Clickers without clickers

Top Hat Monocle

http://www.tophatmonocle.com/

WANTED: readings on science for pedestrians

I am creating a new page to make a compilation of interesting scientific readings that non scientists can enjoy. Join us and leave your suggestions in the comments of the first post. I will try to get them organized on the new tab of the blog.

I am just leaving here the first one: Bad Science - Ben Goldacre's column

Inquiry

Haury, D.L. 1993 - Teaching Science through Inquiry in ERIC/CSMEE Digest.

Brown et al. 2006 – College Science Teachers’ Views of Classroom Inquiry.

POGIL = Process Oriented Guided Inquiry Learning

• POGIL Chemistry
• POGIL Biology

CASES at Emory University – case based learning activities

Contextualizing Developmental Biology

Anne Fausto-Sterling has a tremendous list of publications on this matter. She also published with Scott Gilbert an article explaining the philosophy behind the Bioethics supplement of Developmental Biology, THE book for any developmental biologist. The paper is Educating for social responsibility: changing the syllabus of developmental biology.

Reaching All Students and More Social Justice

A comprehensive resource from the CIRTL network is this Reaching All Students. It goes from planning a course to teaching methods and assessment, including plenty of tips. A great open source.

Chamany, Allen and Tanner join efforts in this paper from 2008 Making Biology Learning Relevant to students: Integrating People, History, and Context into College Biology Teaching

Sible et al 2005 presents the development of a course in Teaching Cell and Molecular Biology for Gender Equity

Incorporating Social Justice in the Sciences

Katayoun Chamany is an Associate Professor of Natural Sciences and Mathematics at Eugene Lang College, pretty much at the heart of New York city. I don’t intend to reinvent the wheel here, so I’ll just paste her profile, which says quite clearly the kind of (amazing) work that she is doing. I'll  include a few references at the end.

Born in Iran, raised in Iowa, and trained as a geneticist and cell biologist, Katayoun finds the study of biological processes fascinating. For over a decade she has been conducting research to better understand why some students share her love for biology, while others recoil from the subject. Part of her work suggests that biology courses must be contextualized and made relevant, especially for those students who don’t initially see biology as important to their everyday experiences. To promote this education reform, she has developed seminars, workshops and educational materials that reflect an interactive and case-based method of teaching and learning. She firmly believes that biology is accessible and relevant to everyone, and that a basic understanding of biology is important for contributive members of society.

Chamany 2006, Science and Social Justice. Making the case for case studies

Chamany 2006, MDR Tuberculosis: A Case Study for Non-Science Majors Focused on Social Justice

Chamany K. 2004-2009. Cell Biology for Life: Online Book and Curriculum. Three modules include: Stem Cells (basic cell biology) Botulinum Toxin (specialized cells and communication), and HPV and Cancer (viral genetics and oncogenesis).

Chamany K. 2001. “Niños Desaparecidos: A Case Study About Genetics and Human Rights.” Journal of College Science Teaching. 31 (1):61-65.

More women in science

Some references from the Center for Teaching at the Vanderbilt University:

Tips for Teachers: Sensitivity to Women in the Contemporary Classroom: From The Derek Bok Center for Teaching and Learning at Harvard University, this article provides helpful strategies for instructors concerned about gender issues in the classroom. Several specific recommendations given to insure an inclusive environment.

Academic Support for Women in Science and Engineering: Susan Montgomery (Chemical Engineering) and Martha Cohen Barrett (Center for the Study of Higher and Postsecondary Education) present critical factors that have been found to influence the learning experiences of undergraduate women studying science and engineering. They also offer suggestions for improving the academic environment that are applicable to all students. This link is provided by The Center for Research on Learning and Teaching at the University of Michigan.

Book Review: Women Faculty of Color in the White Classroom, edited by Lucila Vargas.

Book Review: Women in the Classroom: Cases for Reflection. Derek Bok Center for Teaching and Learning, Harvard University: 1996.

Inclusive teaching

Tanner, 2010; Order matters: using the 5E model to align teaching with learning

Kate MacLean writes and Inclusive teaching guide for elementary school

This two-page paper is A MUST. Easy to read, full of useful information, clear, precise, just what scientist need! Barger, 2005; Strategies for Inclusive and Effective Teaching

Books on teaching

Scientific teaching Interesting Chapter 2: Active learning and Chapter 4: Diversity

Reaching All Students Resource Book; pdf available on CIRTL website

Training sources

Courses offered by the CIRTL network

CTD programs

FIRST IV Faculty Institutes for Reforming Science Teaching

Intergroup Relations Opportunities for Faculty and Staff at UCSD Intergroup Relations Program

On-line live classes on the use of Elluminate software for virtual classes

Perspectives

The University of Washington offers instructor and students perspectives together with some strategies and resources
Perspectives: What excludes students?