Developmental Biology
developed for PFF colloquium
This course was developed as part of the PFF colloquium on effective course design (2011).
Included here is an example of a Introductory Developmental BIology course I designed as part of the Effective Teaching Colloquium in the PFF program. This course is designed around clear student learning objectives, what a student will be able to do after taking this course. These learning objectives give structure to the course, from the syllabus to the projects and finals, to allow the students to see the overarching concepts and goals the course is designed to teach. This allows both the student and the instructor time to focus their energy on mastery of the key components of the course leading to deeper discussions and a deeper understanding of the material.
Course Syllabus
Sample Project and Grading Rubric
Included here is an example of a Introductory Developmental BIology course I designed as part of the Effective Teaching Colloquium in the PFF program. This course is designed around clear student learning objectives, what a student will be able to do after taking this course. These learning objectives give structure to the course, from the syllabus to the projects and finals, to allow the students to see the overarching concepts and goals the course is designed to teach. This allows both the student and the instructor time to focus their energy on mastery of the key components of the course leading to deeper discussions and a deeper understanding of the material.
Course Syllabus
Sample Project and Grading Rubric
Marine Biology
This course was developed as an introductory course in Marine Biology for a first year student in 2012. Set up as a comparative communities course, it gives the opportunity to integrate basic biology techniques and information with the specific focus of comparing distinct marine environments.
This course was not developed for a specific university or college, but instead was made for an individual student with an interest in the topic and as a practice in course development and assessment for myself. Therefore, this course was designed to be taught through podcast lectures with both online and phone correspondence and location instructors to oversee the lab sections.
Course Syllabus
This course was not developed for a specific university or college, but instead was made for an individual student with an interest in the topic and as a practice in course development and assessment for myself. Therefore, this course was designed to be taught through podcast lectures with both online and phone correspondence and location instructors to oversee the lab sections.
Course Syllabus
Communicating Science
developed for BIOM540: University Teacher Training
This course was developed as part of a class on effective course implementation (2017).
This course discussed backward course design and using clear student learning objectives to align assignments and assessments. I had a lot of fun designing this course that is out of my normal field of study and I am excited to use some of the activities if not teach the whole course when an opportunity arises. This course focuses on what science literacy means - both for scientists and non-scientists. To accomplish this, students will practice analyzing scientific discoveries and communicating to scientific audiences, non-scientific audiences, and engaging youths while also exploring policy, curriculum, standards, and equity and diversity in the science fields. This course is designed as an upper division science literacy class based on formative class discussions, readings, projects and presentations, and a summative final portfolio.
Course Syllabus
This course discussed backward course design and using clear student learning objectives to align assignments and assessments. I had a lot of fun designing this course that is out of my normal field of study and I am excited to use some of the activities if not teach the whole course when an opportunity arises. This course focuses on what science literacy means - both for scientists and non-scientists. To accomplish this, students will practice analyzing scientific discoveries and communicating to scientific audiences, non-scientific audiences, and engaging youths while also exploring policy, curriculum, standards, and equity and diversity in the science fields. This course is designed as an upper division science literacy class based on formative class discussions, readings, projects and presentations, and a summative final portfolio.
Course Syllabus
Other courses:
Molecular Biology - This core course focuses on the structure and function of nucleic acids and proteins. Introductory courses teach the central dogma of Biology and an overview of what these macromolecules are capable of. This course will expand that knowledge to how they accomplish these amazing feats within the cell.
Cell Biology - This core course pulls together student knowledge of the cell as a whole, through snap shots of individual processes, mechanisms, organelles, and structures to lead to a whole new appreciation of these complex environments, the smallest unit of life. Example Syllabus
Embryology - Focused on human embryology, this course can be taught for both biology/pre-med students as well as non-majors. We will explore many of the critical milestones in human development, look at developmental processes, and discover how a growing embryo functions as it develops. Example Syllabus Sample Activity
Molecular genetics - Although this could be taught as a general genetics course, I think it is fascinating to teach this course focusing on the structure and function of genes at the molecular level with a lens of human genetic and molecular mechanism of human disease. This allows for advanced genetics students to delve deeper into ideas of imprinted genes, complex genetic disorders, and the complexity of the human genome.
