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What resources or references did you find most helpful in your project?


Holly Ahern

The support of colleagues and administrators at the college. I also found that the BSP conference calls and feedback from the rest of you from wiki postings were very helpful.



Teri Balser




Daron Barnard

 There were numerous literature references that I found to be helpful to my specific project, including the Handbook of College Science Teaching (edited by Mintez and Leonard, NSTA press), but I think that the biggest resources came from the BSP.  I felt that the Institute last summer really put me in a position to address my question in a scholarly manner.  The time spent refining my question was very valuable, as well as the exposure to a variety of method,s tools, and other studies.   I also felt that the BSP community of scholars has been an important resource, as I could bounce ideas off the group and had a place to turn for advice.   In addition, I have an on campus colleague who directs our Center for Teaching and Learning who was a great resource regarding SoTL and an ongoing supporter of my research.

Patricia Baynham

 My best resources were my critical friend, Samantha Kerry, and a colleague from Texas State University that I met when I presented my first semester data at Texas Academy of Science.


Christopher Burke

As my project was initiated prior to the Biology Scholars Program, the most useful resource for me was the UTas Graduate Certificate in University Learning and Teaching that I undertook a couple of years ago. This gave me the pedagogical framework to establish how I might go about addressing problems that I recognized in my teaching. The references that have most influenced my thinking are:
Biggs, J. 2003. Teaching for Quality Learning at University. 2nd ed, Open Univ. Press 309pp. As a general text on higher education teaching and learning.
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M. and Wood, W.B., 2004. Scientific teaching. Science 304: 521-2.
Perkins, D., 1999. The Many Faces of Constructivism. Educational Leadership 57(3): 6 – 11.
Udovic, D., et al., 2002. Workshop biology: demonstrating the effectiveness of active learning in an introductory biology course. Bioscience 52: 272 – 81.
The latter 3 references as inspiring me to think about my teaching in a different way and to reconsider what is important in teaching science.
As far as the Biology Scholars Program is concerned, the best thing for me was to meet a group who have diverse interests in pedagogies, and to be introduced to a range pedagogical issues or research tools that I did not know about. It broadened my thinking, but I have yet to make full use of this.

Jeff Carmichael

 My students were actually the most useful resource!  They were happy to participate in my studies on team-based learning and give me permission to publish aggregate results of quiz and exam scores and survey responses.  Two references that I found useful (one with a more broad scope and one more specific) include:

 Michaelson, L.K., A. Bauman Knight, and L.D. Fink. Ed.  2004.  Team-Based Learning: A

transformative use of small groups in college teaching, ed.., Sterling, VA: Stylus


Publishing, LLC.



Tessier, J.T.  2007.  Small-group peer teaching in an introductory biology classroom.  Journal of


College Science Teaching 36 (4): 64-69.



David Dunbar :

Resourses I found most useful were the assessment pieces we discussed and talked about last summer. Particularly, what I found useful were the merits of student focus group assessment data. I, along with a colleague of mine, are incorporationg the student focus group data along with the quantative data we have for our course to both improve it and to publish our assessment results. 






Anne-Marie Hoskinson

 A few of my new colleagues at MSU formed a SoTL campus group. We met once per month and exchanged ideas/vented/commented on ideas and manuscripts.

Herreid, C. F. 1999. Why isn't cooperative learning used to teach science? BioScience 48: 553-559.

Tanner, K., L. S. Chatman, and D. Allen. 2003. Approaches to cell biology teaching: Cooperative learning in the science classroom - beyond students working in groups. Cell Biology Education 2: 1-5.


Carol Hurney

Phyllis Blumberg.  2009.  Developing Learner-Centered Teaching: A practical guide for faculty.  San Francisco, Jossey-Bass. 

Smith, KA, Sheppard, SD, Johnson, DW and Johnson, RT.  2005.  Pedagogies of Engagement:  Classroom-based Practices.  Journal of Engineering Education.  1-15.

The Seven Principles for Good Practice in Undergraduate Education stress pedagogies of engagement (Chickering and Gamson, 1987). 

Learner-Centered Teaching:  Five Key Changes to Practice by Maryellen Weimer. 2002.

