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  Strategies for Success

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KEYNOTE: A Multiple Intelligences Approach to Teaching and Learning
Teaching and learning are often one-dimensional. Knowledge is transmitted in one intellectual direction and a learner receives it in one intellectual way. In an effort to increase student learning, participation and interaction in introductory biology classes, Dr. Beattie has incorporated a variety of interactive activities into her classroom instruction. This presentation will describe a variety of classroom activities that have been successfully used to promote student participation, interaction and learning in biology courses, and briefly discuss the assessment results of these activities.

Ruth E. Beattie is an associate professor at the University of Kentucky. In 1987 she graduated from Queen's University Belfast, N. Ireland, with a Ph.D. in biochemistry. In Fall of 1995 she joined the faculty of the University of Kentucky as an instructional specialist, where her primary responsibility is teaching large enrollment freshman level biology and microbiology classes. In 2000, Dr Beattie was the recipient of a University of Kentucky's Chancellor's Award for Outstanding Teaching. In 2000, 2002 and 2003 she was named a Top Ten Teacher in the College of Arts and Sciences.

Get Chemistry Students to Focus on Learning Instead of Grades: Teach them HOW to Learn!
Would you like your students to successfully solve problems that are not worded exactly like the examples? Would you like them to perform much better on comprehensive final exams? Would you like to decrease the number of times you're asked: "Is this going to be on the exam?" All of this is possible if you teach them the techniques involved in mastery learning and study strategy techniques. Developed from research on the learning process., these specific strategies will show participants how to equip their students to be conceptual learners instead of students who routinely memorize formulas and equations.

Saundra Y. McGuire is the Director of the Center for Academic Success and Adjunct Professor of Chemistry at Louisiana State University. She received her Ph.D. in Chemical Education from the University of Tennessee at Knoxville. Prior to joining LSU in August 1999, she spent eleven years at Cornell University, where she served as Director of the Center for Learning and Teaching and Senior Lecturer in the Department of Chemistry. Dr. McGuire has been teaching chemistry for the past 33 years and has authored two Study Guides and an Instructor's Teaching Guide for Russo/Silver's Introductory Chemistry, Second Edition.

Inquiry Labs: Low Tech, Cheap, and Intellectually Challenging
If you are like me, you took and taught labs in which the author of the labs told you or your students what to do and than asked what those activities meant. Several national studies tell us that we should be teaching inquiry labs that mimic more closely the world of a practicing scientist-a world in which the scientist identifies a question and then designs and conducts a study to answer the question. I will put you in the position of a student facing an inquiry laboratory and show you how it is possible to teach challenging inquiry labs-even with a stringent time and money budget!

Janet Lanza is Professor of Biology at the University of Arkansas at Little Rock, where she teaches courses in ecology and evolution. She received her Ph.D. from the University of Connecticut in Ecology. Her research interests relate to the effect of nectar-borne amino acids on butterflies. She co-directs a program for math and science pre-college teachers designed to help the teachers implement inquiry- and problem-solving lessons. She is also the author of New Designs for Bioexplorations, a lab book containing inquiry- and problem-solving laboratories.

Hands-On BiologyLabs Online
This session will provide faculty with an opportunity to use web-based simulations that involve students in the scientific process. Although the labs are designed for general biology students, they are appropriate for many upper division courses. In addition to actually running the labs, participants will be given sample assignments for the use of the labs with their students. Session attendance limited to 24.

Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in anatomy and cell biology from the University of Virginia. His research activities involving undergraduate students include the cell and molecular biology of male reproductive organs, and DNA fingerprinting of E. coli for detecting fecal pollution in estuaries. Dr. Palladino received the 1997-1998 Outstanding Colleague Award for teaching excellence at Brookdale Community College and is the author of Understanding the Human Genome Project and the student lab manual for BiologyLabs Online. He is also co-author of the text Introduction to Biotechnology by Benjamin Cummings.

