Syllabus Makeover Handout - Fairfield University · Makeover: Using High ... Gene Therapy...
Transcript of Syllabus Makeover Handout - Fairfield University · Makeover: Using High ... Gene Therapy...
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SyllabusMakeover:UsingHighImpactTopicstoEngageStudentsinaBiology‐OrientedCourseforNon‐ScienceMajors
KarimIbrahimDepartmentofBiologyAlbertusMagnusCollegekibrahim@albertus.edu
Biology‐OrientedCoursesforScienceNon‐majors
CommonAGtudesAmongStudents:• Lackofinterest• “Notmymajor…justneedtofulfillrequirement”• LackofrespectforscienceandscienBsts
LessCommon:• Intriguedbyscienceandseekinganswers• Takingcoursefor“fun”• Loveforscience• Hopetoexpandonworkingknowledge
WhytheLackofInterest?
Firstscience‐orientedcoursesinceawhile Lowconfidence Stereotypecomparisons(“scienBst”)
Studyskillsnotfullydeveloped DiverseeducaBonalbackgrounds: Scared
SeGngtheEnvironment Studentswillnotlearnreadilyifinastateofanxietyorpanic
Fightorflightresponse Anxietymaybeelicitedthroughvariousbehaviors
HowToAddressTheseConcerns:
Knowyourstudentsandclassasawhole Becomeacquaintedwithyourstudents
“class‐specific”oroverallclass“personality” QuesNonnaire
Methods• Surveyofstudentsenrolledinintroductorybiology‐orientedcourse(non‐majors)
• Given10‐15minutestocompleteduringfirstdayofclass
• 91students• 6disNnctclasses• 3separateuniversiNes
QuesNonnaireComponents Name,male/female,academicstanding Major
HobbiesandAreasofinterest Learningpreference
Visual Aural/auditory Read/write KinestheBc
Academicgoals&ExpectaBons
Howcomfortableareyouwithscience?
Results• Samplesize(n)=91
• freshman*,sophomore,senior&non‐tradiBonal
• 31males;60females• LearningPreference:
Visual
Aural/AuditoryReading/WriNng
KinestheNc
70%,(63)41%,(37)
48%,(44)
66%,(60)
%, (total count)
Results
Comfortableorverycomfortable
Somewhat;averageNotcomfortable
21%,(17)
33%,(27)44%,(35)
Question: How comfortable are you with science?
Answers grouped into 3 categories: (n=80)
“I have a good memory, so learning terms is not difficult; it is a matter of how the topic is presented and if with any interest”
“I am comfortable enough, as long as it doesn't involve textbooks or too many details”
“I am somewhat comfortable, as long as the information is explained clearly and thoroughly”
“I generally like science. but have not had science in many years”
“I have done well in science, but do not feel very comfortable”
%, (total count)
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HighImpactTopics
Publicinterest Media
Diseases&MedicalcondiBons
HistoricalperspecBves RecentEnvironmentimpacts(naturaldisasters)
PracNcalapplicaNontolifeandwork
Addressing items in class that directly pertain to most students’ lives
TradiNonalSyllabi
TemplateforIncorporaNngHighImpactTopicsWithinCurriculum
Choose High Impact Topic
Establish Importance & Develop Student Interest
Connect to Specific Biological Concepts
Return To High Impact Topic
1. Students select topic to explore 2. Intellectual freedom & development
3. Reinforces concepts 4. Reciprocal learning 5. Hands-on activity
1. Relate to most students’ lives 2. Potential to integrate biological concepts of interest
1. Statistics 2. Specific disease or condition
3. Class discussion or personal reflection
1. Development of principles 2. Organize learning goals
1. Explore advanced topics 2. Critical thinking 3. Controversial items
4. Class debate 5. Discussions
Project Integration
Choose High Impact Topic
Establish Importance & Develop Student Interest statistics; specific disease/
condition; class discussion or personal reflection Connect to Specific Biological
Concepts (development of principles within
topic context) Return To High Impact Topic (explore advanced topics and critical
thinking Controversial items
Class debate Discussions
Choose High Impact Topic
Establish Importance & Develop Student Interest
Connect to Specific Biological Concepts
Return To High Impact Topic
Cancer
Epidemiology of Cancer: incidence and historical trends Personal Reflection
Case-study (ovarian cancer): Mutations in BRCA1/2 cell cycle & checkpoints
Lung Cancer & Cancer Progression: cell structure & mitosis
Viral Experimental Treatments: 1. Virotherapy 2. Gene Therapy
Integration Independent project or presentation
Before
Actual Syllabus
Biology: Syllabus 1
after Biology: Syllabus 1
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What’s this class about? BSC 103: Biology and Society is an introductory course whose lectures are designed to acquaint the student with the scientific method and the basic concepts of biology.
Because it is a course designed for nonmajors, special emphasis is placed on biological concepts relevant for your lives (both current and future)…
…My hope is that you will apply this knowledge to better your everyday life and environment.
Excerpt from instructor’s syllabus: (Spring 2010)
Biology: Syllabus 3
(Spring 2010)
Biology: Syllabus 3 Conclusions
Challengingwidearrayofinterestlevels
Yet,veryrewarding(diversityofpersonaliBes) IncorporateaUNlity‐Basedcoursedesign(ratherthancontent‐based)
HighImpactTopicintegraBonasmethodtoengagestudents
BeCreaNve(afemptvariousmethods) Createrapportwithstudents Needinput?Askyourstudents!(greatresource)
Teaching introductory-level biology courses for nonmajors
Acknowledgements:!
Thank you to all my students for their time and feedback in completing surveys!!
Frontiers (sections 1 & 2)!Concepts (section 1 and Mod 1) !Human Body (sections A and B)!
Acknowledgements:
ThankyoutoallmystudentsfortheirBmeandfeedbackincompleBngsurveys!
FronBers(secBons1&2)Concepts(secBon1andMod1)HumanBody(secBonsAandB)
ThankYou!