N-VIVO Quantitative Software Program!!!  

Samantha Kerry

 Other than the references that I posted on my individual Wiki site, the best resources were the tools we learned about during the July workshop.  The SALG website and VARK learning styles survey were particularly useful.



Lucy Kluckhohn-Jones

Mary Pat’s paper in CBE was a tremendous help in my project:

Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth.  2008.  Biology in Bloom:  Implementing Bloom’s Taxonomy to Enhance Student Learning in Biology.  CBE—Life Sciences Education, vol. 7, 368-381, Winter 2008.  American Society for Cell Biology.






Maureen Knabb

 My greatest resource was Bill Cliff from the summer workshop. He served as a mentor for me as I developed this project.



Jenny Knight

 My best resource is my colleague Michelle Smith, co-author on this work, good at statistics, and all around super helpful.  Others in the Science Education Initiative were also helpful with feedback, and it was good to have to check in with you guys too. 



Min-Ken Liao

I did not know many journals in the SoTL field so the annotated bibliographies assignment last year was a very helpful one.  My colleague in the Center of Teaching and Engaged Learning has been a great resource for me.  We even submitted a manuscript together this March.  I even got one of my biologist colleagues to be excited about SoTL and we worked on this project together.  He is the co-author of the poster I am presenting at ASMCUE.  



Sherri Morris

The best resources, by far, were the folks in the cohort. I was relatively new to SOTL, and while I did have some of the basic understandings of research, I was missing some of the methodologies for doing research on learning. The number of variations on Blooms taxonomy were exceedingly helpful for jump starting the thought process that ultimately led to my plan. The discussions at the initial meeting and the subsequent visits by phone helped to fill in other gaps. I am also very lucky to have great colleagues at BU that are engaged in SOTL.  Of course there is an amazing amount of literature and other types of support out there once you have some idea where to look. 


Jim Smith

I have been extremely pleased with the quality of the literature that I have discovered over the past year.  Among the many papers I've read is a 2007 paper by Craig Nelson, recently retired from Indiana University's Biology Department (but still very active).  

Nelson CE. 2007. Teaching Evolution Effectively: A Central Dilemma and Alternative Strategies.  McGill Journal of Education 42: 265-283.

I've also been helped out by many colleagues on my own campus (Michigan State), which has an excellent group in science education, and by Kristin Jenkins at the National Evolutionary Synthesis Center.   

Bethany Stone

  I found the SOTL mentors and participants to be my best resource.  First, Alix, Bill and Spencer all discussed my project with me and each asked, "Have you read..." or "Have you talked to..." questions that provided direction.  Second, my project was also expanded by one key suggestion from my critical friend, Carol.  Finally, I found the phone conference calls helpful.  Every now and then someone would mention an approach that I could apply to my own project.  From all three resources, those seemingly "little" comments were meaningful resources.


Mangala Tawde

 Haven't started looking for references in terms of a publication yet, but I found BSP experience extremely resourceful and I am hoping to continue seek critical suggestions/inputs from the mentors and fellow scholars. Discussions with Spensor Benson and Lorretta Taras were helpful. The phone conference calls were helpful too. Also some department colleagues were supportive.


Didem Vardar-Ulu

I haven't had any chance yet to look into literature based resources for this project.  That is certainly something I will be focsing on this summer.  Hence so far the biggest support and resouces were my laboratory instructors and the other biochemistry faculty in my departmentment with whom I had a few very productive discussions to enable the expansion of the project to a class he taught in the spring semester.  I am very interested in a comparative analysis of data collected from classes I taught and he taught and a further discussion of this research with all the faculty involved in the biochem courses taught at the college. I also found the conference calls and feedback from everyone posting on the very helpful.  Finally, I have to confess that my most valuable resource was my student body.  Mainly premeds, they have always ween extremely difficult to please, yet this reasearch gave us a different opportunity to collaborate on something that wasn't graded and it worked really well..



Mary Pat Wenderoth

- Best resources were my colleagues at UW.It was very important to have colleagues to discuss ideas with as the project was unfolding.




What resources or references did you find most helpful in your project?







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