Example Tiny Teaching Tidbit

1. Example Tiny Teaching Tidbit

2. Using only the pipets on the bench in front of you: • What is the maximum volume the large pipet can dispense? • What is the maximum volume the small pipet can dispense? • Which pipets use the green pi-pump? • Which use the blue pi-pump? • How do you attach the pi-pump to the pipet? • How do you draw liquid into the pipet with the pi-pump? • What would you do if the chuck came off the pi-pump? • Which pipet would you use to transfer 3ml of liquid?

3. Using the pipets in the box: • Which pipets graduated? Which are not? • How do you read a volumetric pipet? • How do you read a serological pipet? • List the sizes of the serological pipets in the box. • List the sizes of Mohr pipets. • List the sizes of volumetric pipets. • What might you use Pasteur pipets and plastic transfer pipets for? • Which pipet would you use to transfer 3ml of liquid?

4. Which of these pi-pumps should be used with a 1 ml pipet? • Green • Blue Response Counter

5. Before drawing up liquid in a pipet with a pi-pump, the plunger should be raised slightly • True • False Response Counter

6. Which of these is/are graduated? 1 2 3 • 1 • 2 • 3 • 1 and 2 • 1 and 3 • 2 and 3 Response Counter

7. Mohr pipets have markings all the way to the end of the tip. • True • False Response Counter

8. How much volume is in the pipet below? What kind of pipet is it? • 4 mL, Mohr • 4 mL, Serological • 6 mL, Serological • 6 mL, Volumetric • 6 mL, Mohr 0 1 2 3 4 5 6 7 8 9 Response Counter

9. Discussion Questions • How do you attach the pi-pump to the pipet? • How do you draw liquid into the pipet with the pi-pump? • What would you do if the chuck came off the pi-pump? • Which pipet would you use to transfer 3ml of liquid?

10. Crash Course in Using Clickers Fall 2014

11. How much experience do you have working with clickers? • What the heck is a clicker? • I’ve heard of them, but haven’t used them in class • I’ve tried using them in class but had problems • I’m a pro with clickers

12. Possible Questions

13. Reading Questions • Encourage the student to prepare before class. • Get immediate feedback on what they might not have understood. • You can correct any misconceptions or confusions before they begin the lab. • It is good to start the class with these types of questions.

14. __________ solutions have relatively high concentrations of solutes. • Hypertonic • Hypotonic • Isotonic • Gin and tonic Response Counter 30

15. Make sure they understand the lab procedure. • Again, these are good questions for the beginning of lab.

16. How long should the slices of potato be? • 2cm • 4cm • 6cm • 8cm Response Counter

17. Make predictions • Actively engage the students in higher order thinking skills. • These can be done at the beginning of class, or while students are waiting on various parts of their experiment.

18. Which treatment (moles of sucrose solution) would you expect to show the greatest increase in potato mass? • 0.0 moles • 0.1 moles • 0.3 moles • 0.4 moles • 0.5 moles

19. Summary Questions • Get feedback on what the students understood or did not understand. • Correct misconceptions or confusions. • Provide an incentive for them to stay full 3 hrs. • Given at the end of the lab.

20. If a cell is placed in a hypotonic solution, the cell will_________. • stay the same • swell • shrivel • mutate Response Counter

21. Go a little further • Actively engage the students in the bigger picture. • Again, these questions will be useful after the students have completed the lab, or given as quiz questions at the beginning of lab the following week.

22. If a fish is in freshwater, the water will flow _______ the fish via osmosis. • Into • Out of • No net difference in water flow • I have no idea Response Counter

23. Other types of questions…

24. stem : flower :: trunk : • leaf • branch • tree • root

25. Evolutionary biologists believe that people came from Modern chimpanzees. • True • False

26. First things first • Download TurningPoint 5 from Tigerware (on MyLSU) or directly from the website: http://www.turningtechnologies.com/responsesystemsupport/downloads • For PC or Mac • Remind your students to register their clickers on MyLSU

27. Two ways to use Clicker questions • Directly from PowerPoint • Using TurningPoint’s Anywhere Polling

28. Problems and Pains • Software • Learning new software • Occasional lock ups, usual tech issues • Participant lists – can save time later, don’t have to • MC and T/F • Students • Not registering clickers or not registering them correctly • Not bringing their clickers • Not setting clicker to the correct channel • Clicking for a friend • Develop a policy and be firm and consistent

29. Dealing with Emails Put image of email inbox An example can be found at http://static3.businessinsider.com/image/54f365b769bedd2f09797d82-1190-625/this-graphic-poking-fun-at-people-who-never-delete-their-emails-is-going-viral.jpg

30. Discuss in groups • How many student emails do you get in a week? • What proportion of these emails are: • Questions about the content of the lab • Questions about due dates and assignments • Questions about the Lab Portal • Other • How much time do you spend dealing with student emails?

