Trying to visualize molecular processes for students can be very challenging. Neil Raymond and I decided to try 3-D printed objects to use in the classroom to teach these concepts in Biology. I used the database thingiverse to search for models, and Neil designed and printed his own working sarcomere through tinkercad. After using the models in class, I discovered that they can be powerful tools to aid in conceptualizing and visualizing processes, especially at the molecular level. The 3-D printing is a compliment to STEM curriculum and promotes problem solving skills. I used 3-D print
A straight lecture on cell structures is torture for students. To remedy this, I designed a system of flashcards where each organelle is represented by 3 types of cards: a picture card, a structure card, and a characteristic card. Cards have alignment hints for the other two cards. Each group of 4 students is given one set of 36 cards. They work together to align the 3 cards for each organelle. While groups are engaged in collaborative work to tease out details about each organelle, I can work more closely with each student as they learn to critically evaluate card content.
EMCC has recently instituted a "no late enrollment" policy, due to the understanding that "learning starts on Day One" and the idea that students who enroll after the first day of class generally are not as prepared, and therefore not as successful as their peers who were in the class from the beginning. However, does this phenomenon reach back even further in time? Do students who enroll early in a class do better than those that enroll at the last minute (even though they did enroll before the first day)?
experiencing ATP production
In this study, a modified CREATE methodology (www.teachcreate.org) was used to incorporate the reading, analysis and discussion of four primary research papers from the recent biological literature into BIO182. Individual and group activities were used to integrate the papers into the course; some activities were graded, some were not. Activities included concept mapping, cartooning of experimental design, paragraph summarizing, data transformation, and figure annotation.
Osmosis and the movement of water is a common theme in biology courses. Students first learn the concept in General Biology (Bio181/Bio156), then students have to apply it to human physiology in Anatomy and Physiology (Bio 201/202). Students have a difficult time understanding this concept as evidenced by only 39% correctly answering a question about osmosis in the kidney on the unit exam. To address this issue, I utilized a whiteboarding activity to have students critically evaluate how changing osmolarity in the kidney medulla affects water movement from the collecting duct.
To take Acid Base Physiology from the classroom to the application level, analysis of clinical scenarios and lab values data is an essential part of learning in BIO202. In order to achieve this objective, we have used the format of lecture and practice problems. At times, I felt the students were having difficulty in grasping the basic concept and then applying it to analyze the given problem to reach diagnosis and predict compensation. Studies have shown that graphic representation of complex clinical data assist in its interpretation.
Students confuse molecular processes concerning synthesis of macromolecules, particularly DNA, RNA and proteins. I have the students make separate lists of terms they need to know AND clues as to how to keep them separate.The students come to the board and generate the list - they pass a marker to another student to keep adding to the list. We review as a group and determine if all the terms are lined up correctly. This semester I decided to increase the use of contrasting between the processes based on our lists.
Comparison of changing up information on a question that students have struggled with.
About half of the points from my BIO181 class come from high stakes exams. I feel this is necessary to prepare students for their STEM degrees, MCAT, PCAT etc. I split the course content into 5 units with an exam for each unit. This means giving up 5 class meetings to exams, which for a TR class, is over 2 weeks of class time. I tried dividing the content into 4 units, with 4 exams. The last 2 exams remained the same, but I took the content from the first 3 exams and split it between 2 exams instead.