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BSP Research Residency 08-09 Pre-SoTL Institute Assignments

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Assignment #5-Wiki Development

Please visit the new landing page for the 2008-2009 Scholars:

http://wiki.biologyscholars.org/Research_Residency/Research_Residency/2008-2009_Research_Residency_Scholars

You will see:

1.  I have created a landing page for your cohort and consolidated pages.  I would like you to add the title of your research to this page by Friday, July 25th.

2.  I have created team pages where you may share team-related information and comments.  Please post the name of your team leaders by Friday, July 25th.

3.  Mary Pat was kind enough to create a map showing the location of everyone.  You will have to scroll a bit left to find Chris but at least now you can picture him halfway around the world!

4.  I have created a template for your Scholar homepage.  You should cut and paste this template, fill it in and provide the appropriate links by August 8th. The idea is to create a “snapshot” of standardized information we can quickly review when we land on your homepage.  The template is saved in the “Template” section of the wiki and may be found here:

http://wiki.biologyscholars.org/Template:Scholar_Homepage

Assignment #4-Journal Club

DUE: when you arrive at BSP

The final assignment is to read two articles in preparation for two journal club sessions during the Institute.  Please read the articles before you arrive and be prepared to discuss them with the group.

Article #1

Taras, L. B. 2003. Promoting Student Involvement with Environmental Laboratory Experiments in a General Microbiology Course. Journal of Microbiology & Biology Education . 4: 23-29. http://www.microbelibrary.org

JournalClub1_JMBEBrancaccioTaras.pdf

Article # 2 and supplement

Schlegel W. M., and D. Pace. 2004. Using Collaborative Learning to Decode the Disciplines in Physiology and History. New Directions for Teaching and Learning 98: 75-83.

JournalClub2_DecodingtheDisciplines_Schlegel.pdf

Supplement: Collaborative Team Learning Cultivates the Development of Disciplinary Thinking. W.M. Schlegel.KEEP Toolkit Poster.June 2004.

Assignment #3-Annotated Bibliography

DUE: July 7, 2008

Building on what others have done – searching for previous research in the SoTL field

Objective:

1.   Learn where to find published resources relevant to your SoTL project

2.   Identify appropriate key words to use in your searches

3.   Begin to build an annotated bibliography for use in our program

Your assignment:

1.   Find 5 references relevant for your project – either as work you will build on and/or providing technique(s) you are interested in using.  Be sure that you have chosen a range of references from journal articles through digital portfolios or posters.  Be sure that at least two sources were found using an ERIC search.

2.   Annotate these 5 references and tell us why they are useful for your project (see below for more information how to write an annotated bibliography)

Why are you engaging in this detailed literature search?

A significant part of the process of scholarly work is to build on what others have done.  However, the literature of a field can often seem overwhelming and impenetrable when you are new to it, and it seems easier to “do your own thing”.  And it is all too common in teaching to teach by instinct and not make use of the rapidly expanding literature of good research into learning.  That is why we are taking the relative luxury of time available in the summer to let you begin to immerse yourself in the literature.

Where will you find previous research?

For scientists moving to educational research it is not always clear where to look for this information because it is usually not in the databases with which we are familiar, such as PubMed.  Most confusingly, much of the research being done in the SoTL field is represented most richly in a diversity of on-line sources.  Some of the key sites for finding educational research and SoTL research are:

The articles and books and electronic resources we read in class. Don’t forget to use research that you have already encountered to help you find new research.  Almost everything that you read was an excerpt from a larger source.  Read more of that text, look in the bibliography, … Use the ‘six degrees of separation’ principle to move in a productive trajectory through the literature.

ERIC, Educational Resources Information Center.  (http://www.eric.ed.gov/)  This is a searchable bibliographic database where you will find many of the references important in educational research.  The database is run by the government and is free. There is a special talent to searching using ERIC, and it is described at the end of this document in more detail. 

PubMed.  Despite what was said above, there are several education-oriented journals published by scientific societies and science education articles within mainstream science journals.  These can be found in PubMed.  You can also go directly to some of the top ones, such as: Life Science Education (http://www.lifescied.org/) and Journal of Microbiology & Biology Education (http://www.microbelibrary.org/about/index.asp?bid=1076).

Various psychology databases (such as PsycINFO). There is a rich field of educational psychology – the origin of much of the work represented in the How People Learn series of books. 

Mountain Rise.  This is one of an emerging set of journals devoted to SoTL research.  (http://mountainrise.wcu.edu/issue.html).

Journal of Cognitive and Affective Learning.  A slightly more established journal that also features SoTL research.  (http://www.jcal.emory.edu/)

Lesson Study.  This site focuses on the use of Lesson Study principles in teaching at the college level, but is has an emerging array of case studies available, too.  (http://www.uwlax.edu/sotl/lsp/)

Carnegie Foundation.  There is a great richness of SoTL case studies on the Carnegie site.  Be sure to check out:

the Higher Ed work in the CASTL program (http://www.carnegiefoundation.org/programs/sub.asp?key=21&subkey=63&topkey=21)

the K-12 work in both the Quest and CASTL programs (http://www.carnegiefoundation.org/programs/index.asp?key=31)

the galleries (http://gallery.carnegiefoundation.org/gallery_of_tl/keep_toolkit.html)

and the publications section of their website (http://www.carnegiefoundation.org/publications/index.asp)

The Peer Review Site.  (http://www.courseportfolio.org/peer/pages/index.jsp)  This site is a wonderfully rich resource of teaching portfolios submitted by professors and reviewed by their peers.

