During this session, we will examine one story in detail and work with participants to develop their own discipline-specific exercises.

 

Thumbs Up! for Evolution: A Differentiated Lesson for Experiential Learning

Allison Walker, High Point University

Table #4

Topic: Dynamic Teaching/Active Learning

Other Topic: Evolution in Action

Intended Audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division

Next Generation Science Standards                                                                                               

Concepts: Ecosystems -Social Interactions and Group Behavior; Evolution; Ecosystems –Adaption; Ecosystems -Natural Selection Heredity; Heredity – Inheritance of Traits; Heredity – Variation of Traits; Structures and Processes; Structures and Processes – Growth and Development of Organisms; Structures and Processes – Structure and Function

Competencies: Analyzing and interpreting data; Asking questions for science; Constructing explanations for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Concepts: Evolution, Structure and Function, Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science, Communicate and Collaborate with other disciplines, Tap into the interdisciplinary nature of science, Understand the relationship between Science and Society, Use modeling and simulation, Use quantitative reasoning

Description: How does evolution influence our daily lives? This differentiated lesson plan includes hands-on evolutionary research, self-discovery, and culminates in a capstone project that highlights the significant biological and/or cultural adaptations of human history. Instead of telling students about our evolutionary history, SHOW them through self-experimentation, and let them discover how much we rely on integral, but often overlooked, adaptations in our daily lives.  The learning outcomes of this project include: scientific literacy, collaboration and creative problem-solving, personal and public resonance, and critical thinking to produce a STEAM-driven artistic product that translates scientific findings into an accessible art form that appeals to the general public.  The methodology varies by student level, but all address the essential question: could you survive without an essential adaptation? At the elementary level, students explore the significance of our opposable thumbs by attempting daily tasks like buttoning a shirt, writing or texting, making a peanut butter and jelly sandwich, and many others, with thumbs duct-taped to their palms. By dividing the class into two groups and timing these tasks, students learn the basics of the scientific method by proposing a hypothesis, testing it with a control and experimental group, and charting the results in a graph. Once all have had a chance to participate in the data collection, they are then asked to reflect on the experience by answering sentence stems that can then be collected into a group poem. At the lower division undergraduate level, the experiment encompasses a full 48 hours without a chosen cultural or biological adaptation. Some examples include: hearing, eyesight, wheels, fire, music, eating utensils, money, language (written), language (oral), shoes, technology, cooperation, and molars. In small groups, students first observe the university campus population and reflect on the ways in which their chosen adaptation influences survival behaviors and social interactions. They then spend 48 hours without that adaptation, but otherwise engaging in their daily activities. Once all members have completed their 48 hours of self-experimentation, they collaborate on a reflective artistic rendering of their findings with a scholarly introduction that places the piece in an academic context.  Here’s an example from a first year undergraduate seminar class. The students chose to give up their thumbs for 48 hours (duct tape kept them honest), and produced this ironic and satirical hip hop video to illustrate their findings: http://www.youtube.com/watch?v=-BJ3eKIYOS4  Materials likewise vary by student level and choice, but the learning outcomes can be reached in a surprisingly low-tech and cost-effective manner.  The only requirement is a roll of duct tape and a sense of humor!

 

Activities for Active Learning in the Team-Based Learning Classroom

William Bromer, University of St. Francis

Table #5

Conference Track: Dynamic Teaching/Active Learning

Topic: Ecology and Earth Systems Dynamics, Evolution in Action

Intended Audience: Undergraduate: Lower Division, Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Concepts: Evolution; Systems: Living systems interconnected and interacting

Competencies: Tap into the interdisciplinary nature of science

Description: Classroom activities in Ecology, Evolution, Botany and Earth Science will serve as examples for  participants to learn about this part of Team-Based Learning (TBL) and offer suggestions based on their own experiences.  In TBL (http://www.teambasedlearning.org/), students spend most of their time working on in class activities that are structured around the the 4S problem-solving framework.  Activities that have Significant problems, the Same problem, with Specific choices and Simultaneous reporting encourage students to apply course concepts, evaluate other answers, and defend their solutions.  These activities can be difficult and time consuming to create for TBL teachers so I will share some of the activities that have been created, adapted and borrowed.  Participants will have an opportunity to evaluate the effectiveness of the activities and consider how they might be useful.  We will also discuss how we can use resources from the National Center for Case Study Teaching in Science (http://sciencecases.lib.buffalo.edu/cs/), BioQuest (http://bioquest.org/), TIEE (http://tiee.esa.org/misc/about.html), SERC(http://serc.carleton.edu/index.html) and the LifeDiscoveryEd Digital Library (http://lifediscoveryed.org/).

 

Pollen and Public Health: A Citizen Science Project

Tiffany Carey, University of Michigan

Table#6

Conference Track: Hands On/Minds Engaged

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division

Next Generation Science Standards                                                                                               

Concepts: Ecosystems – Ecosystem Dynamics;  Functioning and Resilience

Vision and Change in Undergraduate Biology Education

Description: To introduce urban high school students to ecology, we engaged them in research on a topic relevant to their lives. To ascertain if allergenic plant densities are correlated with certain land uses, students collected pollen with a homemade pollen collector based on the Durham’s gravitational sampler. Students placed their pollen collectors in their designated land use area( i.e. residential, parks or vacant lots). As a post assessment evaluation, students were given a survey to quantify the impacts of this project on students’ attitudes toward science. We also supplemented our pollen collection project with  other educational outreach activities, including: in-school presentations with project background and methods and field trips to the University of Michigan and Belle Isle Nature Park.

