Teaching News Archive

The following items were reported more than four months ago.

 IPHY Faculty Foley, Link, and Welsh Receive Chancellor's Award for Excellence in STEM Education
Instructors Teresa Foley and Molly Welsh, and Assoc. Prof. Chris Link, have received a Chancellor's Award for Excellence in STEM Education. Their proposal for $10,000 for "Transformation of the Cell Physiology Laboratories in Integrative Physiology" has been accepted.

 Genome-Wide Analysis Workshop
Description: Asst. Prof. Matt McQueen led a one-day intensive workshop to familiarize investigators with genome-wide data.

 Physiology Lab Course Revision
Description: The Physiology Lab Revision Committee (Heidi Bustamante, Janet Casagrand, Bob Hermanson) has revised the Human Physiology Lab (IPHY 3435) to an inquiry-based format.

 Instructors Bustamante, Casagrand, and Foley Receive Chancellor's Award for Excellence in STEM Education
Instructors Heidi Bustamante, Janet Casagrand, and Teresa Foley have received a Chancellor's Award for Excellence in STEM Education. Their proposal for $10,000 for "Evaluation of the Effectiveness and Success of Inquiry-Based Laboratories in IPHY" has been accepted.

 Changing the culture of science education in IPHY
Description: In an effort to change the culture of science education in IPHY, faculty working groups were developed for the required and core courses. These working groups are led by Science Teaching Fellows and are a mechanism by which faculty who teach similar courses can meet to decide on learning goals and assessments, and have a community to discuss the happenings of their course. Of the 24 teaching faculty, 19 have had significant involvement with the SEI program through faculty working groups.

 SEI publication on the use of concept maps in IPHY
Description: Francoise Bentley, Kate Semsar, and Sarah Kennedy have recently published a paper in the Journal of College Science Teaching on how not to lose students in concept maps. A concept map is a graphical tool used to represent relationships between various concepts of a topic. To encourage high student value of concept map exercises, instructors should conside achieving the following: 1.) designing exercise to meet educational goals, 2.) providing timely feedback by instructor and peers, and 3.) clearly aligning exams/assessments with the concept map exercise.

 Learning goals in IPHY
Description: To promote a deeper understanding of concepts in physiology and advanced thinking skills, Science Teaching Fellows have worked with faculty to develop a set of learning goals for each course. These goals establish what students should know upon completion of a course, and include everything from basic concepts and vocabulary and more advanced critical thinking and data interpretation skills. Currently, 8 of the 10 required and core courses in IPHY now contain a set of learning goals that are actively used by students. Courses with learning goals include: Statistics, Cell Physiology, Anatomy, Human Physiology I, Human Physiology II, Endocrinology, Immunology, and Neurophysiology. These learning goals can be found online at: http://www.colorado.edu/sei/departments/integrative-physiology_learning.htm .

 ASSETT Development Award
Description: ASSETT Development Award received to develop Nintendo Wii - based technologies for teaching Biomechanics.

 Genome-Wide Analysis Workshop for Social Scientists
Description: One day intensive workshop to familiarize social scientists with genome-wide data.

 Science Teaching Fellow awarded travel grant to present work on use of learning goals by IPHY students
Description: Teresa Foley was recently awarded a travel fellowship by the American Physiology Society/NIDDK to present her work on the use of learning goals by physiology students at the Experimental Biology conference in Washington DC. A major goal of the IPHY department has been to develop a set of learning goals for each course that define what students should be able to do upon completion of a course. While the development of these learning goals has been well received by our faculty, many question the value of sharing such goals with their students.To determine how students value and use learning goals, an online survey was admintered to 325 students in 4 upper-division IPHY courses. Preliminary results suggest that students primarily use learning goals to help focus on the most important material for studying, to organize their notes, and as a tool to test their knowledge. Results from this work will be used to develop a "instruction manual" that will help faculty understand how students perceive and use learning goals.

 Upcoming IPHY SEI publication on student attitudes about science
Description: Kate Semsar's work on The Colorado Learning About Science Survey (CLASS) in biology has recently been accepted for publication in CBE: Life Science Education. Developed in collaboration with the Science Teaching Fellows in MCDB, the CLASS tool helps faculty determine how student attitudes in biology compare to experts and how students move towards more expert-like thinking.

 Family-Based Association Short Course
Description: Prof. Matt McQueen taught a two-day shortcourse/workshop held in Korea.

 Learning goals for IPHY 5800
Description: Dr. Matt McQueen, working with the SEI team, developed learning goals for the graduate statistics course.

 Course Revision of IPHY 3060 Completed by SEI Team
Description: Dr. David Allen assisted SEI in developing teaching goals for IPHY 3060.