Courses Taught
University of Georgia – Division of Biological Sciences
Principals of Biology II Honors: lecture (BIOL 2108H)
| Role: |
Primary Lecture Instructor – Spring 2008 |
| Enrollment: |
45 undergraduate honors students, mostly sophomores |
| Type of Course: |
Introductory, honors, fulfills core biology requirement, MWF lecture class |
| Course conent: |
Introduction to structures and functioning, evolutionary relationships and basic ecology of major organismal groups. |
I'd taught two thirds of the lectures including topics ranging from the origin of life on earth to angiosperm physiology. I created and delivering the lectures, designed the exams and class schedule. To help guide student study beyond memorization and towards integration and application of concepts I introduced weekly optional extra credit assignments. To promote frequent study, decrease test anxiety and promote development of skills associated with answering essay questions, I created a series of 11 mini-essay (10 minute) tests in which students chose one of two short essay questions to answer. These mini-tests were in addition to the traditional mid-term and final exam and after dropping the lowest score, accounted for a third of the class grade. Because I believe all exams should provide students with opportunity and motivation to revisit areas of difficulty, students could complete open book corrections for the midterm and final and earn back up to half the points they missed. Despite the traditional lecture format my classes encouraged active learning with handouts, brief discussions and an active dialogue of questioning between the students and myself. I used WebCT to distribute lecture, assignments and answer-keys and mentored one graduate teaching assistant who helped with grading. In addition to learning the fundamentals of organismal biology I emphasized synthesis and application of concepts and development of writing skills.
Graduate School Teaching Seminar: level 3 (GRSC7770)
| Role: | Primary Instructor - Fall 2006, Fall 2007 |
| Enrollment: | One graduate section of up to 11 students |
| Type of Course: | Two to three credit hour seminar. pass/fail grade |
| Course content: | Fundamentals of good teaching, how our students and we learn, teaching effectively at the college level and issues of concern to college life science teachers. |
In 2006 and 2007 I was awarded an assistantship by the University of Georgia graduate school to develop a teacher training class that would specifically address the needs of graduate students in the biological sciences. I designed the syllabus and assignments, selected the textbook and chose topics to cover. In class I led discussions and workshops. I configured and used WebCT to distribute assignments, provide supplemental readings, and schedule student presentations. I commented student assignments and prepared response rubrics to guide peer feedback. I met with students individually outside of class to assist with developing a teaching plan for their presentation and after they presented to help them reflect on their experience.
Principals of Biology II Honors: laboratory (BIOL 2108L)
| Role: | Laboratory Instructor – Spring 2005 |
| Enrollment: | One undergraduate section of 13 students, mostly sophomores |
| Type of Course: | Introductory, honors, fulfills core biology requirement |
| Course content: | Introduction to major organism groups found at Oconee Forest Park and Lake Herrick. Emphasis is placed on learning adaptations and interactions of organisms in their native habitat and gaining experience with scientific inquiry, investigation and documentation. |
As sole laboratory instructor for my section, I taught both in the classroom and during field trips. The students and I worked though the test version of the new, inquiry-based BIOL 1108 laboratory manual. As part of this writing intensive experience I graded and commented weekly writing assignments. A writing cycle was used to allow students to write and re-write opinion essays, scientific proposals and scientific articles. Grades assigned to writing increased though the semester to create low stakes assignments that promoted student experimentation and later high stakes assignments that promote careful inclusion of prior learning. I configured and used WebCT to receive and return student work and to post handouts. I met with students individually and in small groups outside of class to further assist with their writing or advise them with regards to their semester project. During laboratory I led class discussions and helped groups of 3-4 students as they worked though inquiry exercises or conducted their own experiments.
Principals of Biology II: laboratory (BIOL1108L)
| Role: | Laboratory Instructor – Fall 2003, Spring 2004, Fall 2004 |
| Enrollment: | Two undergraduate sections; 18-20 students per section, mostly sophomores |
| Type of Course: | Introductory, required for biology majors |
| Course Content: | Introduction to major life forms (prokaryotes to flowering plants and vertebrates). Emphasis is placed on learning structures, adaptations and evolutionary relationships. |
As sole laboratory instructor for my sections, I taught both in the classroom and during field trips. I guided students though laboratory exercises and adapted or supplemented activities as needed to promote and improve learning. I led discussions to emphasize comprehension and retention; designed weekly short answer style quizzes and graded all student work. I created weekly handouts to better integrate the labs and to reflect current emphases in the accompanying lecture class. My handouts also aimed to modernize the “cook-book” style manual using techniques such as posing reflective questions for discussion in small student groups. I taught scientific methods of experimentation, scientific writing and supplemented class discussions with both an annotated example from the literature and a detailed rubric. Outside of class I was readily available by email and met with students during office hours or by appointment.