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  Strategies for Success

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  Topics & Speakers

 

KEYNOTE: Keeping Non-Science Undergraduates Awake and Interested
How can you take a boring or dry topic and turn it into something that is more enjoyable for you and your students? How do you ensure that your students “know” a topic, without designing an onerous exam or having them write an essay? How can you break a long paper into shorter parts, so that you can spread out the grading and give students feedback that will improve their writing? How is it possible to avoid reading answers to the same question over and over? Participants will be engaged in short activities that will show them simple ways to convert their assignments or lecture materials into interactive or creative exercises. Students’ retention of the material and their ability to apply their knowledge to new situations are the rewards of these efforts.

Amy Cheng Vollmer completed her B.A. in biochemistry in 1977 at Rice University and her Ph.D. in biochemistry in 1983 at the University of Illinois, Urbana-Champaign. Her post-doctoral research in T-cell immunology took place at Stanford University. After four years at Mills, she joined Swarthmore College where she is a Professor of Biology. She teaches introductory cellular and molecular biology, microbiology, and biotechnology courses. She has also a great interest in promoting adult science literacy. As a previous Editor-in-Chief of the Journal of Microbiology and Biology Education, Dr. Vollmer conducts research in bacterial stress response, engaging undergraduate students in her lab. She also hosts non-science faculty in her laboratory for one month during the summer. In 2006, she was awarded the Carski Distinguished Undergraduate Teaching Award by the American Society for Microbiology. Amy speaks on issues concerning mentoring, career advising, and networking, while also being part of advisory committees on undergraduate teaching and research. Since June 2007, she has served as President of the Waksman Foundation for Microbiology.

Using Technology to Enliven Introductory Biology
Introductory biology lectures and laboratory exercises are well suited to the incorporation of technology. Multimedia allows for inclusion of current topics, the incorporation of animation, video and sound to clarify complicated issues, and reference to popular culture. In this presentation, creative ways to use technology to teach introductory biology will be discussed, including collaborative projects between professor and students, ideas on using Personal Response Systems (clickers) during lecture, and podcasts. The goal of this presentation is to present practical tips on how any teacher can use technology to improve the teaching and learning environment.

Eric J. Simon is an Associate Professor of Biology at New England College where he teaches introductory biology to both biology majors and non-science majors, as well as genetics, microbiology, molecular biology, and careers in science. He received his Ph.D. in biochemistry from Harvard University and M.A. and B.A. degrees in biology from Wesleyan University. Dr. Simon is a co-author, along with Neil Campbell and Jane Reece, of the books Essential Biology, 3/e, Essential Biology with Physiology, 2/e, and Biology: Concepts and Connections, 5/e.

Exploring Genomics: Interactive Exercises in Genomics, Bioinformatics, and Proteomics
Exploring Genomics is a new pedagogical feature of the textbook Concepts of Genetics that is designed to introduce students to the best publicly-available resources and databases that scientists around the world rely on for current information in genomics, bioinformatics and proteomics. In Exploring Genomics students are led through interactive exercises to help them learn about the type of genomic or proteomic information available through different sites and databases. Questions are provided to guide student exploration and the student is challenged to further explore the sites on their own. Exploring Genomics exercises ensure that students become knowledgeable about “cutting edge” genetic topics in genomics, proteomics, bioinformatics applications and related areas as well as introducing them to the impact and application of the field of genomics to every aspect of genetics. This hands-on workshop will guide participants through Exploring Genomics exercises.

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. At Monmouth Dr. Palladino teaches undergraduate courses in biotechnology, genetics, and cell and molecular biology, and directs an active laboratory of undergraduate students conducting research on gene expression in male reproductive organs. He is the recipient of several teaching and research awards including the 2005 Distinguished Teacher Award from Monmouth University, the 2005 Caring Heart Award from the New Jersey Association for Biomedical Research, and the New Investigator Award of the American Society of Andrology. Dr. Palladino is Series Editor for the Benjamin Cummings Special Topics in Biology booklet series and author of the first booklet, Understanding the Human Genome Project. He is co-author of the textbook Introductory to Biotechnology and has recently joined the co-authorship team of Klug, Cummings, and Spencer for Concepts of Genetics, 9/e.

Serendipitous Gallimaufry for A&P
This presentation will give you a number of ideas that have been accidental discoveries of ways that engaged students in anatomy & physiology classes. Many of the general ideas could be adapted to other biology classes as well. Your creativity will be stimulated.

Kim Aaronson has been in the health care field since 1970 and received a B.S. in science education, biology from East Carolina University in 1981, and a DC from Cleveland Chiropractic College in 1996. He has taught middle school through college in the science and health field since 1985. Recently, he has been teaching anatomy & physiology, nutrition, human biology, general biology, and medical terminology as an adjunct instructor at Chicago City Colleges. Kim is actively involved in online course development and facilitation and is currently teaching Introduction to Nutrition online.