 

Bugs and Botany:  A Play-based Approach to Bridging Science and Society

Lauren Hull, Frostburg State University

Table #7

Conference Track: Dynamic Teaching/Active Learning

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division

Next Generation Science Standards                                                                                               

Concepts: Ecosystems; Ecosystems – Cycles of Matter and Energy Transfer in Ecosystems; Ecosystems – Ecosystem Dynamics; Functioning and Resilience; Ecosystems – Interdependent Relationships in Ecosystems; Ecosystems – Social Interactions and Group Behavior; Ecosystems – Adaption; Ecosystems – Biodiversity and Humans

Competencies: Asking questions for science; Constructing explanations for science; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations

Vision and Change in Undergraduate Biology Education

Concepts: Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science, Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society

Description: Play-based education, also known as play pedagogy, is an internationally utilized teaching methodology.   Play-based education encourages students to interact simultaneously with the physical and social world, developing scientific practices of observation, inquiry and experimentation within a societal context. Play is student-initiated, engaging them as active participants in both the learning and teaching process; establishing personal interest and developing critical thinking skills necessary for career preparation.  These aspects of play pedagogy make it an ideal methodology to fulfill the multiple dimensions of Next Generation Science Standards.  Participants will investigate play-based approaches connecting the presence, types and relationships of insects and plants in ecosystems to ecosystem services and ecological health.  Next Generation Science Standard performance expectations highlighted include Matter, Energy and Ecosystems, Interdependent Relationships in Ecosystems and Human Sustainability.  Participants will also become familiar with the philosophy of play-based education, research behind its efficacy, opportunities for integration into curriculum, and share ideas on play-based engagement activities for high school and undergraduate students.

 

Science Forward Video Series: A Resource to Stimulate Discussion and Promote Scientific Literacy

Kelly O’Donnell, Macaulay Honors College

Table #8

Conference Track: Dynamic Teaching/Active Learning

Topic: Scientific Literacy

Intended Audience: Undergraduate: Lower Division

Vision and Change in Undergraduate Biology Education

Competencies: Apply the process of Science, Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society; Use modeling and simulation; Use quantitative reasoning

Description: The Science Forward Video Series serves as the content of our new course, Science Forward. For too long undergraduate science education has taken the form of sage-on-the-stage lectures and memorization of facts that are regurgitated and then forgotten. Little time is spent exploring what science is and what it means to be scientifically literate. Science Forward is a flipped classroom experience that focuses on the common ways that scientists think and work in the context of different fields of scientific inquiry. Our main learning goal is to get students to hone their Science Sense, which is a set of skills that scientists and scientific thinkers possess that allow them to question and evaluate information that is presented as scientific. These skills include making order of magnitude estimates, interpreting graphs, analyzing data, making evidence based arguments, designing experiments, and many more. Our Video Series is part of how students prepare for class outside of the classroom. Paired with readings from both peer-reviewed sources and the popular press, our videos stimulate students’ curiosity and prepare them to apply the Science Sense skills during group discussions and activities in the classroom. Our roundtable features the Director of Science Forward and the Director of CUNY Advance, the institutional committee that funds the project. Participants in our roundtable discussion will get to watch one of the videos and learn about how they are used in our course to support a flipped classroom environment. We will discuss the choices we made during video development and invite participants to discuss how they might use our videos in their own classrooms.

 

How interactive is your Classroom?  Collecting Data Using the Student Participation Observation Tool (SPOT)

Katrina Roseler, San Jose State University

Table #9

Conference Track: Dynamic Teaching/Active Learning, Hands On/Minds Engaged, Assess Learning/Adapt Teaching

Topic: Applicable to all topic areas.

Intended Audience: Educators at all levels

Vision and Change in Undergraduate Biology Education

Description: Current educational research shows that students achieve higher learning gains in science classrooms when interactive techniques are used. However, traditional lecture has been used for so long, it’s difficult for educators to move away from this model. Do you wonder how interactive your classroom is? Would you like to compare the interactivity in your classroom to that of others? Education researchers at San Jose State University have developed a computer interface called the Student Participation Observation Tool (SPOT: http://sjsuspot.appspot.com/) that allows an observer to categorize and catalog the types of interactions instructors engage in with students in a classroom. The data collected using the SPOT can be used for research or your own professional development. Attend this workshop to learn how SPOT works, what it’s told us so far, and how you can use it to give and receive better peer feedback from classroom observations. Bring a laptop or tablet if possible.

