It Takes a Using Department to laboratories as catalysts for - - PowerPoint PPT Presentation

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It Takes a Using Department to laboratories as catalysts for - - PowerPoint PPT Presentation

Aug 15, 2022 190 likes •585 views

It Takes a Using Department to laboratories as catalysts for change Shift a Paradigm FACT-BASED INFORMATION AND THEORY INTO INFORMATION CONCEPTUAL PRACTICE RETENTION UNDERSTANDING APPLICATION HYPOTHESIS TESTING INDEPENDENT STUDENT-

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It Takes a Department to Shift a Paradigm

Using laboratories as catalysts for change

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  • Dr. Kerrie McDaniel

Associate Professor, Pedagogy Service Labs for Non-Majors

  • Dr. Natalie Mountjoy

Assistant Professor, Pedagogy Introductory Labs for Majors

  • Ms. Naomi Rowland

Biotech Center Lab Coordinator Upper-Level Labs for Majors

FACT-BASED INFORMATION RETENTION INFORMATION AND CONCEPTUAL UNDERSTANDING THEORY INTO PRACTICE APPLICATION

HANDS-ON ACTIVITIES FLIPPED CLASSROOM EX) BONES, MARKINGS HYPOTHESIS TESTING SOME STUDENT-LED INQUIRY EX) RESPIRATION, FUNGI INDEPENDENT STUDENT- LED RESEARCH EX) MOLECULAR BIOTECH

Western Kentucky Univ iversit ity Depart rtment of Bio iolo logy

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How to leverage YOUR SUCCESS into DEPARTMENTAL CHANGE

1. One size does not fit all 2. Standardize where possible 3. Assess & share

  • utcomes

4. Campaign

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One size does not fit all

Innovative Pedagogy

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Match needs with pedagogy

Hands-on E-Texts Flipped Class Problem-Based Increased Inquiry Student-led

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Anatomy & Physiology 1 FACT-BASED INFORMATION RETENTION

  • Non-majors
  • Hands-on Learning
  • Anatomy in Clay System
  • E-texts
  • Skill and Drill practice
  • Virtual cadavers
  • Simulations
  • Partially flipped
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General Biology Labs INFORMATION AND CONCEPTUAL UNDERSTANDING

  • Intro majors
  • In flux…transition
  • E-texts: Pre and Post Labs
  • (Partially) Flipped
  • Hypothesis-Driven
  • Inquiry-based
  • Some student choice
  • One Problem-Based Project
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Cell/Molecular Biology Lab THEORY INTO PRACTICE

  • Upperclassman majors
  • Wolbachia Project &

Tetrahymena Consortium

  • Flipped classroom
  • Student-led Research
  • Lab skills assessments
  • Lab notebooks
  • Contribute to real research
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Reference List for Innovative Pedagogies

In Your Toolkit!

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Standardization

Ensuring continuity

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Standardization Measures

Supply content Pre-made Lecture/ Flip Best practices for TAs/others Create teacher manuals Use your LMS! Be flexible with differences

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Video Safety-nets

5 10 15 20 25 30 35 40 45 50

Strongly Disagree Disagree Niether Agree Nor Disagree Agree I though videos provided continuity for each lab I found these videos effective I would have preferred my TA leading my lab rather than the videos

Student Perception of Video Use in Lab (N=619-621)

I thought videos provided continuity for each lab

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Create TA Manuals

Online or paper: Include tips, tricks, notes, demos, etc.

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Boxed Content in your LMS

Pre-made lab packages and assessments

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List of standardization measures

In Your Toolkit!

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Assess Outcomes

What do we measure & how?

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Assessment Effectiveness: Outcomes & Data

Grade Data Student Satisfaction Course Evaluations Learning Gains Survey Interest Peer Evaluations

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Student Satisfaction: A&P Pre and Post Revision

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Grade Data: A&P Pre and Post Revision

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Fall 2016

Percentage of Students Earning Grade

Grades Pre and Post Lab Revision

A B&C D&F

Post-Revision Pre- Revision

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2.25 2.45 2.65 2.85 3.05 3.25 3.45 3.65 3.85 4.05 4.25 Interpretating results Ready for more demanding research Understand how knowledge is constructed Understand the research process Integrate theory and practice How scientists work on real problems Scientific assertions require evidence Understanding science

BIOL 123 BIOL 121 BIOL 322 INCREASING INQUIRY IN THE LAB

BIOL N 123 186 121 142 322 73 Total 401

Learning Gains: Student Perception

* * * *p < .05, BIOL 322 higher

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2.25 2.45 2.65 2.85 3.05 3.25 3.45 3.65 3.85 4.05 4.25 Learning ethical conduct Learning lab techniques Read and understand primary literature Give an effective oral presentation Skill in science writing Learning to work independently Becoming part

  • f a learning

community Confidence in potential as a teacher

BIOL 123 BIOL 121 BIOL 322 INCREASING INQUIRY IN THE LAB

BIOL N 123 186 121 142 322 73 Total 401

Learning Gains: Student Perception

* * * * *p < .05, BIOL 322 higher

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Reference List for Assessment Techniques

In Your Toolkit!

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Campaign

How do we get support?

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Campaign: Gather Support

Focus Groups & 1-on-1 References Align with Other Priorities Presentations/Seminars Start Small Use YOUR Data

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List of Campaign Ideas

In Your Toolkit!

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Moving Forward

SUCCESSES? OBSTACLES? WHAT’S NEXT?

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Moving the Department

From Sisyphus to the Snowball