Hands-On PhysioEx™ V6.0
You might wonder why you would want to use experiment simulations when the wet lab experiments have worked well for years. Susan's classes have used the PhysioEx™ simulations since 1998 and have loved them! This hands-on session will provide hands-on practice and suggestions on using the program in the laboratory as well as in a lecture setting.

Susan T. Baxley is the Science Department Chair at Troy University Montgomery Campus in Montgomery, AL. She has a B.S. in Biology from Auburn University and an M.A. from Troy State University Montgomery. Susan currently teaches the laboratory portion of the 300 level, two-semester Human Anatomy & Physiology courses. In 1996, she was named Teacher of the Year for TSUM, and in 2000 and 2002 was the recipient of the President's Excellence Award for Full Time Faculty at TSUM.

Developing and Teaching Online Science Courses
The Developer/Instructor for online courses must integrate the various components of any online course-the students, the course content, the delivery system, and the course mechanics. This session will highlight best practices for both "hybrid" courses (some of the material is presented online and other material is the classroom) and for courses that are entirely online. The need to integrate the laboratory experience into an essentially asynchronous delivery program represents a significant hurdle; possible solutions to this problem will be presented.

David Stanislawski received his graduate degree from the University of Wisconsin-Madison in 1978. He joined the faculty at Chattanooga State Technical Community College in 1994. Dr. Stanislawski became involved in online course development and instruction in 2002 with the development of Introduction to Chemistry I as an online course through the Regents Online Degree Program. He has taught this course online since Spring 2003 and has also added Introduction to Chemistry II to the program.

Mitchell Rhea earned his B.S. and Ph.D. degrees from the University of Tennessee. He has been on the faculty at Davidson College, Pensacola Junior College, and is presently at Chatta-nooga State Technical Community College. His primary teaching interests are in Organic Chemistry, but he also teaches courses in General and Introductory Chemistry. He is interested in developing and teaching courses delivered primarily online along with hybrid online and onsite component courses.

Modeling in the Classroom as a Means of Improving Cognitive Development
Have you ever seen the glazed stares from students when you begin talking about the properties of water, such as hydrogen bonding or specific heat? Have your students struggled with the concept of the orientation of the two strands in DNA, trying to grasp the terms 5' phosphate and 3' hydroxyl groups? This session will demonstrate the use of to-scale molecular models, constructed on a rapid-prototyping machine. These models extend far beyond Chime tutorials in allowing students to visualize structures. In a pilot study, we have been able to measure increases in cognitive development in classes incorpo-rating these teaching tools. Information on a model lending library will be provided, as well as how to get your students involved in designing models for use as teaching tools.

Margaret F. Hicks earned her doctorate in biology from Northern Illinois University, with an emphasis in molecular genetics. She currently is an Associate Professor of Biology at Pellissippi State Technical Community College, teaching courses in general biology, genetics and microbiology. She has present-ed numerous workshops involving hands-on learning strategies appropriate for middle school through college audiences. She is a faculty sponsor of SMART (Students Modeling a Research Topic) projects and has received Center of Emphasis funding for improving student access to molecular models.

Exploring the Human Genome Project
The Human Genome Project has advanced at a pace that is far too rapid to chronicle in a textbook, so how can faculty and students develop an accurate understanding of what can be learned from studying the human genome? This hands-on workshop will demonstrate how the Internet can be used as a tool to actively engage students, both majors and non-majors, to learn about goals, outcomes, and implications of the Human Genome Project. We will explore student-friendly sites that present up-to-date information on genetic technologies, chromosome maps, recently identified genes, genetic diseases, and ethical, legal and social aspects of the Human Genome Project. Session attendance limited to 24.

Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in anatomy and cell biology from the University of Virginia. His research activities involving undergraduate students include the cell and molecular biology of male reproductive organs, and DNA fingerprinting of E. coli for detecting fecal pollution in estuaries. Dr. Palladino received the 1997-1998 Outstanding Colleague Award for teaching excellence at Brookdale Community College and is the author of Understanding the Human Genome Project and the student lab manual for BiologyLabs Online. He is also co-author of the text Introduction to Biotechnology by Benjamin Cummings.