Anatomy and Physiology - A requirement for many pre-health students, Anatomy and Physiology looks at the workings of the human body. In this course, students identify key aspects of anatomy at cell to system levels, identify structure-function relationships, and system function and integration.
Genetics - This course focuses on genetic inheritance, gene structure, and genetic discovery. Many people vaguely remember genetics and Punnet squares from High School, however this course will push beyond that to a better understanding of the complexities underlying genetic inheritance.
Seminar and Topic courses - There are so many exciting aspects of biology that I would love to explore with students. Seminar and Topic courses are usually not core courses but instead are designed to explore a specific topic of interest, practice a specific skill, or gain new insights in a subject. Therefore, these courses would be custom designed for the college and students in the course. Some ideas for this type of course include: Nobel prize winning science; Advanced experimental design and molecular techniques; Scientific process including ideas, grant writing, research, manuscript writing, etc.; Science history; Molecular medicine.
Similar to the Seminar and Topic courses, each course taught provides a unique opportunity to customize it to the needs of the learners, the department, and the college. For example, I have taught in a Genetics and Cell Biology course that focused on scientific problem solving and data analysis, as well as an Advanced Cell Biology course using journal articles to study the cell biology basis of human disease (see Cell Biology example syllabus above).
The goal of Biology education in college is to engage students with the study of life, and teach them skills to stay engaged throughout their lives. We want our non-majors to be able to wonder at the beauty of a tree leaf, and our majors to wonder at the history of single cell type and have the skills to ask and figure out the Why? How? and What next?
Molecular Biology - This core course focuses on the structure and function of nucleic acids and proteins. Introductory courses teach the central dogma of Biology and an overview of what these macromolecules are capable of. This course will expand that knowledge to how they accomplish these amazing feats within the cell.
Cell Biology - This core course pulls together student knowledge of the cell as a whole, through snap shots of individual processes, mechanisms, organelles, and structures to lead to a whole new appreciation of these complex environments, the smallest unit of life. Example Syllabus
Embryology - Focused on human embryology, this course can be taught for both biology/pre-med students as well as non-majors. We will explore many of the critical milestones in human development, look at developmental processes, and discover how a growing embryo functions as it develops. Example Syllabus Sample Activity
Molecular genetics - Although this could be taught as a general genetics course, I think it is fascinating to teach this course focusing on the structure and function of genes at the molecular level with a lens of human genetic and molecular mechanism of human disease. This allows for advanced genetics students to delve deeper into ideas of imprinted genes, complex genetic disorders, and the complexity of the human genome.
Anatomy and Physiology - A requirement for many pre-health students, Anatomy and Physiology looks at the workings of the human body. In this course, students identify key aspects of anatomy at cell to system levels, identify structure-function relationships, and system function and integration.
Genetics - This course focuses on genetic inheritance, gene structure, and genetic discovery. Many people vaguely remember genetics and Punnet squares from High School, however this course will push beyond that to a better understanding of the complexities underlying genetic inheritance.
Seminar and Topic courses - There are so many exciting aspects of biology that I would love to explore with students. Seminar and Topic courses are usually not core courses but instead are designed to explore a specific topic of interest, practice a specific skill, or gain new insights in a subject. Therefore, these courses would be custom designed for the college and students in the course. Some ideas for this type of course include: Nobel prize winning science; Advanced experimental design and molecular techniques; Scientific process including ideas, grant writing, research, manuscript writing, etc.; Science history; Molecular medicine.
Similar to the Seminar and Topic courses, each course taught provides a unique opportunity to customize it to the needs of the learners, the department, and the college. For example, I have taught in a Genetics and Cell Biology course that focused on scientific problem solving and data analysis, as well as an Advanced Cell Biology course using journal articles to study the cell biology basis of human disease (see Cell Biology example syllabus above).
The goal of Biology education in college is to engage students with the study of life, and teach them skills to stay engaged throughout their lives. We want our non-majors to be able to wonder at the beauty of a tree leaf, and our majors to wonder at the history of single cell type and have the skills to ask and figure out the Why? How? and What next?