Michael Crawford Florida Doci David Johnston Biological ......Monologic Dialogic Reproduction of...
Transcript of Michael Crawford Florida Doci David Johnston Biological ......Monologic Dialogic Reproduction of...
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Michael Crawford1
Florida Doci2
David Johnston1
Biological Sciences
1University of Windsor2University of Ottawa
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Biology Courses – Upper Year
• Larger classes, fewer faculty
• Greater internationalization
• UG
• Teaching Assistants (Graduate Students)
• Less prepared = lower literacy
• Domestic
• International
• Less writing / more multiple choice examination
• Less writing ~
• Less “big picture” critical thinking
• Less complex reasoning
• Underdeveloped rhetorical skills
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Peer Review
How many use peer-review in class?
Did it work?
Was it satisfying from the perspective of
the reviewer, the reviewed, and teacher
perspectives?
Would you use it more , less, again etc.?
Group Assignments
Perils/ benefits of group assignments?
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Challenges:
• Writing and reviewing competence (Topping, 1998)
• Value of reviews to writer
• Value pedagogically (to reviewer and writer)
• Peer anxiety (Rogers and Feller, 2016)
• Perceived value (Mulder et al., 2014)
• Sharing of responsibility / duties / grades
• Degree of commitment
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Collaborative or Team-Based Learning
Academic literacy – Bakhtinian approach (Lillis, 2003)
Monologic Dialogic
Reproduction of Challenging, playful
official discourse Opening to examination
Resolution Open-ended?
Collaboration most effective when :
• Formal team interactions are short
• Group presentations are minimized
• Students are interdependent
(Tomcho and Foels, 2012)
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We Inherit Traits and transmit
them
Nature
• Genetics
Nurture
• Environment
• Social memes
We now know that the two talk
Genomic Imprinting =
Epigenetics
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First Semester
Assembled References
Parsed them into likely chapter sections
Assignments related to:
• Assembling additional refs
• Annotated bibliography
• Seminar/respondent
• Rough draft
• Peer review
• Network to decide what parts fit together best
• Work in chapter-specific groups and horse-trade
• Final chapter with figures and tables
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Second Semester
1. Abstract of chapter
• Coherent structure?
• Identify problems
• Propose possible solutions
2. Presentation – summary and critique
3. Chapter outline with explicit solutions
4. Formal proposal and fact-checking
5. Swap meet/editorial meetings
6. Formatting to style, new artwork, re-submit with letter
7. Identification of reviewers
8. Identification of recipients and communication strategy
9. Proposal of table of contents (chapter names), bookends
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Pedagogical potency, relevance, and marketable skills
Published November 2015
University of Windsor, Emerging Scholars’ Press
ISBN 9780920233726
Free:
• Kindle
• ePub
• Screen show
For Cost:
Amazon Publish on Demand
Windsor Downloads ~ 350
Does not include:
Google Books, Academic repositories
Free book sources
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Referenced during medical and professional school
interviews
Peer reviewed chapter for author CVs
Institutional repute
Newspaper stories
Referee enthusiasm
Adjudication Panel visibility
• scholarship award panels
• professional school application reviewers
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Supported by:
Centred on Learning Innovation Fund (CLIF)
Faculty of Science
Department of Biology
Interfaculty Program of Arts and Science
Office of Provost, University of Windsor
Leddy Library
AMAZING Students!