ASM events
This conference is managed by the American Society for Microbiology

 

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Teaching Responsibilities

 

Course

Level

Major

%Underrepresented

Populations*

Biology 2602, Principles of Biology* ( course involved in Biology Scholars Project)

Freshmen

Biology

5-10 %

Biol 4830/6929 Functional Neuroanatomy and labs

Juniors

Seniors

MS students

Biology

≤5%

 

Biol 5832  Principles of Neurobiology

Juniors

Seniors

MS students

Biology

≤5%

 

Biol 4861 Senior Capstone (taught on rotation)

Seniors

Biology

≤5%

 

Biol 1545 Anatomy & Physiology and labs

Freshmen

Sophomores

Allied Health

10-15%

Biol 1505 Biology & the Modern World

All levels

Non-science majors

10-15%

 

 

 

 

*Minority enrollment at YSU: 15.6%

 

 

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Professional Development Goals

My professional development activities in SOTL began in 2000 when I attended my first teaching workshop “Loose in the Lab: Women in Science Rule” which presented attention-grabbing, hands-on activities to use in the chemistry and life science classrooms.  The enthusiasm of the presenters and their passionate belief that educators needed to actively to engage students in the classroom really motivated me to think about changing the way I taught.  Even now nearly a decade later, whenever I prepare for a class, I think about whether or not I have an effective “attention-grabber”. 

While my professional development in SOTL has been sporadic since then, each year I take the opportunity to attend teaching symposia presented at the annual meetings of the American Physiological Society / FASEB meetings.  Thus my professional development in the last 24 months has included these seminars as well as symposia presented at the International Lilly Conferences on Teaching (2007, 2008).   My experiences in SOTL include activities such as grant projects, preparing manuscripts for publication, and teaching professional development workshops.  During the last 24 months I completed a 5 year  project entitled “Fostering the Development of Science Reasoning Skills in Undergraduate Students”.  This was a learning experience for me.   With the collaboration and advice of the project PIs I developed think-pair-share activities and assessed their impact on student learning.  Currently, I am participating in a grant project entitled “Self Regulated Learning”.  This project stresses the importance of frequent, thoughtful feedback to students.  For my part, I am trying to develop ways to provide regular and varied feedback to my students that they can use to modify their learning behaviors.

  Throughout my teaching career I have designed learning exercises where students use tangible objects to model the concepts and processes that they are trying to learn.  I have found that these manipulatives help students build working mental models of biological processes in a way that enables them to use their knowledge to predict or interpret.  This led to 2 publications “Using Manipulatives to Improve Learning in the Undergraduate Neurophysiology Curriculum and “Using truncated lectures, conceptual exercises and manipulatives to improve learning in the Neuroanatomy classroom”.  Over the last 4 years I have presented several professional development workshops to regional K12 educators (see#4) and  one workshop to my colleagues at YSU, entitled “The Discuss and Defend Quiz Protocol Promotes Learning, Retention, and Integration of Knowledge”.

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