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Learning Theories

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Tanner, K. D. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11(2), 113-120. Available from: http://www.lifescied.org/content/11/2/113.short?rss=1&ssource=mfr

I have introduced the conept of metacognition to undergraduate students in past semesters as a strategy to become better self-learners and thus increase their likelyhood of success in their courses. I really like the authors suggestion of incorperating metacognition self-questions throughout course sessions to help promote student self-awareness of learning.  I invision myself implementing this strategy in addition to the explaination of what metacognition is at the begining of the semester, as I think this will not only help students but my teaching though collecting and analyizing student reflections (formative assessment).

 

Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297-306. Available from: http://www.lifescied.org/content/6/4/297.full

In the genomics course I teach each fall, I incorperate a classroom undergraduate research experience within the laboratory using Genomics Education Partneship (GEP) resouces. The data in this article supports the hypothesis that research enhances the educational experience of science undergraduates. Additionally, my institution is a Hispanic serving institution, thus I am very interesting in the findings in this article that underrepresented groups reported higher learning gains than comparison students.  It is a major goal of our intstitution to improve retention of minority students in the pathway to a scientific career.

 

Couch, B. A., Brown, T. L., Schelpat, T. J., Graham, M. J., & Knight, J. K. (2015). Scientific Teaching: Defining a Taxonomy of Observable Practices. CBE-Life Sciences Education, 14(1), ar9. Available from: http://www.lifescied.org/content/14/1/ar9.full

I am very interested in scholorship of teaching and learning, which promotes the use of scientific evidence to justify the use of particular teaching methods in the classroom.  The authors of this article review the evidence-based pedagogical approach to teaching called "Scientific Teaching" and provide a taxonomy that can be used by intructors for peer evaluation of teaching as well as an instrument for course design.  I am currently working on revamping my course learning goals and aligning them to course assignments and activities.  

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