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Motivation and dissemination

1) Existing research on Teaching and Learning (list references, websites, etc. If possible, annotate the list)

2) Classroom Strategies and Resources (e.g. Activities, problem sets, modules).

3) Gaps in (a) Research and (b) Resources (a long narrative or a bulleted list is fine)

4) Ideas for New Collaborations or Ways to Scale/Extend On-going Research

Group 6: Motivating and Disseminating to Faculty

Group members: Peggy Brickman, Samantha Elliott, Karen Klyczek, Marsh Sundberg

Our goals after Saturday AM discussion:

1.       Poll other groups and use slides 18 and 19 from Gordon’s talk to create a list of common problems in Intro Bio.

2.       Create an annotated list of current resources to “fix” these problems.

3.       Identify gaps

4.       Is there a need for a common website that allows instructors to access these materials, or do other things already exist?

5.       Funding and personnel support to promote project: Mini-grant? Volunteers?

Current DBER practitioners know what’s out there. Other faculty may be interested, but don’t know how to get started and have little time (or working knowledge) to delve into the education literature.  Motivation to change curriculum tends to be more personally-driven and would not be the focus of this group.  We wish to help the faculty who are (for various reasons), interested in change, but do not know how to get started. We hypothesize that if you make it easy for faculty to get started with and be successful in changing aspects of their courses , they will be further motivated to induce changes and form networks to change curriculum.

We envision an online resource on the IBP page (or at least a portal through IBP) that structures resources based upon “problems” in Introductory Biology.  The site would provide practical tips and tools to use in the classroom immediately.  While based in best practices theory, this site would be the link to promote these practices in the classroom.  Resources would be very short, practical pieces with appropriate links for more information (literature references, websites, etc.)

We need to populate the site with problems that do not always relate to content.  While we can give tips on how to implement evolution across the Intro Bio curriculum, we also want to promote things such as “how do I get first year students to participate in authentic research?”  “How do I form groups so that they work effectively together?”

Instead of being a static snapshot of current reforms in 2013, we would like this site to be modeled after a or website, where the initial posting (peer-reviewed so that it meets the goals of the site) does not change, but then instructors who use the resource can comment (and rate ease of use, quality of assignment , etc.), as well as explain any changes that they made to fit their needs. This way the resources evolve in an organic matter and stay relevant to a wider audience.  We could track number of downloads as one metric of usefulness, as well as comments on modifications (indicating use).

Content must be based in best practices, but distilled down to practical applications.

What are common problems in Introductory Biology?

1. How can I integrate evolution across the Introductory Biology curriculum?

2. How can I form student groups that work well together?

3. How can I get first year students to participate in authentic research without a lot of background knowledge?

4. How can I teach first year students how to read scientific literature?

5. How do I motivate my students and make them enthusiastic about biology?

6. How do I do group work in a 300+ person class?

7. How can I get my students to come to class prepared to learn?

8. How can I push my students to go beyond memorization to truly connect concepts?

9. How can I get my students to analyze what they don't know?

10. How do I get student buy-in for active learning?

Sam Donovan,
Nov 10, 2013, 8:35 AM
Samantha Elliott,
Nov 9, 2013, 3:39 PM
Peggy Brickman,
Nov 9, 2013, 12:19 PM