The Visible Knowledge Project.  (http://crossroads.georgetown.edu/vkp/)  This site contains electronic portfolios from one of the first national SoTL projects involving over 70 professors from institutions across the country.

What is an annotated bibliography and how do you write one?

An annotated bibliography adds to the traditional list of citations a paragraph that provides both a description of the research, a critical evaluation of the quality of the content, and the relevance of the citation to your work.   These annotations are typically ~150 words.  There are many on-line sites that describe annotated bibliographies and how to create them.  I found one of the most helpful to be at the University of Toronto (http://www.utoronto.ca/writing/annotatebib.html). 

There is a good example of an annotated bibliography up at the Georgetown Writing Center’s website (http://english.georgetown.edu/writing/annotatedbib.htm).

You should do your references in APA style.  You can find information about how to cite within the text and list in the bibliography a wide variety of sources in APA style at the Duke library site (http://library.duke.edu/research/citing/within/index.html).

ERIC searches:

As with any database search, knowing the key words that get you what you want is critical.  I will give you a search to do in ERIC that will get you started.  Use the following search terms in the "Advanced Search" option and perform a search with these terms:

Search

1. Biotechnology

2. High School

Look at one of the results you got back – should be something like 74 results.

oThe top line "ERIC #" will start with either ED or EJ.  ED=ERIC document, EJ = ERIC journal.  I personally am more interested in the EJ because these are articles in peer reviewed journals.  ED listings are documents people have placed in ERIC and do not necessarily undergo any review.  Do not ignore ED documents, they may be dissertations, etc. that you think are credible and provide useful information.

o"Descriptors" can provide you with ideas of other terms to search with.

If at this point you go back and add “literacy” into your search terms, you can narrow the search down to 5 references.  So keep in mind that this search works well with an array of search term categories (level of education, scientific topic, pedagogical term, etc).

Assignment #2-Reading List

DUE: June 23, 2008

Listed below is a recommended reading list to help you prepare for your attendance at the workshop.It is suggested that you read them in the order listed.Once you have completed the readings, you are asked to complete the assignment below and post it to the listserv.

READING LIST:

1. The Scholarship of Teaching: What’s the Problem?  
Randy Bass, Georgetown University
http://www.doiiit.gmu.edu/Archives/feb98/rbass.htm

2. Defining the Scholarship of Teaching and Learning
Spencer Benson, University of Maryland-College Park http://www.asm.org/ASM/files/ccLibraryFiles/Filename/000000003937/Benson.pdf

3. Why Should YOU Publish Your Best Teaching Ideas?
Craig Nelson, Indiana University
http://www.asm.org/ASM/files/ccLibraryFiles/Filename/000000003936/01_4_WhyPublish.pdf

4. MicrobeLibrary’s Microbiology Education journal’s rubrics for submission and review
http://www.microbelibrary.org/submit/index.asp?bid=293

ASSIGNMENT FOR SCHOLARS:

Based on your readings, prepare a brief (~ 1 page) reflective piece in which you address the following in relation to your proposal:

•How would you describe your “research problem(s)” to the Research Scholars group?

•What theme(s) based on your readings, resonate with your “problem” and/or your proposed approach to address your problem?

•Which of the 12 properties of SoTL in microbiology education proposed by S. Benson’s article are particularly relevant to your project at this stage?

•Do you have any questions/concerns/comments that have evolved from your reading?

•What do see as tangible products to be developed as a result of your Scholars experience within the next 12 months?

•What do you see yourself presenting at the follow-up session at ASMCUE 2009?

•What will you need to develop these products?

Assignment #1-Introductions

DUE: May 5, 2008

Your first assignment entails providing information about yourself by answering the specific questions below.  Once you have prepared this information, please "post" your response to the listserv.

Consider these questions and respond.

1) Describe your teaching responsibilities and the type of student you teach,

2) Describe what you would like to take home as a result of attending the SoTL Institute,

3) Tell us about your interests outside of the classroom and a book that you have read recently.

Previous cohorts used this "get-to-know-you" approach and it worked very well. When we finally come together in July, we will match faces with people we have read about. A hard copy compilation of this assignment will be provided in your on-site institute materials.

    

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Files 2

FileSizeDateAttached by 
 JournalClub1_JMBEBrancaccioTaras.pdf
Jounal Club #1-Loretta Taras Article
436.89 kB12:57, 17 Jul 2008kgullActions
 JournalClub2_DecodingtheDisciplines_Schlegel.pdf
Using Collaborative Learning to Decode the Disciplines in Physiology and History
997.08 kB13:06, 17 Jul 2008kgullActions
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