Recently the Teaching Innovation Center (TIC) hosted a Coffee and Conversation event that focused on discussing the question, how can we reimagine labs and experiential learning opportunities?  We further examined this question by talking about how lab skills prepare students for future careers, considering both the lab technology and the collaborative nature of the lab environment.  Joining us as a guest speaker was Ara Austin, PhD . Dr. Austin is currently the Director of Online Engagement & Strategic Initiatives at The College of Liberal Arts and Sciences at Arizona State University. Experiential Learning So, how do we define experiential learning ? During our conversation, we discussed how experiential learning is about the application of learning rather than just sharing information about a topic. It is the "learning by doing" concept. Most often in biology education, these unique skills are only given in laboratory settings, with a hands-on approach. We also conside...

The Teaching Innovation Center (TIC) is a center within Arizona State University (ASU) dedicated to the design (and more) of School of Life Sciences (SOLS) courses. Meet our core team! Top row (from left to right): Amy Pate , Sarah Prosory , Lenora Ott Bottom row (from left to right): Christy Jersin Woods , Tiffany Lewis Our Partners Although our team is small, our network is mighty, and we couldn’t bring many of the services we offer to SOLS without the help and support of our partners in  EdPlus , VisLab ,  CogBooks , the  RISE Center , JEDI initiatives , Learning Experience (LX) Design , and our incredible student-worker team. At TIC, we believe in a collaborative model to give faculty and instructors the best resources. Here are a few partners that we work with frequently: Student Workers: Tiffany Lewis, Ciarra Downing EdPlus : Taylor O’Kelley, Jill Roter, Peter Van Leusen, Dee Mullins CogBooks : John Ball VisLab : Jacob Sahertian, Megan Joyce, Jo Ramirez, Samantha ...

Imagine you’re a student in an introductory biology course. On an exam, your professor asks: " What is a byproduct of photosynthesis as exhibited by Figure 1.1 below? " Could you answer the question? Figure 1.1 Now imagine you are a student who has a visual impairment and you were asked the same question. Could you provide the answer then? Chances are you may not be able to answer the question based on Figure 1.1 alone. What seems like a well-written question, is actually only accessible to students who are sighted or otherwise have functional vision. For students with visual impairments, assessment questions based solely on scientific images or graphs may create a barrier in the learning process. Being web inclusive means that course content and associated materials are equitably available to all students regardless of their abilities, or type of technological device that they are using. Instead of relying only on scientific images and graphs to showcase data, you can im...

The ASU RISE Center is hosting a  series of events this term focused on racial justice to find ways in which the School of Life Sciences (SOLS) can be inclusive and anti-racist. On September 2nd, we had 19 students of color attend a listening session to discuss problems and challenges for students of color in SOLS. SOLS PhD student Miranda Bernard facilitated the session. Thirteen faculty/staff attended this session and listened silently. We report here on the issues and challenges that emerged from this discussion. Note: these are experiences and perspectives of the individual students who attended the session and they do not represent the perspectives of all students of color. Lack of community and support in SOLS for people of color Many students echoed this theme where they did not feel like there was a sense of community in SOLS generally, but more specifically for students of color. Students highlighted that they often felt as though their own experience was...

As we arrive at the middle of the Fall semester, the Teaching Innovation Center team wants to share the upcoming events that have been planned for you. This semester we have partnered with the RISE Center to learn more about inclusiveness and how we can improve. We also recognize in this COVID era, the need to shift from what we have always done to making adjustments to our course design. This means rethinking assessments! Below is an overview of the upcoming events, and we hope to see you there!  Language Matters: Considering Racial Microaggressions in Science Thursday, October 8th 11:30am-12:30pm PST Zoom:  https://asu.zoom.us/j/97235381892    Facilitated by Colin Harrison ,Georgia Tech and Kimberly Tanner , San Francisco State University Join us for an interactive session where we will explore ways in which racial microaggressions manifest themselves in science. We will discuss what microaggressions are and how they affect underrepresented individuals in an acade...

We are excited to announce 16 events this term that all focus on racial justice in biology. These events are open to the School of Life Sciences (SOLS) community.  Please join our suite of virtual workshops, seminars, and discussions to learn and become more self-aware of how we can become more inclusive.  The sessions are for faculty, staff, and students – all of the seminars will be recorded and posted on the  RISE Center website  for viewing afterwards.  For a full description of the events, click the links below: SABER events An initiative sponsored by the Society for the Advancement in Biology Education Research (SABER) focused on promoting awareness, understanding, and commitment to change academic biology environments to be more inclusive and strive for racial justice in STEM Education.  RISE Up events An initiative sponsored by ASU’s Research for Inclusive STEM Education (RISE) Center focused on enhancing awareness, understanding, and commitment to...

  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...

If you teach a college biology course, you are probably aware that most biology majors are interested in a medical career ( Cooper et al. 2019 ). While many sub-disciplines in biology traditionally cater to the interests of students focused on medical careers, it is common for premed students to think that evolution has nothing to do with medicine. However, that is changing with the rise of a relatively new, but rapidly growing, field called evolutionary medicine (EvMed). EvMed is a discipline that applies lenses and tools from evolutionary biology and anthropology to enrich our understanding of human health and disease. It explores questions such as: Why are we more likely to develop cancer as we age? Why are certain pathologies, like obesity and autoimmune disorders, becoming increasingly common in developed nations? And why have patterns of children’s growth and development changed over the past century? Currently, over half of the major research institutions in the US now offer ...

The average faculty member spends 75% of class time talking to students.  Maybe it's time to turn the tables, and let the students do the talking! We've learned through research that students learn by "collaborating through dialogue", and the benefits include a deeper understanding of the content as they explain information and integrate different perspectives. (Chi, 2009) We've also learned that there are a number of challenges to running discussions. From classroom furniture that doesn't allow small group discussions, to class size and student engagement, faculty have to have some strategies for successfully implementing this teaching strategy. In Tuesday's webinar we showed how to do discussions better with some tips that included: Setting the Appropriate Environment "Peeling the Onion" with the 4 Stages of a Discussion Honoring Silence And many other ideas!  For more information, check out the links below, or cont...

Today's post is by Liz Barnes, a PhD Graduate Student in Sara Brownell's Biology Education Research Lab at ASU's School of Life Sciences. Liz found her niche in evolution education research and completed a master’s thesis titled “Professor Attitudes and Beliefs about Teaching Evolution”. After obtaining her master’s degree in the summer of 2014, she began working on her doctoral research, which focuses on how the personal belief systems of individuals influence their perceptions of science and science education. Further, she is studying the ways in which science educators can effectively teach controversial subjects in biology while fostering positive attitudes towards science. Evolution is one of the most important theories in biology and yet one of the most controversial in society (Dobzhansky, 1973; Newport, 2014). This concurrent foundational and controversial nature of evolution makes it one of the more difficult topics to teach in biology. While studen...