CUSEI End-of-Year Event
May 7 , 2009
Talks
9am—10:30am
Introduction, Carl WiemanIntroducing challenging coursework - Asking, and reflecting on, what's working - Janet CasagrandInteractive Engagement Strategies for Physical Chemistry - Amy Palmer, Robert Parson, and Thomas Pentecost
Poster Session
10:30am—12pmFaculty and Science Teaching Fellows have put together about 40 posters on what’s happening in the Geosciences, Physics, Molecular Cellular and Developmental Biology, Integrative Physiology, and Chemistry CUSEI programs. These present ways to implement: teaching strategies that engage students with the material, measuring conceptual understanding, TA development, improving students’ ability to apply learning to novel situations, and many other educational improvements.
Chemistry & Biochemistry
Development of a Covalent Bonding and Molecular Structure Learning Progression and Concept Inventory for First Semester General Chemistry - Thomas Pentecost & Laurie Langdon
Evolution, Impact, and Sustainability of the Learning Assistant Model in General Chemistry - Laurie Langdon, Robert Parson, Thomas Pentecost, & Susan Hendrickson
Supporting conceptual learning with online homework - Susan Hendrickson & Laurie Langdon
TA training that integrates pedagogy and content - Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, & Robert Parson
Geological Sciences
Designing and implementing in-class activities for a lecture-based geology course - Alexis Templeton & Leilani Arthurs
Development of an Introductory Oceonography Concept Inventory Survey - Thomas Marchitto & Leilani Arthurs
Does Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science? - Douglas Duncan & Leilani Arthurs
GEOL's 2-Day Summer TA Training Workshop - Leilani Arthurs
Helping students gain expertise and confidence in critical analysis of scientific papers : lessons from a critical thinking class in geology - Andrea Bair & Rebecca Flowers
How clicker technology affects students' voting behaviour and attitudes - Andrea Bair, Jennifer Stempien, & Greg Tucker
Promoting Student Learning about the Nature of Science and Scientific Thinking: Strategies used in an Introductory Astronomy Course - Douglas Duncan & Leilani Arthurs
Redesigning "The History of the Earth" one case at a time: Faculty working group efforts in a non-major introductory class - The Historical Geology Working Group
Redesigning upper-division science labs to promote critical thinking and skill transfer using inquiry: Examples from structural geology - Karl Mueller, Kevin Mahan, Tarka Wilcox, Katy Barnhardt, & Jennifer Stempien
Small in-class activities in a large class - Jaelyn Eberle and Jennifer Stempien
Student attitudes after completing a year of introductory geology courses - Jennifer Stempien
Transforming a lab- and field-based geology course - Lon Abbott & Leilani Arthurs
Integrative Physiology
Can color-coding guide the way through complicated anatomy figures? - Janie Routh, Francoise Benay, Teresa Foley, Leif Saul, Christopher Lowry, Ruth Heisler, & Kate Semsar
Co-evolution of me and my clicker questions - Christopher Lowry
Effect of Prepare-For-Learning activities on exam scores - Ken Wright & Francoise Benay
Finding a way to make homework helpful & valued - Kate Semsar, Francoise Benay, Teresa Foley, Leif Saul, Ruth Heisler, & Christopher Lowry
How not to lose your students with concept maps - Francoise Benay & Kate Semsar
The Biology CLASS: a new tool for measuring student attitudes and beliefs about biology - Kate Semsar, Jennifer Knight, Gulnor Birol, Jia Shi, & Michelle Smith
Using partner work to improve attitudes towards challenging tasks - Janet Casagrand & Kate Semsar
Molecular, Cellular, and Developmental Biology
A combination of peer discussion and instructor explanation provides the most effective way for students to learn from in-class concept questions
Different but equal? How non-majors and majors approach and learn genetics - Jennifer Knight & Michelle Smith
The Genetics Concept Assesment: a new concept inventory for genetics - Michelle Smith, William Wood, & Jennifer Knight
Transformation of an Introduction to Cellular and Molecular Biology course from a large lecture-based format into an interactive student-centered environment - Jia Shi, Jennifer Knight, William Wood, Nancy Guild, & Jennifer Martin
Why multiple heads are better than one: The importance of peer group learning in an Introductory Biology course - Jia Shi, Jennifer Knight, William Wood, Nancy Guild, & Jennifer Martin
Why peer discussion improves student performance on in-class concept questions - Michelle Smith, William Wood, Wendy Adams, Carl Wieman, Jennifer Knight, Nancy Guild, & Tin Tin Su
Physics
Clickers in upper division physics classes - Stephanie Chasteen, Mike Dubson, & Kathy Perkins
How do we know they got it? Assesing student understanding in upper division electricity & magnetism - Stephanie Chasteen & Steve Pollock
Transforming upper-division electricity & magnetism - Stephanie Chasteen, Steve Pollock, & Paul Beale
Tutorials in upper division physics classes - Steve Goldhaber, Stephanie Chasteen, Steve Pollock, & Mike Dubson
What are they learning in quantum mechanics? A conceptual post test for Quantum I - Steve Goldhaber, Kathy Perkins, Steve Pollock, Paul Beale, & Mike Dubson