 

 

Creating Relevance in Botany through Cultural Connections

Laura Smith, Frostburg State University

Table #10

Conference Track: Assess Learning/Adapt Teaching

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Undergraduate: Lower Division

Vision and Change in Undergraduate Biology Education

Concepts: Systems: Living systems interconnected and interacting

Competencies: Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society

Description: Students often enter biology courses with limited known connections to the natural world and with even fewer connections to plants.  Botany and plant taxonomy courses have traditionally focused on memorization of disconnected physiological and morphological terminology.  Often this focus on individual species and their biological traits fails to exhibit the important connections that exist between students and plants. Implementation of a few novel techniques engages students by developing an understanding plants’ relevance to their own lives as well as their connections to other living things.  Our activity is related to the following Vision and Change competencies: “Ability to tap into the interdisciplinary nature of science: Biology is an interdisciplinary science.” And “Ability to understand the relationship between science and society: Biology is conducted in a societal context” (Brewer et al., 2011). We implement matrix assessments for species being identified in the field in order to bring together biological and social roles of plants.  The activity learning objectives are to compare known species and efficiently differentiate them using specific characters and correct terminology (evaluation, analysis). The added social aspect of this exercise is to incorporate cultural uses, historical information, and sensory connections to a visual matrix to allow students to see the relationships between individual plants and plant families and their cultural context. Our matrix incorporates stories from the past with traits of the plant, including their potential material, medicinal, and culinary uses. Matrices could also incorporate host plant relationships in the food web and other ecological relationships, as would align with the Vision and Change core concept goal for students to achieve a basic understanding of the interconnected nature of living systems.

 

Modules in Ecology and Evolution Development (MEED) Program

Laura Super, University of British Colum; Catherine Hoffman; Adriana Suarez-Gonzale

Table #11

Conference Track: Dynamic Teaching/Active Learning, Hands On/Minds Engaged

Topic: Ecology and Earth Systems Dynamics; Evolution in Action

Other Topic: Ecology and Evolution

Intended Audience: Grades 9-12

Other Audience: The MEED program is for K-12 classrooms

Next Generation Science Standards                                                                                               

Concepts: Ecosystems; Ecosystems – Cycles of Matter and Energy Transfer in Ecosystems; Ecosystems – Ecosystem Dynamics; Functioning and Resilience; Ecosystems – Interdependent Relationships in Ecosystems; Ecosystems – Social Interactions and Group Behavior; Evolution; Ecosystems – Adaption; Ecosystems – Biodiversity and Humans; Ecosystems – Evidence of Common Ancestry and Diversity; Ecosystems – Natural Selection; Heredity; Heredity – Inheritance of Traits; Heredity – Variation of Traits; Structures and Processes

Competencies: Analyzing and interpreting data; Asking questions for science; Constructing explanations for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Concepts: Evolution; Structure and Function; Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society; Use modeling and simulation; Use quantitative reasoning

Description: By the end of the conference roundtable:                 1. Conference participants will have learned about the materials of the Modules in Ecology and Evolution Development (MEED) program. Participants will be given materials from the program (e.g. surveys, module material, etc.) in its first year (2013-2014). MEED is a new science outreach program of the University of British Columbia in partnership with K-12 teachers in Vancouver, Canada. The MEED blog is here: http://blogs.ubc.ca/meed/         2. Ideas will be acquired on helping graduate student volunteers run science outreach programs in partnership with public school teachers. MEED is run by graduate student volunteers with their teacher partners. The MEED program participants have provided survey feedback at each stage of the program. The UBC Beaty Biodiversity Museum staff also helped the graduate students facilitate a professional development day, where the teachers and graduate students met and exchanged ideas; information from this event will be shared with conference participants. The Beaty Museum website is here: http://www.beatymuseum.ubc.ca/. 3. There will be ideas exchanged on ways to bring cutting-edge biology research to high school classrooms. Conference participants will explore how to bridge the gap between the high school biology curriculum vs. cutting-edge biology research, and how to foster high school students’ interests in science. By serving as a bridge between K-12 education and current research, the MEED program aims to generate enthusiasm, understanding, and appreciation for the complexity of ecology and evolution.  Please note that currently MEED specifically targets ecology and evolution education. However, in the long-term, hopefully this program develops and expands to include other biological sciences. Conference participants are welcome to provide constructive feedback on directions they think would be useful for MEED.

 

Thinking Like a Neuroscientist: Using Scaffolded Grant Proposals in a Freshman Neuroscience Course

Stacey Taylor, Stanford University;Hania Koever, Stanford University; Melinda Owens, Stanford University; Andrew Dosmann, Stanford

Table #12

Conference Track: Dynamic Teaching/ Active Learning, Assess Learning/Adapt Teaching

Topic: Structure and Function

Other Topic: Neuroscience

Intended Audience: Undergraduate: Lower Division

Vision and Change in Undergraduate Biology Education

Concepts: Structure and Function; Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Tap into the interdisciplinary nature of science; Use quantitative reasoning

