barralopolis

I took this image during a recent trip to Vermont. Somehow the combination of beauty near and far seems like a metaphor for my posting.

A lifetime ago, or so my pre-social media time feels, I asked Michelle Pacansky-Brock which education conferences she recommended. Michelle was and still is a major inspiration in my journey of teaching and learning innovation (check out her blog and her recent keynote at Focus on Teaching and Technology), so I took her recommendation of CUE at heart. “They are mainly K12 folks, she said , so a lot of what is presented does not directly apply to what we do (we both teach at the college level). But they are some of the most passionate, creative, and engaging educators I have met, and I always learn a lot from them.”

So I attended my first CUE a few years ago, and felt slightly out of place, but at the same time she was absolutely right about the energy and the enthusiasm. I also loved that everybody was running around with laptops and tablets, that things presented were immediately accessible real time, and during those 2 days I learned a huge number of tricks and came back full of ideas.

In the past 2 years I have been blessed with a position that allows me not only teaching and education research, but also some bench science research. I have come a whole circle at a higher level, and while biology education research is still my main focus, I enjoy being in the lab streaking microbes and planning experiments.

So why am I presenting at Fall CUE?

Michelle’s reason still stands. I follow through Twitter some of the CUE regulars and I cannot wait to learn hands-on about Google tools, or how to use games in education (another of my pet peeves), or get deeper insights into Project/problem based learning.

But the main reason is that I want to bridge the divide. Most people are aware of the STEM (science, technology, engineering, math) education problems in the US: there are not enough qualified graduates, and in spite of a growing number of STEM jobs, there is just not enough qualified candidates to take them. Minorities tend to be a minority in STEM careers too.

I have taught and teach a variety of biology courses. It is fun to teach advanced courses where students are already interested and passionate about science, and want to become researchers. But the course that really touches me, both in the sense of challenge and responsibility, is the Bio101 or similar. Students’ first biology course in college, mainly for non-majors. ALL students are interested in biology, as biology surrounds us. The issue is, how to make them realize that they ARE interested? How can we make them realize that we can all use the scientific method and analyze complex issues with just a handful of tools and concepts? These are some of the issues I discuss in my presentation (still a work in progress).

Thanks to my collaboration and ongoing conversations with education faculty at my college, I am aware much more now about the challenges they face, especially with the new Common Core standards.

One of the most respected journals in science, Science magazine has a collection of materials and published recently a special issue about education. Some of the materials are dedicated to science at the K12 level. Because, let’s face it- most of us love or hate science because of a teacher in middle or high school. I hate physics because a teacher way back when accused me of lying (she told me to stop talking in class and I replied all hurt that I had not- which was true). I love chemistry because of fun labs and inspiring teachers, and I was hooked on biology because of a wonderful teacher in 7th grade who showed me that I could explore chemistry in living systems. By the time I entered college I knew that I liked science.

How can we, K12 and college educators and researchers make this journey smoother for students? Science teachers in K12 can collaborate with researchers to involve their students in real life, applied research. Some biology research requires complex instrumentation, but others may require just computers and internet (think bioinformatics projects, of which there is a number already). College educators can learn how to improve their teaching approaches. We want the same thing: well-rounded individuals who appreciate the beauty of science. They make take that route or not, but we all want adults who understand how science works and are able to make informed decisions on everyday matters. Think healthy nutrition, stem cell research, climate change, use of antibiotics in feedlots, GMOs, cancer treatments, or vaccinations. It is frightening to think how many of our policy makers do not understand science.

Ok off my soapbox for now. If you are at Fall Cue and are involved or interested in science education, please see me, tweet to me, or check out my presentation. I am in Orange County CA, and would love to talk to science teachers in the area and see how can we collaborate. And if you are reading this and have comments, advice, ideas, additional resources, please comment. The more the merrier!

Arrangement of Specimens by Hyppolite Bayard. Digital image courtesy of the Getty’s Open Content Program.

Tomorrow has become 2 days later…but here is the assignment. The general outline is:

1. Students select a topic. This can go different ways. For a non-majors general biology class, I have asked them to choose a topic that interests them. I provide a list of examples, but encourage them to propose their own after discussing it with me. Thanks to that, I recently learned a lot about deer antlers (courtesy of a student who likes hunting) and have been given insight about opinions about GMOs (that would be another posting). The idea at the non-majors level is to practice biology literacy. At higher level courses the topics become more specific as the idea is to explore deeper. So for example, in a majors bio class I would give them a list of genetic disorders to choose from. By providing clear gene and protein targets, they can explore them much more in detail. In microbiology the idea is to study some kind of microbe at the structural and functional level.
2. An important part of the process is defining what students are going to post about in each iteration. This is indeed, the hardest part. We want students to peel away layer after layer of their topic, instead of just doing a mini-wikipedia like summary. So I have found important for students to make an outline of their future postings/reports. For a general bio topic, it can go like this: gene => protein=> physiological function => population level (this can be inheritance pattern, epidemiology, economical impact etc). For a microbiology topic it can be: microbe’s structure => microbe’s function => population/societal impact.
3. Then come the analysis at different levels. Depending on the class, more or less information and details will be required. I try to have students visit databases, and gather data. Even if they don’t know what to do with a DNA sequence or a Jmol structure, it is often an eye-opener for them that all that information is available online.
4. Feedback, feedback, feedback. It is a lot of work, and that is why grading rubrics are useful. I tend to move in grading from formative to summative. In the beginning, the main criterion for grading is if they actually submit the information required and follow instructions. With more practice, I expect them to be more specific and actually process the information.
5. Final report: at the end of the process, students are to summarize their research in one piece of material. I often like it to be a poster, as combining text and graphic information in an efficient way is a useful skill. When at the Yale SWI workshop, one colleague share his way of practicing effective poster skills with his students: he would pick up a bunch of poster printouts from conferences and would give them for students to analyze. Which structure or format seemed the most effective in transmitting the message? I have tried other formats, from powerpoint presentations to wiki pages. However, I have found that posters have such a stringent space limitation that students do need to focus on the key information and how to best convey their messages. Oral presentations are another great way to practice communication skills. Here, following time limits is critical.
6. Peer feedback. Interactions between students are invaluable. However, if left spontaneous, comments on these kind of projects will be usually rather superficial. I have found that the peer evaluation part of any of these processes has to be scripted if it is to be meaningful. In my latest iteration of one of these projects, I had to spell out that the comment had to include 3 parts:
   • positive feedback about something that the observer liked
   • a question
   • a suggestion

