The Teaching Lab Angela Bauer

Are you looking for a scholarly guide that concisely presents the latest research conclusions about effective teaching? Then join us for this episode, in which Dr. Cynthia Brame (Vanderbilt University) tells us about her latest book, Science Teaching Essentials: Short Guides to Good Practice.

References:

https://www.elsevier.com/books/science-teaching-essentials/brame/978-0-12-814702-3

What does active learning look like in the laboratory? And which students benefit most? In this episode of the Teaching Lab, Drs. Chris Beck (Emory University) and Larry Blumer (Morehouse College) share their findings regarding the impact of guided inquiry on the scientific reasoning and experimental design skills of their least prepared students.

References:

Blumer, L.S. and Beck, C.W. (2019). Laboratory courses with guided-inquiry modules improve scientific reasoning and experimental design skills for the least-prepared undergraduate students. CBE Life Sciences Education 18: 1-13. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-08-0152

Sirum, K. and Humburg, J. (2011). The Experimental Design Ability Test (EDAT). Bioscene, 37:8-16.

Lawson, A.E. (1978) The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching 15:11-24.

www.beanbeetles.org

PORTAAL (Practical Observation Rubric to Assess Active Learning) is a tool that delineates best practices to deepen student learning in the STEM classroom while also measuring instructors’ alignment with these practices. Join us for this episode of the Teaching Lab, in which Dr. Sarah Eddy describes the impetus for the development of PORTAAL and provides tips for its implementation.

References
Dr. Eddy’s website:
https://case.fiu.edu/about/directory/people/seddy.html

PORTAAL:
https://www.lifescied.org/doi/10.1187/cbe.14-06-0095

In this episode of The Teaching Lab, Drs. Heather Miller and Melissa Srougi share their findings regarding the impact of peer learning on students' experiences within their chemistry classrooms.

Reference:
Miller, H and Srougi, M. (2018). Peer learning as a tool to strengthen math skills in introductory chemistry laboratories. Chemistry Education Research and Practice, Issue 1.

How might a community of practice help you to connect and collaborate with others in your STEM subdiscipline? How might a community of practice help you reach your goal of deepening student learning in your classroom? In this episode, Dr. Barbara Reisner shares her work to establish and assess a community of practice for inorganic chemists, known as IONIC.

Links:

Dr. Barbara Reisner:

https://www.jmu.edu/chemistry/people/all-people/faculty/reisner-barbara.shtml

VIPEr:
https://www.ionicviper.org//

J of Chem Education:

https://pubs.acs.org/journal/jceda8

Dr. Brett Woods, Associate Professor and Director of Health Professions Advising at High Point University, shares his recent findings regarding the positive impact of mentorship, mindset and learning strategies on the retention and academic performance of underrepresented students in the sciences. His work was recently published in the Journal of STEM Education, Innovation and Research (Vol 19 (3), 2018). To learn more about Dr. Woods' work - especially his diversity workshops designed to help faculty create a more inclusive environment within their classrooms - contact him at bwoods@highpoint.edu.

The Teaching Lab is a podcast designed to keep busy STEM teaching professionals up-to-date on the latest teaching innovations known to foster deep learning and inclusivity in their classrooms.

Music credit: Loopster Kevin McLeod (incompetech.com); licensed under Creative Commons By Attribution 3.0 License.

http://creativecommons.org/licenses/by/3.0