Description: We designed a set of teaching activities called, “Thinking Like a Neuroscientist” to help transform a relatively content-based introductory neuroscience course for freshmen into one that also develops scientific reasoning and communication skills. Our learning goals included the ability to formulate scientific questions, develop systematic approaches to answer those questions, demonstrate analytical and scientific reasoning, and communicate effectively in written form.   The “Thinking like a Neuroscientist” activities are centered around three small grant proposals that the students wrote throughout the term. The assignment prompt for each grant proposal is  integrated with material from lecture, so over the three grant proposal cycles, students practiced applying the same skills to new material. We scaffolded students’ ability to create effective proposals through section discussion, brainstorming worksheets, and oral and written feedback.  Students are rarely asked to do grant proposal assignments in introductory science courses. Therefore, to assess whether the assignments furthered students’ progress towards our learning goals, we compared their performance on experimental design exercises completed at the beginning and end of the course. We also constructed a survey to determine students’ perceptions of the activities and assessment of their own learning gains. In holding a roundtable for  “Thinking Like a Neuroscientist,” we hope to receive feedback for future implementation and assessment in our own course as well as discuss adapting the framework to other science courses.  The activities involve developing both disciplinary expertise and broadly applicable critical thinking skills, making the teaching method potentially useful for a range of courses.

 

Getting Students’ Hands Dirty: Self-Directed Field Trips and Collaborative Data Analysis

Jennifer Weaver, UC Berkeley

Table #13

Conference Track: Hands On/Minds Engaged

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Grades 9-12, Undergraduate: Lower Division

Next Generation Science Standards                                                                                               

Concepts: Ecosystems – Ecosystem Dynamics; Functioning and Resilience; Ecosystems – Interdependent Relationships in Ecosystems; Ecosystems – Biodiversity and Humans

Competencies: Analyzing and interpreting data; Constructing explanations for science; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Concepts: Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science, Use quantitative reasoning

Description: Purpose and Learning Objectives -The purpose of this activity is for undergraduate students to experience nature within urban settings and to experience scientific research from data collection to analysis. The objectives of this assignment are to involve undergraduate students in research at an early stage in their undergraduate career and to learn about biodiversity, field experiments, data analysis and basic spatial and biodiversity statistics. This exercise could be easily modified for a high school class.

Methodology -There are three parts to this activity:       1)Self-Directed Field Trip : Students will be sent to pre-determined natural locations where they will answer questions about biodiversity, geomorphology and environmental management. Students will be asked to observe and count species, and record geomorphological features and ecosystems.                              2)Data Processing : Students will be asked to collate their species records in an Excel file to be sent to their instructor. Students must note the following: date of collection, location of collection, time spent at site, species observed and number of each species observed.             3)Data Analysis: Once collated, students will be sent the overall spreadsheet of the entire class’ observations. In a class setting, students will input their data into an open-source GIS program such as QGIS or Google Earth Engine and discuss possible patterns and correlations.

Concepts and Skills- Students will learn about the following concepts: biodiversity, spatial ecology, geomorphology, the correlation between species presence and ecosystems, and spatial patterns and processes. From this assignment, students should learn the following skills: data collection, observation, critical thinking, basic statistics, Excel, geospatial analysis and collaboration.

Materials : Students should bring pen or pencil and paper, or possibly their laptops (at their own discretion). Computers will be needed for each student for the computer laboratory portion, but one computer for the teacher / professor could also be used.

 

Undergraduate Investigations Involving Fluorescence

Stokes Baker, University of Detroit Mercy

Table #14

Conference Track: Dynamic Teaching/Active Learning, Hands On/Minds Engaged

Topic: Structure and Function

Intended Audience: Undergraduate: Lower Division, Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Concepts: Information flow, exchange, and storage; Structure and Function

Competencies: Apply the process of Science; Use quantitative reasoning

Description: Fluorescence technologies have become a key tool in many contemporary investigative techniques such as gene expression studies.  Assays involving fluorescence are rapid and quantitative.  Thus, laboratory curriculum involving fluorescent assays can advance the goals of Vision and Change by developing students’ quantitative reasoning skills and having students experience several aspects of the scientific method.  However, fluorescence technologies are not often used in undergraduate laboratory instructions because of the cost of equipment.  I have recently developed an inexpensive camera attachment that allows digital SRL cameras to capture quantitative fluorescent images (see http://aobpla.oxfordjournals.org/content/2012/pls003.full). The fluorescent attachment is flexible and robust; therefore, students can use it in a variety of investigations.  For example, the technology has been used to observed green fluorescent protein (GFP) fluorescence, chlorophyll fluorescence, mineral fluorescence and fluorescence of several dyes.  As a result, students can conduct a wide array of experiments, such as observing GFP expression in transgenic organisms.  Undergraduate students at the University of Detroit Mercy have used fluorescence technologies in inquiry investigations involving microbial community ecology and studies of plant gene expression. In this roundtable discussion, I will demonstrate the camera attachment, and discuss how I have used it in inquiry investigations. Participants will receive plans to build the inexpensive (~$350) epifluorescence attachment, and copies of inquiry investigations performed by undergraduate students at the University of Detroit Mercy.  Discussions will focus on how the technology can be incorporated into ecological and developmental studies by undergraduates.