31. Discuss in groups • What are some strategies for reducing the amount of time you spend on student emails? Put image of work related e-mails An example can be found at https://dynamicecology.wordpress.com/2016/11/28/inbox-insanity-a-way-to-unsubscribe/likert_11/

32. Strategy: Timing • Let students know your email boundaries • Examples: • Between 10pm-8am, no matter how many times they type “Urgent” • If you don’t check emails over the weekend • That you might not respond to their email right away especially if it is a special request • You might want to acknowledge their email so they don’t email you again

33. Strategy: Email them first • Send out an email summarizing due dates, assignments, etc. at least once a week

34. Strategy: Show students what an appropriate email looks like Put image of appropriate e-mail An example can be found at http://www.phdcomics.com/comics.php?f=1795

35. Example email Please include the assignment name in the subject line Please write something in the body of the email. Example: “Dr. Patrick, Please find my FWA2 attached. Student name” Name the file (attachment) Lastname, Firstname https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-sound-silly-emails-essay

36. Guidelines for Email • Informative subject line • Use a proper salutation • “Dear Students,” • “Students,” • Appropriate tone and word choice • Sign your name • Use proper spelling, grammar, punctuation, and capitalization • (Try to) Make sure you attach the attachment • Proofread!!

37. Potentially useful links • https://dynamicecology.wordpress.com/2016/11/28/inbox-insanity-a-way-to-unsubscribe/ • https://www.counseling.umd.edu/global/docs/las/grad/timemanagementipsforgradstudents.pdf

38. Implicit Bias

39. Implicit Bias • Implicit Bias is the bias in judgment and/or behavior that results from subtle cognitive processes (e.g., implicit attitudes and implicit stereotypes) that often operate at a level below conscious awareness and without intentional control • What are some examples of implicit bias or stereotypes?

40. In groups, discuss: • As a student, have you been affected by implicit bias, especially based on your gender? • How did this make you feel? • Did this influence your decision to pursue science?

41. Gender-Science Implicit Bias Scores

42. In groups, discuss: • Were you surprised by your results from the Gender-Science Implicit Bias test? • Do you think your implicit bias has affected the way you treat your students or your peers?

43. In groups, discuss: • What can you do in your classes to avoid implicit biases influencing your teaching? • Avoid having student names on front of quizzes/exams • Call on genders equally in class • Has this discussion changed your view on implicit biases? • Awareness of bias may mitigate its effect (Dar-Nimrod & Hine, 2006, Pope, Price, Wolfers, 2013)

44. Resources • https://implicit.harvard.edu/implicit/demo • http://womeninastronomy.blogspot.com/2016/08/avoiding-unconscious-profiling-and.html

45. Mindset

46. What was your score on the quiz? • 45-60 • 34-44 • 21-33 • 0-20 Response Counter

47. Mindset and points • Strong Growth Mindset • Growth Mindset with some Fixed ideas • Fixed Mindset with some Growth ideas • Strong Fixed Mindset • 45 – 60 points • 34 – 44 points • 21 – 33 points • 0 – 20 points

48. I’ve heard of the idea of fixed vs. growth mindsets • Yes • No • I’m not sure Response Counter

49. Fixed vs. Growth Mindsets Put image of appropriate fixed vs growth mindset https://www.google.com/search?q=fixed+vs+growth+mindset&rlz=1C5CHFA_enUS783US783&source=lnms&tbm=isch&sa=X&ved=0ahUKEwif0tXE247iAhUHDKwKHVH2ATcQ_AUIDygC&biw=1119&bih=857#imgdii=yb8MvpS8lDTEiM:&imgrc=yd0gte85tsmxmM: https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjS7oX9jOnLAhWCu4MKHVX-BzEQjRwIBw&url=http%3A%2F%2Fwww.tabatatimes.com%2Fmindset-fixed-and-growth-mindsets%2F&bvm=bv.117868183,d.amc&psig=AFQjCNH-WAtVJcXbS9qJ1gWyRGQYKDzjVA&ust=1459273530043209

50. Think – Pair – Share • When have you encountered a fixed or growth mindset in yourself during graduate school? • How did the situation turn out? • Did you learn anything from the experience?