Ohlone College: Campus of the Future
On this walking tour you will learn about Ohlone College and how it became the first community college in the United States designed to achieve the Platinum-level certification for Leadership in Energy and Environmental Design. Learn how the campus is utilizing solar power, geothermal ground coils and enthalpy wheels to improve efficiency and energy savings. See storm water filtering, wetlands restoration and bay friendly landscaping. Tour limited to 20 guests.

Hands On: Exploring the Human Genome Project Online
The Human Genome Project advanced at a pace that was 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 computer lab 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. Participants will explore student-friendly, up-to-date sites that present a wealth of information including: genetic technologies, chromosome maps, recently identified genes, genetic diseases, resources for educators, and thought-provoking discussions on 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. At Monmouth Dr. Palladino teaches undergraduate courses in biotechnology, genetics, and cell and molecular biology, and directs an active laboratory of undergraduate students conducting research on gene expression in male reproductive organs. He is the recipient of several teaching and research awards including the 2005 Distinguished Teacher Award from Monmouth University, the 2005 Caring Heart Award from the New Jersey Association for Biomedical Research, and the New Investigator Award of the American Society of Andrology. Dr. Palladino is Series Editor for the Benjamin Cummings Special Topics in Biology booklet series and author of the first booklet, Understanding the Human Genome Project. He is co-author of the textbook Introductory to Biotechnology and has recently joined the co-authorship team of Klug, Cummings, and Spencer for Concepts of Genetics, 9/e.

How to Un-cook the Lab: Approaching Labs the Same Way Scientists Do
In most science classes, the labs follow the lecture material fairly closely. That is, you learn about something in lecture, discuss it in discussion, and then do it in lab. This type of lab is meant to support the lecture material. It is also designed to help students learn specific techniques and/or learn how to use specific types of equipment. However, this cook book type of approach tends to do little in the way of developing students’ abilities to think, work, and write like scientists actually do on a day-to-day basis. Most of what scientists do they do with their heads and not with their hands. Therefore, to the best of my ability, in the confines of a student laboratory, I redesigned the labs to give students a more authentic experience with science. In this session I’ll discuss the types of labs I developed as well as what worked and what didn’t. In addition, participants will be given time to discuss how they might modify their existing labs to be more open-ended.

Jean Heitz is a Faculty Associate in Zoology at the University of Wisconsin-Madison and has worked with a two-semester Botany/Zoology introductory sequence for majors since 1978. Her key roles have been in development of active learning activities for discussion section and open-ended investigations for laboratory sections. Heitz also teaches a graduate course in “Teaching College Biology” and has presented workshops at a number of national meetings including the Coalition for Education in the Life Sciences Conference in 1995 (Strategies for Teaching and Learning in Undergraduate Life Sciences), the Society for the Study of Evolution Conferences in 1999 (Teaching Evolution to Undergraduates), in 2000 (Using Bioquest’s BIRDD Program to Teach Evolution) and Merlot in 2004 (Use of Interactive Biology Tutorials and a BioInventory as Learning Assessment Tools). She is also the author of Practicing Biology, Second Edition.

A Practical Introduction to Problem-Based Learning
This talk will help participants examine what they hope their students will get out of their classes, and how they currently work to accomplish that. Participants will be introduced to the concept of Problem Based Learning (PBL) and how it can be used in small, large, major, and non-major course. Good utilization of PBL is a long and time intensive undertaking. However, the advantages of active learning more than outweigh the disadvantages, and Dr. Tallitsch will discuss the results he has seen in his Human Anatomy, Neuroanatomy and Kinesiology courses. Participants will receive a series of handouts that define PBL, including sample problems and provide additional resources.

Robert B. Tallitsch received his Ph.D. in Physiology with an Anatomy minor from the University of Wisconsin–Madison at the ripe old age of 24. Since then Bob has been on the biology faculty at Augustana College in Rock Island, Illinois. His teaching responsibilities include Human Anatomy, Neuroanatomy, Histology, Kinesiology and Cadaver Dissection. Bob is also a member of the Asian Studies faculty at Augustana, and teaches a course in Traditional Chinese Medicine in this program. Bob has published 27 PBL problems for the Problem-Based Learning Clearninghouse. His publications include Human Anatomy with Frederic Martini and Michael Timmons (Benjamin Cummings) and Histology: An Identification Manual with Ron Guastaferri (Elsevier Publishing).

Building Dream Teams and Creating Models of Sustainability for our Students
This interactive workshop will focus on the stewardship work within the De Anza College Environmental Studies Department over the last 15 years. We have created a model for instruction and learning that emphasizes teamwork, sustainability and stewardship. And it works for students! We offer about 70 Environmental Studies and Environmental Sciences courses, including at least 6 UC/CSU General Education courses, 4 degree and certificate programs and a building (the Kirsch Center for Environmental Studies) that teaches about energy efficiency, resource conservation and stewardship. The team effort has gone beyond our collective expectations and created learning space with unlimited potential for student success and stewardship opportunities.

