The ability of students to think abstractly and formally is one of the major challenges instructors have faced over time. This is true across all disciplines but more so in the sciences. Concepts such as molecular bonding, biochemical pathways and cellular communication bring the biggest challenges to students as they require one to think outside of one’s normal schema. Arizona State University Emeritus Professor Anton Lawson , states, Concrete thinking is just regarding the facts. On the other hand, abstract thinking goes down below the facts. While some mental process is involved in abstract thinking, no such effort is evolved in concrete thinking. A person with concrete thinking does not think beyond the facts. They do not have the ability to think beyond a certain limit. Concrete thinkers only have a generalized concept for all things. On the other hand, abstract thinkers have a very specific concept of things. Is there a secret to teaching abstract thinking to learners? One of the

  Why do I keep seeing people list pronouns on their email signatures? Can I use the word queer? What’s a deadname? As ASU is defined by who we include and how they succeed , we need to make sure that this includes everyone in the classroom, including students with identities that are invisible. Even though society tends to assume that everyone is straight and cis-gender, current estimates of individuals who identify as members of the LGBTQ+ (lesbian, gay, bisexual, transgender, queer) community range from 10-20% of the population. Specifically in biology classrooms at ASU, about 9-16% of undergraduates report having an LGBTQ+ identity on surveys. What challenges might a biology classroom present for LGBTQ+ students? Instructors and fellow students may inadvertently make incorrect assumptions that may cause some LGBTQ+ students to feel uncomfortable. For example, individuals may mis-gender transgender students and non-gender binary students in class. This could be done by using a stu

Today more than ever we are competing for our students' attention within the world of unfolding events. We are instructing across a variety of platforms both asynchronous fully online, and synchronous, hybrid, virtual face-to-face. It can be difficult to establish our course as paramount in our students minds. However, with a little planning we can help students see the intersection of their studies within the world around them, rather than just in an academic silo disconnected from their daily life. We’ve all heard students whisper that the first day of school in any course is “syllabus day”, a day in which an instructor reads over their syllabus document and points out any pertinent information and answers students questions about the workload for the term. It’s no secret that some students admit to skipping what they believe will be a “syllabus day”, because after all, they can read the syllabus at home. Although fully online students will not have this synchronous meeting to di

Cheating is nothing new, and with internet access and the move to online learning, the opportunities to act without academic integrity have become more readily available. The discussion about academic integrity is often seen as a student-based issue, and thus tends to focus on dishonesty, cheating, and plagiarism and how we might reduce these behaviors by students.  As an instructor, you must decide how you choose to approach and address academic integrity in your classes. Research supports that instructors might increase academic integrity among their students by creating an environment that promotes honesty, responsibility, and fairness, instead of focusing on penalties.  Instructors are facilitators of their class and as such can work to create positive relationships and an atmosphere that supports academic integrity ( Boehm, 2009 ;  Stearns, 2001 ).  One of the first steps we can take is to ensure that students understand what academic integrity entails in general, at the Universit

Most scientists agree that the theory of evolution is a foundational concept in understanding biology, yet it remains rejected by nearly half of the college student population ( Barnes & Brownell, 2018 ). With religious students making up a large percentage of the student body on college campuses across the United States, it is important to consider how the way we teach evolution may impact religious students as they integrate the scientific view of evolution with their religious beliefs. One influential factor in religious student acceptance lies in the debate of whether you can believe in God and still accept evolution. A new study has shown that the ability of religious students to perceive evolution as agnostic – not being able to say whether there is or isn’t a God- rather than atheistic – saying there is no God- increased their comfort in learning and understanding evolution and also increased their acceptance of evolution. Bridges and barriers to being both religious and