CUSEI End-of-Year Event

May 7 , 2009


Introduction, Carl Wieman
Introducing challenging coursework - Asking, and reflecting on, what's working - Janet Casagrand
Interactive Engagement Strategies for Physical Chemistry - Amy Palmer, Robert Parson, and Thomas Pentecost

Poster Session


Faculty 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
PDFDevelopment of a Covalent Bonding and Molecular Structure Learning Progression and Concept Inventory for First Semester General Chemistry - Thomas Pentecost & Laurie Langdon
PDFEvolution, Impact, and Sustainability of the Learning Assistant Model in General Chemistry - Laurie Langdon, Robert Parson, Thomas Pentecost, & Susan Hendrickson
PDFSupporting conceptual learning with online homework - Susan Hendrickson & Laurie Langdon
PDFTA training that integrates pedagogy and content - Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, & Robert Parson

Geological Sciences
PDFDesigning and implementing in-class activities for a lecture-based geology course - Alexis Templeton & Leilani Arthurs
PDFDevelopment of an Introductory Oceonography Concept Inventory Survey - Thomas Marchitto & Leilani Arthurs
PDFDoes Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science? - Douglas Duncan & Leilani Arthurs
PDFGEOL's 2-Day Summer TA Training Workshop - Leilani Arthurs
PDFHelping students gain expertise and confidence in critical analysis of scientific papers : lessons from a critical thinking class in geology - Andrea Bair & Rebecca Flowers
PDFHow clicker technology affects students' voting behaviour and attitudes - Andrea Bair, Jennifer Stempien, & Greg Tucker
PDFPromoting Student Learning about the Nature of Science and Scientific Thinking: Strategies used in an Introductory Astronomy Course - Douglas Duncan & Leilani Arthurs
PDFRedesigning "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
PDFRedesigning 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
PDFSmall in-class activities in a large class - Jaelyn Eberle and Jennifer Stempien
PDFStudent attitudes after completing a year of introductory geology courses - Jennifer Stempien
PDFTransforming a lab- and field-based geology course - Lon Abbott & Leilani Arthurs

Integrative Physiology
PDFCan color-coding guide the way through complicated anatomy figures? - Janie Routh, Francoise Benay, Teresa Foley, Leif Saul, Christopher Lowry, Ruth Heisler, & Kate Semsar
PDFCo-evolution of me and my clicker questions - Christopher Lowry
PDFEffect of Prepare-For-Learning activities on exam scores - Ken Wright & Francoise Benay
PDFFinding a way to make homework helpful & valued - Kate Semsar, Francoise Benay, Teresa Foley, Leif Saul, Ruth Heisler, & Christopher Lowry
PDFHow not to lose your students with concept maps - Francoise Benay & Kate Semsar
PDFThe Biology CLASS: a new tool for measuring student attitudes and beliefs about biology - Kate Semsar, Jennifer Knight, Gulnor Birol, Jia Shi, & Michelle Smith
PDFUsing 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
PDFThe Genetics Concept Assesment: a new concept inventory for genetics - Michelle Smith, William Wood, & Jennifer Knight
PDFTransformation 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
PDFWhy 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
PDFWhy 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

PDFClickers in upper division physics classes - Stephanie Chasteen, Mike Dubson, & Kathy Perkins
PDFHow do we know they got it? Assesing student understanding in upper division electricity & magnetism - Stephanie Chasteen & Steve Pollock
PDFTransforming upper-division electricity & magnetism - Stephanie Chasteen, Steve Pollock, & Paul Beale
PDFTutorials in upper division physics classes - Steve Goldhaber, Stephanie Chasteen, Steve Pollock, & Mike Dubson
PDFWhat are they learning in quantum mechanics? A conceptual post test for Quantum I - Steve Goldhaber, Kathy Perkins, Steve Pollock, Paul Beale, & Mike Dubson