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Gail's Team

Jacob Adler
Christine Andrews
Adam Kleinschmit
Nathan Reyna

 

Use the "Add file or image" button below to post your assignments for team feedback. To provide feedback, use the "Add comment" feature.

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Files 7

FileSizeDateAttached by 
 Adler Updated Grid with Assessments (Spring 2016 Course).pptx
Adler Grid Update Spring 2016 Course
56.09 kB13:52, 22 Aug 2015jadlerActions
 [] Updated Alignment Grid - Kleinschmit.pptx
Kleinschmit Updated Alignment Grid (Fall 2015)
110.9 kB16:04, 22 Aug 2015akleinschmitActions
 Kleinschmit JMBE Activity.docx
No description
14.99 kB14:06, 8 Nov 2015akleinschmitActions
 Activity to Submit to JMBE.docx
Adler_JMBE_Activity
12.28 kB12:24, 10 Nov 2015jadlerActions
 Synbio lab Bio Scholars_N.Reyna.docx
JMBE submission: Draft 1. It is for my semester long lab CURE using synthetic biology. I would very much like to publish this material in some way. However, where and in what form is the question. I would take any input you are willing to give me....I also realize it is not complete and needs some more details. Suggestion of things to include would be helpful. I do have assessment data but it is taking longer than I expected to compile the data.
98.69 kB12:34, 16 Nov 2015nreynaActions
 [] Updated Alignment Grid - Kleinschmit II.pptx
No description
52.7 kB13:41, 14 Jan 2016akleinschmitActions
 Begley JMBE 2012.pdf
teaching with big ideas in biology
229.78 kB16:54, 14 Jan 2016gbegleyActions
Viewing 14 of 14 comments: view all
Hi Jacob, This looks like a great way to get your students thinking about information flow in a cell. There were a few things that confused me in the rubric terminology. It wasn't immediately clear to me how you would define 'parts'. 'accessory proteins', and 'items', all of which are distinct from organelles. It might also be useful to give students an exemplar where you go through the production and cellular function of a particular protein before they do the problems. There always seems to be a barrier in going from a general understanding of info flow and applying it to a specific example. Once they see how it works from start to finish for a particular protein, they may have an easier time with the problems.
Posted 11:05, 20 Sep 2015
Hi Adam, I think that your students will be motivated to learn the molecular/cellular biology even more by the real life application to botox. The articles that you're assigning them will open up a lot of possibilities for Science & Society discussion. But there seems to be a big leap from the basic readings and strip sequence activity to understanding the molecular mechanism of botox. I don't have the case study, so maybe it is well explained there, although it's hard to imagine a physician talking to a patient about protein sorting and vesicular traffic! Could you build a bridge between the basic info and the neurotoxin application with some sort of specific example of normal neurotransport?
Posted 11:20, 20 Sep 2015
Gail- I have used the BoTox case study before. If I remember correctly there are two different version. One for non-majors and one for majors. The majors version has a few more questions to help the students bridge the this gap.

-Adam I really liked what you put together and how you did it.

Group- I am sorry I have not updated my stuff.
Posted 13:25, 29 Sep 2015
Gail, Thanks for the helpful advice. I will definitely modify and will also include an example. Luckily I have time to modify, as this class does not start till next semester. Best, Jacob

Overall, examining my alignments with assessments, I feel that they will be very predictive of student's ability to form this learning objective. I do feel that there are still small changes that need to be made to help them get this. edited 09:48, 5 Oct 2015
Posted 09:45, 5 Oct 2015
Gail & Nathan - Thank you for the feeback on the case study above:) I definitely will integrate some questions that have students draw and/or describe the normal progression neurotransport.

Nathan - I would be interested in learning more about the botox cases that you have used in the past. I was actually working on a novel botox case study for the activity described above.

