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Learning Theories

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1. Wood, William B., Innovations in Teaching Undergraduate biology and Why We need Them., Annu. Rev. Cell Dev. Biol. 2009.25:93-112.

This review gaives a very nice compartmentalized and useful summary of various practices. It groups each of the new practices by comparison to a traditional practice and the aspect of the ocurse that it addressed. It aslo rates each of the practices on twp criteria: how practical the practice is to implement and evidence of it increasing student learining from the literature.

2.Hanauer, David I. and Graham F. Hatfull., Active Assessment: Assessing Scientific Inquiry (Mentoring in Academia and Industry)., Springer, 2009

This was an ealry read for me in how to assess what was being learned in the lab class. This is very useful for those trying to go beyond the cookboook labs and to engage students in a research based lab expereince. Although I do find it very useful I still find it hard to put into practice many of the recommendations. This is mainly due to the constraints of resources and the structure of the lab classes: multiple sections taught by multiple faculty.

3. Girmally, C., Brickman, P. and Lutz, M., Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments., CBE—Life Sciences Education, Vol. 11, 364–377,Winter 2012

Developing scientific literacy in my students has always been an important goal for me. It is, however, very hard for me to come up with meaningful ways to measure how ell I am achieveing that goal. This paper has helped with that by giving categories of variuos questions and the types of science literacy skills they address. This has been very helpful during the development of a microbiology debate assignment and its assessment.

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