Assistant Professor of Biology
Worcester State College
486 Chandler St.
Worcester, MA 01602
(508) 929-8143
dbarnard@worcester.edu
Biographical Sketch
I am starting my third year at Worcester State College, which is part of the Massachusetts State College system. I teach a 200-level Genetics course that is required for all Biology majors and represents a large portion of my teaching responsibilities. I also teach an upper level Developmental Biology course, a capstone Biology Seminar, and Introduction to Biology II: Cellular and Molecular Biology. My research interests focus on how RNA processing drives early developmental events. I am also involved in our Center for Teaching and Learning as an Advisory Board member, as a co-facilitator of Alden Teaching Fellows cohort on technology in teaching, and as an Advisory Board member for the online journal Currents in Teaching and Learning.
The focus of my research investigation is to assess the effect of incorporating a research project into a genetics lab on student confidence and attitude towards genetics. I find that students are often apprehensive regarding genetics and their ability to learn the subject. They don’t see it as a topic that is relevant to their careers, or lives in general. Consequently, at Worcester State College many biology students delay the required genetics course until their senior year. The traditional lab structure for an introduction to genetics may ultimately reinforce aspects of these attitudes and preconceptions. The lab presents a buffet of techniques, without providing experience in how those techniques might be used to solve a genuine biological problem and be incorporated into research. This results in students being disengaged in lab experience. I plan to incorporate a research project into the lab of my introductory genetics course and assess the effect on students’ attitudes regarding genetics and research in genetics, as well as their confidence in their ability to learn the subject and participate in genetics related research.
For more detailed information see Context and Problem.
Taraban, R., and Blanton, R. L. (Eds.). (2008). Creating Effective Undergraduate Research Programs in Science: The Transformation from Student to Scientist. New York: Teachers College Press.
Mintzes, J. J., and Leonard, W. H. (Eds.). Handbook of College Science Teaching, Arlington, VA: NSTApress.
Student attitude and confidence will be measured in at the beginning and end of each semester using a Student Assessment of their Learning Gains (SALG) survey. At the end of the semester students will be asked to write a reflective paper discussing their perception of the benefit of the lab experience.
There will be two stages of the study:In progress. Further information will be posted on the Discussion page.
In progress. Further information will be posted in the Appendices.