 

QUBES Hub: A Vision of Online Collaboration in Teaching and Learning in Quantitative Biology

M. Drew LaMar, College of William and Mary

Table #15

Conference Track: Dynamic Teaching/ Active Learning, Assess Learning/ Adapt Teaching

Other Type: Curriculum Development/Teacher Collaboration

Topic: General Biology and Mathematics

Intended Audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division

Next Generation Science Standards                                                                                               

Competencies: Analyzing and interpreting data; Developing and using models; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Competencies: Apply the process of Science; Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Use modeling and simulation; Use quantitative reasoning

Description: Biological research, along with many other disciplines, has been relying more and more on quantitative and computational techniques to answer biological questions, with interdisciplinary collaborations becoming increasingly necessary. While online resources such as repositories of classroom materials exist to help instructors modify their curricula, there is no central location where instructors on both sides of the aisle (biology and mathematics) can come together to work on interdisciplinary teaching. To address these issues, we propose the creation of a central online hub (QUBES: Quantitative Undergraduate Biology Education and Synthesis, http://www.qubeshub.org) to facilitate exchange amongst quantitative biology educators and bridge the gap between biologists and mathematicians who educate undergraduates at this interface. Our vision is that QUBES Hub will be designed to 1) be a repository for all types of curricular material. 2) give insight into how curricular material are being used.  3)give feedback and formal assessment of curricular material. 4) facilitate interactions among mathematicians and biologists. 5) stimulate and facilitate collaboration on educational projects. 6) be a HUB where curriculum content can be created, shared, modified, stored and organized, all in a heavily social, adaptive and collaborative context.  This roundtable will be an opportunity for participants to learn about the existing resource and contribute to the design and functionality of the site.  In particular, innovative ideas and ways of using the web as a teaching and curricular developing tool will be discussed. This work was partially supported by the National Science Foundation under Grant No. 1346584 in the Research Coordination Network: Undergraduate Biology Education track at the College of William and Mary.

 

Real-time Construction and Implementation of Formative Assessment Using Clickers

Andrew Martin, University of Colorado

Table #16

Topic: Dynamic Teaching/Active Learning, Assess Learning/Adapt Teaching

Other Topic: Evolution in Action

Other Audience: Undergraduate: Lower Division, Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Competencies: Evolution

Description: Students in biology (and other STEM disciplines) often make predictions using graphs or construct simple predictive models. Often the graphs and models are constructed with pen and paper, or increasingly using the computer, but it is often difficult to visualize student thinking (their graphs or models) and summarize the variation in student thinking. With aid of clickers, it is possible to construct clicker questions based on student work done during class, use the question to summarize the distribution of their predictions and models, and then use the resulting histogram as the basis for having students justify their perspective. This approach is best illustrated with examples of student work and having the audience at this meeting participate in a manner  that lends itself to demonstrating the ease and effectiveness of this approach. This method enable visualization of student thinking, provides immediate feedback to students, and creates opportunities for learner-centric practice of critical thinking skills.

 

Promoting University Attendance by Underrepresented Groups with Multi-year Mentoring: the CiM-Bio Model

Zachary Culumber, Centro de Investigaciones Cientificas de las Huastecas Aguazarca

Table #17

Conference Track: Hands On/Minds Engaged

Topic: Evolution in Action

Intended Audience: Grades 9-12

Next Generation Science Standards                                                                                               

Concepts: Ecosystems – Adaption; Ecosystems – Biodiversity and Humans; Ecosystems – Natural Selection; Heredity – Inheritance of Traits; Heredity – Variation of Traits; Structures and Processes – Structure and Function

Competencies: Analyzing and interpreting data; Asking questions for science; Constructing explanations for science; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations

Vision and Change in Undergraduate Biology Education

Description: The CiM-Bio program was designed as a mechanism to supplement local science education in rural Mexico and to support life science education in an effort to promote university attendance and achievement by underrepresented groups.  Beginning at the junior high level, students can gain experience in the life sciences through mentoring by graduate students, postdocs and professors in structured scientific projects.  These one-on-one interactions with trained scientists are designed to build critical thinking abilities and support development of skills important for success and achievement in scientific tracks at the university and careers levels.  http://www.cichaz.org/outreach/cim-bio/

 

Two Student Explorations in Economic Botany that Connect Taxonomy, Structure, Function, and Human Use

E. Christine Davis, University of Florida

Table #18

Conference Track: Hands On/Minds Engaged

Topic: Structure and Function

Intended Audience: Undergraduate: Lower Division

Vision and Change in Undergraduate Biology Education

Concepts: Structure and Function

Competencies: Understand the relationship between Science and Society

Description: The activities I describe are classroom-tested, and may serve as examples of how to incorporate discovery-based learning into the classroom. They can be used as-is or adapted for instructor preference. The first exercise on wood asks students to explore the properties of unknown wood samples and decide, based upon their findings, which wood is most appropriate for a particular human purpose (furniture, floors, boat, firewood, hunting bow). Along the way, students discover how the underlying anatomy affects certain properties of the wood and how major taxonomic groups vary in their wood anatomy. The exercise has the following learning outcomes: 1) identify the types of cells in wood tissue and describe their function; 2) classify woods into gymnosperms or angiosperms based on cell types observed in the tissue; 3) discuss how the following properties vary among wood samples, and how this variation reveals something  about the wood tissue: density, grain, flexibility, toughness, aroma, resonance; 4) connect these properties of a wood sample to its potential economic or practical use by humans. This activity requires wood samples and some simple equipment (microscope, balance, graduated cylinder, penetrometer, Pesola scale).  The second exercise on essential oils asks students to explore samples of herbs and spices and to classify them based upon what organ they believe they come from, similarity in taste/smell, and similarity in appearance. The exercise has the following learning outcomes: 1) Classify herb/spice plants based upon observable characteristics; 2) discuss/hypothesize about the potential function of compounds responsible for the observed tastes/smells; 3) connect the possible function of the compounds in plants to human use. This exercise is extremely adaptable according to which herbs and spices are available, and presents opportunities to expand class discussion in several directions, including taxonomy, convergence, experimental design to test hypotheses, or biochemistry. It requires no specialized equipment.

