Student Centered Philosophies in Biology: Technology Toolkit

1. Student Centered Philosophies in Biology: Technology Toolkit Cindy Arrigo, New Jersey City University

2. Agenda/Topics To Be Covered • History • Local backdrop • Implementation • Accountability test-in instrument • Peer-review tools • Publishing • Near real-time database • Conclusions

3. History • National push for student centered and active-learning strategies (National Research Council, National Science Foundation). • Not teacher teaching but learner learning. • More responsibility shifted to students. • Interactive format. • State – High-Tech excellence. NJEDge initiative. • Discipline - Cell Biology Education Research speaks (Knight and Wood, 2005).

4. Local backdrop • University Emphasis on applied learning, culture of evidence. • BEAMS initiative (Kinzie, 2005). • Hold students accountable for taking their share of the responsibility for their learning • Set and maintain high expectations for student performance • Use engaging pedagogical approaches appropriate for course objectives and students’ abilities and learning styles. • College Innovative research-based academic environment. • Department Well positioned, full content Cell Biology course.

5. Implementation plan • Accountability test-in instrument. • Peer-review tools. • Near real-time database. • Publishing.

6. Accountability test-in instrument • Grades are tremendous motivators. • If you give it, they will come. • Give early. • High importance, low point value. • Other benefits.

7. Supported by NJCU Office of Online Learning

9. Accountability test-in instrument • One quiz for each major accountability area. • 10 question quiz. • Large question pool. • Quiz can be taken up to 5 times. • Time gaps enforced between takes. • Highest score is recorded.

10. Quiz takes Score Student Results - Individual Learning

11. Results

12. Looking at learning – Aggregate n=>35

13. Results • Informed program and process. • Predictors.

14. Peer-review tools • A challenging group assignment builds community quickly • WebCT Chat rooms, MS Word track change feature • students' engagement in their learning • Peer-review • Interact with new ideas • Learn by watching • Learn by evaluating • Inspire thought – reflective journals • “I can clearly see our weaknesses where we should have put in more efforts than other parts.”

15. Near real-time database • National Center for Biotechnological Information. http://www.ncbi.nlm.nih.gov/ • Free Research One tool. • Annotated, curated. • Interact with the scientific world.

16. poly IC sepharose poly IC sepharose sepharose sepharose Cytoplasmic Nuclear Proteomics: Viral Infection and Response Human cellular extracts

18. Publishing • Reflections of knowledge and examples of excellence. • Not compulsory. • Interact with the outside world. • Priceless.

20. Reflections • “Throughout the semester I was called upon to analyze my own work and that of others and I met that challenge. Additionally, I adapted to the idea of quality instead of quantity when writing scientifically. The skills and knowledge that I obtained were also demonstrated throughout written and oral examinations. In time I found myself utilizing scientific literature from a variety of sources and demonstrating knowledge through writing short communications, reflections, laboratory reports, and an independent research paper. Throughout different aspects, I acquired the ability to reflect excellence in written reflections and in data analysis. The skills and knowledge that I’ve gained will continue to be of value to me and an asset to society in any future endeavors that I will part take of.”

21. Reflections • “Nevertheless, my cell had to understand the material before trying to remember it. Our professor made us recite the noncyclic electron flow during class; I think this was a great idea since I was able to understand the information in my own words. I can’t remember things that I don’t understand; as a result, I can’t develop a clear and accurate memory from a fuzzy, weakly understood concept.” • “Below is a review paper that I completed during this semester that illustrates my knowledge of how to read, extract, and articulate properly from a scientific published work, Stomatal conductance does not correlate with photosynthetic capacity in transgenic tobacco with reduced amounts of Rubisco.”

22. Reflections • “It is impossible to memorize so many details and facts about science and keep them with you forever.” • “She taught the material in class in a different manner that made it capable for me and others to understand. One lecture that I kept in mind is when Dr. Arrigo made us interact and comprehend the process of photosynthesis I and II. I think that these types of activities help everyone show knowledge and give input.”

23. Strengths and Weaknesses • (+) So many ways to assess you may find yourself seeing excellence in places you never saw it before. Perhaps as important, students can see this too. One net effect is the promotion of diversity of idea and viewpoint. • (-) May be hard for faculty to give up some control and hard for student to take on accountability. Always a few who simple resent the effort it requires for them to become effective with the rich, non-linear environment.

24. Summary • Student centered philosophy and technology. • Educational artifacts. • Student learning data informs program. • Connected to each other, content, history, field, world. World connects to them. • Higher learning gains and better conceptual understanding for students.

25. Summary • Individual accountability is a key element of student centered educational philosophies. An accountability 'test-in' instrument was developed and administered through the course WebCT site. The instrument has novel elements and is expected to have broad applicability; moreover, the data gleaned from it strongly support its purpose.

26. Aknowledgements • Dr. John Grew, Chair, Department of Biology • Dr. Mulugeta Assefa, Assistant Professor, Department of Biology • Dr. Helen Hoch, Acting Chair, Department of Biology • Miss Janey Oliphint, Online Learning • Dr. Liza Fiol-Matta, Dean, College of Arts and Sciences • F2005 Cell Biology community of learners