And this is all for now. Heading to the San Bernardino mountains tomorrow for the long weekend. Should be cooler up there. Happy Labor Day for those in the US!

Barthel Beham, Study of three skulls: different views of the same subject, a work in progress. Digital image courtesy of the Getty’s Open Content Program.

For the past couple of years I have been polishing a kind of formative assessment that works very well for biology classes, especially general biology. It is not my invention of course: in my school’s MS Bio program students analyze their selected thesis topics from a variety of point of views (molecular, cellular, organismal) as they move through the different courses, and I was also much inspired by Prof. Campbell’s approach to teaching molecular biology through the “Your favorite…” assignments.

Most biologists would recognize this approach as attractive, as it appeals to the basic core concepts in biology, including the levels of complexity of living matter, the relationship structure-function, and the notion of any scientific topic being inherently complex. Deconstructing a topic to its simpler components to understand it, and then putting it together again in a larger perspective is what we do all the time as scientists. Applying the process to a topic that  students find personally interesting ensures they will be more engaged. In summary, a win-win situation.

As most things, the devil is in the details.

Lately I have been thinking a lot about my teaching. Between the informal mentoring by my education colleagues and several science education projects, it has become now more of a routine to think along the lines of “what do I want my students be able to do” and “what are the activities through which students can practice.” During the Coursera Gamification course I learned how good games aim at the edge between boring and challenging, and how the learning curve should be gradual to avoid losing players giving up in frustration. I lived it during the annotation practices of the GEP workshop: I consciously chose an easy project to start with so I could have a positive experience of being able to finish and then move to a harder one. The learning curve was still steep, but I had some sense of accomplishment, while some of my colleagues who chose complex genes with multiple isoforms sat through both days pulling their hairs.

And then of course there is also the issue of guidance. Discovery-based instruction is outed as the best way to teach science and I agree. However, we cannot really expect students to grasp the complexities of the research process by themselves, especially at the undergrad level.

When I started implementing these types of assignments, I assumed (incorrectly) that students would see right away the purpose of peeling away the layers of complexity of a biological topic, and would be able to analyze it with discipline, to finally put it back together. At certain levels, some students could, but most struggled and delivered “generic” reports, often obviously copied from wikipedia in discordant chunks.

With time and practice, I have gotten better at introducing the assignment, walking students through the process, and providing more detailed instructions. During the latest iteration, in a non-majors biology course, I developed highly detailed grading rubrics so students had no doubts about what was being asked for them. I personally dislike grading rubrics, as they are easy to game once you know how they work. On the other hand, especially in online courses, they are helpful to guide students as to expectations.

And then came the epiphany.

A student was writing about GMOs. We are talking a non-majors general biology course. It was the posting that should have tackled the molecular aspect of her topic, so I advised her to focus on one or two GMOs and look at the particular molecule that was being introduced and what it did. She mentioned in passing that the genes introduce resistance to insects or improve culture conditions, but the rest of her writing was a passionated diatribe against GMOs. And she did not meet the word count requirement.

I groaned in frustration. Didn’t I painstakingly break down point by point what I was looking for? Didn’t I post clearly that there was a minimum of 750 words? I huffed and puffed and moved on to the next posting, after giving her a hefty markdown.

Then came the squeaky clean postings. The ones that followed point by point what I was looking for in the instructions. With impeccable wording. No obvious plagiarism, but if you know how to do it you can evade the detectors. After happily assigning high scores to a bunch of them, I started to feel concerned, and went back to the first student’s writing. In comparison to the other postings, her writing was passionate and hers. She wrote to convey a message that was personally important for her, and I could see a clear space for improvement in that assignment. Improvement not only for better analysis, but also for a better knowledge in an aspect of her life that was important for her.

Just that day I had found this posting of “Dean Dad” Matt Reed very relevant to this train of thought, where he distinguishes two types of writing errors: “errors of laziness or ignorance, and errors of attempted growth.”

So what was my epiphany? That grading rubrics are useful for those students who know how to use grading rubrics, and will probably result in uniformly acceptable work with minimum attempted growth. But in other cases, one needs to be careful in deciding if this is just not paying attention/being lazy, or if this is somebody who needs practice in how to approach a complex topic. I am curious about the next posting.

And this is for today- tomorrow I will describe a bit more how I approach this kind of assignments and share some of the experiences (good and bad) along the way.

Dear readers, please share if you use this kind of assignments, and what is your view about grading rubrics!