 

ENSIweb: Evolution & NOS Classroom-tested Lessons & Other Resources

Lawrence Flammer, ENSIweb

Table #19

Conference Track: Dynamic Teaching/ Active Learning, Hands On/ Minds Engaged

Topic: Evolution in Action

Other Topic: Nature of Science lessons – Beyond “The Scientific Method”

Intended Audience: Grades 9-12

Next Generation Science Standards                                                                                               

Concepts: Ecosystems – Cycles of Matter and Energy Transfer in Ecosystems; Ecosystems – Interdependent Relationships in Ecosystems; Evolution; Ecosystems – Adaption; Ecosystems – Biodiversity and Humans; Ecosystems – Evidence of Common Ancestry and Diversity; Ecosystems – Natural Selection;l Heredity; Heredity – Inheritance of Traits; Heredity – Variation of Traits; Structures and Processes; Structures and Processes – Growth and Development of Organisms; Structures and Processes – Information Processing; Structures and Processes – Organization of Matter and Energy Flow in Organisms; Structures and Processes – Structure and Function

Competencies: Analyzing and interpreting data; Asking questions for science; Constructing explanations for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Concepts: Evolution; Information flow, exchange, and storage; Pathways and transformations of energy and matter; Structure and Function; Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Tap into the interdisciplinary nature of science, Understand the relationship between Science and Society; Use modeling and simulation; Use quantitative reasoning

Description: The purpose of ENSI is to provide freely-downloadable, classroom-tested and interactive lessons for teaching the many aspects of NOS and evolution. Most of the lessons are for teachers’ use in the classroom, not for direct online student access. They are being widely used by teachers of secondary and undergraduate science courses. Most of the 75+ lessons directly target the many misconceptions about NOS and evolution. They use research-supported effective pedagogy in their implementation. The lessons meet virtually all NOS expectations in the NGSS and CCSS. Each lesson states the principal and associated concepts, and assessable objectives. Detailed teaching strategies are recommended for presenting most of the lessons. Materials and other resources (or links to them) are provided for all lessons. For details, see the ENSI General Information Page at <http://www.indiana.edu/~ensiweb/main.fr.html> .  There, you will find: The History of ENSI, Annual Reports, Faculty Publications, ENSI Concepts, a Web Site Map, and a List of Lessons. Here’s a link to the Webmaster’s Bio: < http://www.indiana.edu/~ensiweb/larry.html>.  A serious on-going effort for this site is to provide effective classroom lessons that demonstrate current research in the areas of evolution and NOS. We welcome appropriate and engaging classroom lessons, in the ENSI format, from scientists with current work that could be so-adapted. An outgrowth of ENSIweb is a little textbook for students in any grades 7-10 science course. It engages students with a text that integrates with several of the ENSI NOS lessons. It will soon be available as an e-book and a printed version. The book is titled Science Surprises. It has been peer-reviewed and field-tested by secondary science teachers. Teachers can also order, from the webmaster, the Teacher’s Guide for the most effective implementation of their unit on the nature of science. Copies of both will be freely available at the Roundtable.

 

Engaging the Non-major through Collaborative Science

Annissa Furr, Kaplan University

Table #20

Conference Track: Dynamic Teaching/ Active Learning

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Undergraduate: Lower Division, Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Concepts: Information flow, exchange, and storage

Competencies: Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society

Description: The Science Department in the School of General Education at Kaplan University offers science courses to students from very diverse backgrounds. Many of our students are non-science majors, and we have made it our goal to engage them in activities and assignments that would connect their everyday lives to science in an effort to show them that science is all around them. To do this, we have created assignments that allow them to use their personal experiences and surroundings. For example, one assignment asks students to calculate their individual carbon footprint, and then determine changes in their lifestyle that they would be willing to make to reduce their carbon footprint in real life. We have had great success with this and other assignments using this approach, and have found that students are able to make solid connections between science and their everyday lives. We hope to continue building on this assignment by taking the results and compiling the data to create a citizen science approach to collaborative science. It is necessary to design ways in which to combine the data from individual students into a collaborative format we can share across different sections of the course. We believe that this will help the students feel more vested and generate a greater sense of involvement with other students – allowing them an opportunity to see their own individual work as part of a larger project. Participants of this roundtable will gain additional knowledge that can be incorporated into their own classrooms, and will generate a robust discussion of collaborative approaches to engage non-major students in their classrooms.