Rest of the Group - I apologize for not keeping up with the feedback for everyones project :(
Posted 14:05, 8 Nov 2015
Group - I have attached a broad outline of an activity that I am working on that could be assessed and potentially written up for JMBE (November assignment).
Posted 14:09, 8 Nov 2015
I attached my running document for a JMBE publication. I would really like to publish this material but I do not know where or in what form. I debated between a general essay/teaching tools type of thing and a full techniques type of write up. This is a rough draft but I really would appreciate any input you may have. I realize a lot is still blank but any suggestion of things to add or what would help you (or somebody) do the lab would be helpful.
Posted 12:44, 16 Nov 2015
Jacob, I think that your nutrition analysis exercise is absolutely perfect for the Tips & Tools section of JMBE. TnT articles are short and very practically oriented. The criteria for selection include relevance for JMBE readers, novelty, and accuracy. Some suggestions for when you flesh out the full article: be sure to provide enough information that novice faculty could replicate your activity, provide examples of the articles and calculations, and show some assessment data. The bar for assessment is fairly low for TnT, but the more you have, the better in terms of likelihood of acceptance.
Posted 13:12, 20 Nov 2015
Hi Nathan, I think that your iGEM-based course could be published as a curriculum paper. There is already a body of literature on iGEM: how the competition works, how biobricks are built, safety and ethical concerns, etc. What seems new here is using iGEM in a course context, at least in terms of publication. There are a number of active courses listed on the iGEM site and a Swedish group has published a lab manual. So I think that your focus would need to be on (1) providing detailed instructor and student guides to facilitate adoption by other faculty in a range of courses, (2) describing how iGEM meets the learning goals of your course, especially in comparison to more traditional approaches, and (3) backing that up with good assessment data. I think that there would be a lot of interest in this.
Posted 14:04, 20 Nov 2015
Hi Adam, accessing and understanding the scientific literature is a critical skill for our students to develop and there is a lot of interest among faculty in innovative ways to do that. But there have been quite a few papers in JMBE, CBE Life Sciences, etc. on this. So the question becomes: what is novel in your approach? I would suggest taking a look at some of these papers and then thinking about how you can add to this body of literature with your work. Tips & Tools may be the right platform, if you can provide details on the assignments, rubrics, and outcomes that provide faculty with an easier and/or more effective and/or more targeted (e.g., to a certain course level or subdiscipline) way of attacking the literature.
Posted 14:39, 20 Nov 2015
Hey Guys - Here is a brief report on the implementation of my alignment grid in my cellular biology course. Overall, the activity went well and was well received by the students based on a short pre-/post- attitudinal/student perception survey I had student voluntarily do. I think the biggest thing that made the activity challenging is that my students were not used to the intensity level of formative assessment that was involved. I think that if I design additional activities with the same rigor of formative assessment, that students will be less likely to forget to complete outside of class assessment activities.
Posted 03:40, 22 Dec 2015
Hey Guys - This past semester I was also working on a second activity to introduce the primary literature to sophomore-level biology majors in my cellular biology course. Since, I have been focusing on this course, I have uploaded my second alignment grid for this activity. I am planing on expanding this activity in future semesters, so any feedback would be greatly appreciated.
Posted 13:41, 14 Jan 2016
Happy New Year Everyone! Adam, your primary literature assignment is a great way to get students comfortable with accessing the research literature. I think that your first outcome could reach a higher level of Blooms if you ask the students to analyze the reading in a systematic way to identify particular concepts from your class. I do this with the big ideas and important skills in biology (based on Vision & Change - see my paper upload). I also include excerpts from papers the students have never seen before in some of their quizzes and exams and ask them to analyze in the way that we do in class. This is highly motivating and helps them to focus on the skill building more than just trying to memorize factoids from the particular papers that I assigned in class.
Posted 16:53, 14 Jan 2016
I just wanted to touch base with everyone. Finally, this week I will be implementing my project with the students in introductory molecular cell. I will report back towards the end of the month on how it goes.
Adam, I am glad that your activity went well. Students sometimes feel that I am a little too much on the opposite side of things, with too much formative assessment both inside and outside of class. I actually will need to dial it back next year and focus on the really important assessments to help my students. I agree that it is key to find that balance, it just takes more time, I guess.
Adam, I agree with Gail. I used a modified BIBs and SUBs analysis for my introductory biology course and they do a really good job with it. I started with students just identifying the core concepts and skills, then after a couple of weeks, I transitioned to them having to defend their identification. My goal by the end of the semester is to have them create a written scientific report where they identify core concepts and skills in their actual work. Thanks Gail for the great idea!
Posted 11:28, 2 Apr 2016
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