Student Centered Philosophies in Biology: Technology Toolkit

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Student Centered Philosophies in Biology
Technology Toolkit

• Cindy Arrigo, New Jersey City University

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Agenda/Topics To Be Covered

• History
• Local backdrop
• Implementation
• Accountability test-in instrument
• Peer-review tools
• Publishing
• Near real-time database
• Conclusions

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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).

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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.

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Implementation plan

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

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Accountability test-in instrument

• Grades are tremendous motivators.
• If you give it, they will come.
• Give early.
• High importance, low point value.
• Other benefits.

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Supported by NJCU Office of Online Learning
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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.

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Results - Individual Learning
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Results
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Looking at learning Aggregate
ngt35
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Results

• Informed program and process.
• Predictors.

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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.

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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.

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Proteomics Viral Infection and Response
Human cellular extracts
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Publishing

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

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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 Ive
  gained will continue to be of value to me and an
  asset to society in any future endeavors that I
  will part take of.

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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 cant remember things that I
  dont understand as a result, I cant 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.

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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.

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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.
  

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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.

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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.

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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