Julie Phillips is the Morgan Family Chair of Environmental Studies at De Anza College. Julie was the project manager for the Statewide Energy Management Program, SEMP, which is committed to energy efficiency, resource conservation, renewable technologies and sustainability within the California Community College System. Julie was involved in the planning and design of the Kirsch Center for Environmental Studies, a building that teaches about energy, resources and stewardship, at De Anza College. The Kirsch Center is a model of sustainability within the California Community College system. Julie has a M.A. in the Biological Sciences from San Jose State University with a focus on wildlife management. She spent 7 years studying the reintroduction and habitat utilization of tule elk, a subspecies of elk endemic to California, in the Mt. Hamilton region of the Diablo Range and other areas of California

Finding Time to Incorporate Ethical Topics into Your Science Class
Those of us who teach science courses are certainly aware of how scientific discoveries and technological advances impact society. We have left the discussion of ethics to others who are not involved in the actual process of scientific discovery. Although their critiques are scholarly and insightful, they are spectators in this arena. We, the participants, need to take up the mantel of bringing up ethical issues in our courses. One does not have to design a new course. There are ways to infuse ethical concepts and discussions into a regular curriculum; one can bring in guest lecturers or another colleague to teach as a team. In my experience, I have found that the ethical considerations actually garner the students' attention as they become more motivated to learn about the science. I strongly believe that we have the responsibility to train students to be ethically intelligent in their scientific training and hope to share some strategies, examples and resources with workshop participants.

Amy Cheng Vollmer completed her B.A. in biochemistry in 1977 at Rice University and her Ph.D. in biochemistry in 1983 at the University of Illinois, Urbana-Champaign. Her post-doctoral research in T-cell immunology took place at Stanford University. After four years at Mills, she joined Swarthmore College where she is a Professor of Biology. She teaches introductory cellular and molecular biology, microbiology, and biotechnology courses. She has also a great interest in promoting adult science literacy. As a previous Editor-in-Chief of the Journal of Microbiology and Biology Education, Dr. Vollmer conducts research in bacterial stress response, engaging undergraduate students in her lab. She also hosts non-science faculty in her laboratory for one month during the summer. In 2006, she was awarded the Carski Distinguished Undergraduate Teaching Award by the American Society for Microbiology. Amy speaks on issues concerning mentoring, career advising, and networking, while also being part of advisory committees on undergraduate teaching and research. Since June 2007, she has served as President of the Waksman Foundation for Microbiology.

Writing Effective Exam Questions
Testing is one of the basic components of teaching, yet often leads to frustration for both students and professors. Are you looking for strategies to improve your exams? Reduce negative feedback from students? Join us to discuss the art of constructing test questions. The workshop provides practical suggestions for tailoring your exams to accurately evaluate your course objectives while also addressing differing student needs. Participants should bring a brief lesson outline for a topic they'd like to assess.

Kim Aaronson has been in the health care field since 1970 and received a B.S. in science education, biology from East Carolina University in 1981, and a DC from Cleveland Chiropractic College in 1996. He has taught middle school through college in the science and health field since 1985. Recently, he has been teaching anatomy & physiology, nutrition, human biology, general biology, and medical terminology as an adjunct instructor at Chicago City Colleges. Kim is actively involved in online course development and facilitation and is currently teaching Introduction to Nutrition online.

New Online Options for A&P Lab Courses
This workshop will present technology that give students 24/7 access to tools that will help them succeed in their lab. Practice Anatomy Lab (PAL) offers students access to a full range of lab specimens, and includes hundreds of images for self-study and quizzing, as well as simulated lab practical exams. PhysioExTM provides students with simulations that are difficult to perform in A&P labs. New videos offer students the opportunity to relate these simulations to a real ‘wet’ lab experience. Both programs provide online gradable quizzes so that instructors can easily assess student progress in the A&P lab course.

Lori Smith is a full-time biology professor at American River College in Sacramento where she teaches the 2-semester Anatomy and Physiology course and Microbiology. She graduated from the University of California at Davis with a Bachelor of Sciences in Biochemistry and a Ph.D. in Biochemistry. Prior to coming to American River College, Lori worked for nine years at Dade Behring MicroScan, a leading company in the identification and antimicrobial susceptibility testing of infectious agents as a Senior Research Scientist. She was voted Instructor of the Year by the American River College Student Association for the 2003-2004 school year. She has been involved in authoring updates to PhysioExTM since 2003.

Ohlone College: Campus of the Future
On this walking tour you will learn about Ohlone College and how it became the first community college in the United States designed to achieve the Platinum-level certification for Leadership in Energy and Environmental Design. Learn how the campus is utilizing solar power, geothermal ground coils and enthalpy wheels to improve efficiency and energy savings. See storm water filtering, wetlands restoration and bay friendly landscaping. Tour limited to 20 guests.

Special Thanks To:

Special Thanks To: Dr. Ron Quinta, Professor Narinder Bansal, Irene Benavidez and The Department of Science, Ohlone College, Newark Center for Health Science and Technology.
 
 
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