Calculating Carbon Footprint: http://www.epa.gov/climatechange/ghgemissions/individual.html

Designing hypothesis: http://www.carbonrally.com/challenges

 

Authentic Undergraduate Research Experiences in Introductory STEM courses

James Hewlett, Community College Undergraduate Research Initiative

Table #21

Conference Track: Dynamic Teaching/ Active Learning

Topic: Undergraduate Research

Intended Audience: Undergraduate: Lower Division

Vision and Change in Undergraduate Biology Education

Concepts: Evolution; Information flow, exchange, and storage; Pathways and transformations of energy and matter; Structure and Function; Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society; Use modeling and simulation; Use quantitative reasoning

Description: The purpose of this Share Fair Roundtable Discussion is to provide opportunities for faculty to share pedagogical models and curricula designed to facilitate the integration of an undergraduate research experience into traditional introductory STEM courses.  The Roundtable will be led by faculty from the Community College Undergraduate Research Initiative www.ccuri.org.  CCURI’s mission is to help community colleges develop undergraduate research programs as part of their curriculum reform efforts.  CCURI representatives will draw upon examples from the CCURI partner portfolio to highlight ways that undergraduate research has been integrated into courses. Participants will gain a deeper understanding of how introductory STEM courses can be created or reformed to incorporate a research experience.  The session will focus on various barriers faculty have (and will) face in their reform efforts, along with ways to ensure sustainability of those reforms.

 

Modeling Populations: Emphasizing the Importance of Mathematical Modeling in Undergraduate Ecology

Kristin McCully, University of California, Santa Cruz

Table #22

Conference Track: Dynamic Teaching/ Active Learning, Hands On/ Minds Engaged, Assess Learning/ Adapt Teaching

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Undergraduate: Upper Division

Vision and Change in Undergraduate Biology Education

Concepts: Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Understand the relationship between Science and Society; Use modeling and simulation; Use quantitative reasoning

Description: Both the biology research and education communities suggest that most undergraduate biology curricula do not provide students adequate training in the quantitative skills they need to obtain a deep understanding of biological phenomena and to contribute effectively to future scientific inquiry.  To help address those needs, we present a computer inquiry module using ecology research literature to introduce structured population (matrix) models, one of the most commonly-used types of ecological models. Our teaching model starts with an interactive lecture introducing the concepts and mechanics of structured population models; students read published research papers that apply structured population models to specific populations and conservation questions, work through the specific models in groups on computers using the Microsoft Excel add-on PopTools, and present the model with their own research question to the class.  The lesson plan and accompanying materials are available at: http://tiny.cc/ecolmodelsmodule. We found that, in an upper-division ecology course at a research university, students demonstrated that they accomplished the objectives of the module to be able to use matrix models to project how management actions may impact a population and to understand why models are important in ecology and wildlife management. In pre-module and post-module surveys, a final exam, and interviews, students showed significant increases in structured population modeling skills, such as interpreting transition matrices and population projection graphs, and were able to identify life stages and vital rates on which managers should focus resources.  Although very few students said they liked math and enjoyed coursework that includes math, most students recognized how important mathematics is to ecology and conservation biology and commented that they enjoyed this module because they chose the organism to study, analyzed the model themselves using a computer program, and developed their own research question.

 

Modeling Activities in Support of NGSS Strategies

Jim Clark, Arroyo High School

Table #23

Conference Track: Hands On/ Minds Engaged

Topic: Evolution in Action, Structure and Function

Intended Audience: Grades 9-12

Next Generation Science Standards                                                                                               

Concepts: Evolution; Heredity; Heredity – Variation of Traits; Structures and Processes; Structures and Processes – Growth and Development of Organisms; Structures and Processes – Information Processing; Structures and Processes – Structure and Function

Competencies: Asking questions for science; Constructing explanations for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information

Vision and Change in Undergraduate Biology Education

Description: At this time we are developing units around genetics and evolution.  The goal is to provide students with high cognitive tasks that have multiple access points that will challenge and stretch their notions of mutations and their role in evolution.   Participants will come to understand how these types of lessons are developed and will have the opportunity to provide feedback on new lessons.

 

Use of Flip Teaching to Enhance Student Understanding in High School Science Courses

Rob Iverson, Gunderson High School

Table # 24

Conference Track: Hands On/Minds Engaged

Topic: Ecology and Earth Systems Dynamics

Intended Audience: Grades 9-12

Next Generation Science Standards

Concepts: Ecosystems; Ecosystems – Ecosystem Dynamics; Functioning and Resilience; Ecosystems – Biodiversity and Humans

Competencies: Analyzing and interpreting data; Asking questions for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information

Vision and Change in Undergraduate Biology Education

Description: The purpose of the lesson is to engage high school students through the use of videos.  A series of short videos, approximately 2 minutes in length, will be produced by the instructor showing the need for a better understanding of the effects of climate change on the oceans.  Topics of potential videos will be: a welcome to the project, under sea video showing a variety of different habitats off of the Chanel Islands, a basic animation of what happens when water warms up.  This will lead students to the in class activity where they will perform an experiment to see water expansion as temperature changes.  There will be a video showing the students the proper set up of the apparatus, as well as some potential results, graphing of those results, and finally a presentation of the conclusion based on those results.  Students will be expected to create a short video, approximately 2 minutes in length, showing their results, stating their conclusion, as well as extrapolating the information out to how this may impact life on this planet. Learning objectives are that students will have a better understanding of how a change in temperature will cause an increase in sea level rise.  Students will also practice a variety of 21st century skills, such as presentation, group/teamwork, and communication skills.