Hands-On A.D.A.M.® Interactive Anatomy
This hands-on, interactive presentation will explore A.D.A.M.® Interactive Anatomy. Participants will have the opportunity to explore ways to utilize this program inside the classroom, and delve into the systems-based anatomy resources available within the software. See how useful this product can be to your lecture, lab, and students' independent study time.

Leslie Hendon earned her M.A. at University of Alabama, Birmingham where she has taught for more than nine years. Her graduate studies focused on pesticides, farming methods, and environmental biology. She currently gives numerous anatomy outreach programs to K-12 students and writes lab guides for Human Anatomy.

Leveraging Constructivism into Chemistry: Translating Theory into Practice
In this workshop, Dr. Hunter will demonstrate how he has made slight changes in order and emphasis of classroom activities to provide more opportunities for students to construct chemical concepts. Activities and lessons will include gas laws, atomic theory, nomenclature, and connections to students' daily lives.

William Hunter is an Assistant Professor of Chemistry and Curriculum & Instruction at Illinois State University, where he is also Associate Director of the Center for Mathematics, Science and Technology. He also serves as Secretary-Treasurer for the Illinois Association of Chemistry Teachers. He was a secondary teacher of mathematics, computer science and chemistry in Canada and England and moved to the USA to earn his Ph.D. in chemistry from Purdue.

Revitalizing K-8 Math and Science Teacher Education
This presentation will cover the community college's role in teacher education (e.g. Preparing Tomorrow's Science and Mathematics Teachers: The Community College Response-Phi Theta Kappa/ NSF). Pellissippi State Technical Community College and Tennessee Technological University developed a unique articulation plan with the education bachelor's degree available on the community college campus.

Jim Kelley graduated from Clemson University with a Ph.D. in Zoology. He taught in three higher education settings before coming to Pellissippi State Technical Community College in 1988. Currently Professor of Biology and Department Head of Natural and Behavioral Sciences at Pellissippi State. He now serves as Co-Principal Investigator for PSTCC's NSF sponsored Math and Science Teacher Education Resource Program.

Online Course Management: WebCT, BlackBoard, Course Compass
As advances in Internet technology are helping instructors teach online science courses more effectively, the variety of options for online course management can be overwhelming. The session will demonstrate a variety of popular course management options and highlight Benjamin Cummings' customizable content, including lecture outlines, chapter-specific test and quiz questions, interactive exercises, case studies, web-based research activities, and more. Carolyn Dodson will provide feedback about her own experiences in using some of these tools in the classroom. Session attendance limited to 24.

Carolyn Dodson is a Biology faculty member with Chattanooga State Technical Community College. She is currently using the Course Compass online course management system as a supplement to her traditional lab/lecture biology classes. Carolyn holds a M.S. in Botany from Arizona State University, and taught high school and university courses prior to joining Chattanooga State in 1988.

Strategies for using PowerPoint® for Conveying Complex Material
In courses that are taught in large lecture classrooms, many college students have become accustomed to seeing their professor use PowerPoint® software to deliver key information. This workshop will explore strategies for using this popular slideshow program most effectively, especially when teaching complex processes such as human physiology.

Roger Gilchrist received his MS in Exercise and Health Science at the University of Wyoming and then joined, then completed a Ph.D. in the Department of Molecular Biology. Currently, Dr. Gilchrist is an instructor for the Department of Biology at the University of Alabama at Birmingham and has the responsibility of Physiology Course Master. He also teaches human anatomy (separate course entirely) and an introductory course on human pathophysiology.

Special Thanks To:

Dr. Jerry Faulkner, Department Head, Natural Sciences, Chattanooga State Technical Community College
 
 
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