 

Monkeyflowers for the Masses: A hands-on Resource for Teaching Genetics and Evolution

Lila Fishman, University of Montana

Table # 25

Conference Track: Hands On/Minds Engaged

Topic: Evolution in Action

Intended audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division

Next Generation Science Standards

Concepts: Ecosystems – Adaption; Ecosystems – Natural Selection; Heredity, Heredity – Inheritance of Traits; Heredity – Variation of Traits

Competencies: Analyzing and interpreting data; Constructing explanations for science; Engaging in argument from evidence; Obtaining, evaluating, and communicating information; Planning and carrying out investigations; Using mathematics and computational thinking

Vision and Change in Undergraduate Biology Education

Concepts: Evolution

Competencies: Apply the process of Science; Use quantitative reasoning

Description: Basic concepts in genetics (Mendelian segregation, linkage) and evolution (Hardy-Weinberg Equilibrium, phenotype-genotype relationships) are often taught solely through lectures or more engaging, but also biologically bereft, group activities (e.g., bean bag sampling, computer simulations). In collaboration with Dr. Andrea Sweigart (UGeorgia), we have developed a flexible laboratory exercise using F2 hybrids between perennial, hummingbird-pollinated M. cardinalis and annual selfer M. parishii. These highly differentiated species actually hybridize in the wild making them a great opportunity to discuss species and speciation, as well as basic concepts. In addition, the hybrids segregates for both simple and complex traits (some already well-studied, some students can break new ground on).  We have tested this variants of this module in a large lower level undergraduate lab (where students primarily focused on trait segration), and also in a small upper level research practicum (where students conducted PCR, genotyped markers, and tested their own hypotheses).  For the meeting, I would present our materials so far (teacher guide, student handouts), and summarize our experience and lessons learned (by students and faculty…). We would be very interested feedback from those who might be users (at diverse levels), as we hope to begin to provide seeds and protocols/materials via our web site (http://www.fishmanlab.moonfruit.com/teaching/4582816767) in the not too distant future.

 

Engaging Students and Indigenous Communities in Global Health Research

Slavko Komarnytsky, NC State University; Debora Esposito, NC State University

Table # 26

Conference Track: Hands On/Minds Engaged

Topic: Ecology and Earth Systems Dynamics, Biodiversity, Drug Discovery

Intended audience: Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division, Graduate, Visiting scholars, Developing Countries

Next Generation Science Standards

Concepts:Ecosystems; Ecosystems – Social Interactions and Group Behavior; Ecosystems – Biodiversity and Humans; Ecosystems – Natural Selection; Structures and Processes – Growth and Development of Organisms; Structures and Processes – Structure and Function

Competencies:Analyzing and interpreting data; Asking questions for science; Constructing explanations for science; Developing and using models; Engaging in argument from evidence; Obtaining, evaluating, and communicating information

Vision and Change in Undergraduate Biology Education

Concepts: Structure and Function; Systems: Living systems interconnected and interacting

Competencies: Apply the process of Science; Communicate and Collaborate with other disciplines; Tap into the interdisciplinary nature of science; Understand the relationship between Science and Society; Use quantitative reasoning

Description: Globalization of research that encompasses biodiscovery, ecology, and health requires building capacity not only towards young scientists who decided on their professional careers, but also towards training our students and indigenous communities, who are eager to contribute to global health research, but often lack the relevant training, infrastructure, and resources. Mobile Discovery kit explores chemical biodiversity of local ecosystems and uncovers its potential to improve human health by rapidly measuring anti-infective properties of diverse biological samples, thus providing exceptional long-term student engagement in global health research. Each participant will be provided with a Mobile Discovery kit developed by the LIFE HABIT Center for Biodiscovery, a collaborative research partnership established by a team of internationally recognized faculty members from North Carolina State University, USA and University of Pretoria, South Africa, to maximize the great potential for interdisciplinary research in the area of biodiscovery and human health. The kit uses bacteria cultured from human saliva, requires no special tools other than those provided with the kit. Participants will be asked to photograph test samples with their mobile phones, perform a simple assay following a step-by-step guide with assistance from an instructor, and report results using an online reporting tool (http://lifehabitat.org). Ample opportunities for interaction and communication participant to participant, participant to instructor, and participant to content will be provided. By combining hands-on science (biodiscovery), information management (data reporting), and educational (training materials and manuals) components, this approach will reach both students and teachers to promote STEM involvement through educational innovation, increase interdisciplinary scholarship, and provide exceptional local and global long-term engagement to global health research. The presentation will also provide a valuable program feedback to facilitate future deployment of this program to other schools, undergraduate and graduate students, indigenous communities, and young scientists in developing countries of the world.