The Teaching & Learning Professor Dr. Matthew L. Partin

Today’s guest is my greatest inspiration and mentor. He is an Emeritus Professor of Education at Bowling Green State University. He served as the Coordinator for the Guidance and Counseling Program and as the Coordinator of Graduate Programs in the School of Teaching and Learning. He retired from the University in 1999 but continues to educate the public by serving as a volunteer docent at the Carl Sandberg home in Hendersonville, North Carolina. He is the author of several books including The Classroom Teacher’s Survival Guide, The Social Studies Teachers Book of Lists, Social Studies Teachers Survival Kit, and Online Social Studies Resources. In this interview, he discusses perfectionism, BGSU in the 1960s, and his teaching philosophy. Please welcome my father, Dr. Ronald L. Partin…

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Guest Introduction
Today’s guest is a professor in the School of Teaching and Learning at Bowling Green State University. He teaches Science Methods for the Inclusive Early Childhood Classroom, Advanced Methods in Elementary School Science, Advanced Pedagogy and Best Practices, Qualitative Approaches to Classroom Inquiry, as well as Issues and Trends in Curriculum and Instruction. His research focuses on “Play” in human and nonhuman primates, lesson study with preservice and inservice teachers, and the acquisition of pedagogical content knowledge. He is a good friend and collogue. Please welcome Dr. Rick Worch.
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Table of Contents:

00:00 - Introduction - Learning Theory & Constructivism
07:25 - Interview with Dr. Rich Worch

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Interact with Dr. Partin and the Teaching and Learning Professor community at:
https://www.facebook.com/theteachingandlearningprofessor/

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I'm using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)
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Learning Theory & Constructivism
Learning Theory explains how students understand, process, integrate, and retain knowledge throughout learning. Prior experience, environmental factors, cognitive ability, and emotions play a large part in a student’s world view or understanding of the world they live in. The world view influences the way knowledge and skills are acquired, changed, and retained. There are generally 3 contemporary theories of learning teachers use to guide their teaching practices: Cognitivism, Transformative Theory, and Constructivism.
 
Cognitivism
Cognitivism stems from Gestalt Psychology and focuses on the learner and memory. In Gestalt theory, psychologists believe that humans learn by making sense of the relationships between new and old information. The human mind views entities as part of a bigger picture and as components of more complex systems (Cherry 2019). Cognitive theories of learning focus on the learner instead of the environment and have two underlying assumptions: 1) the memory system of the brain is structured and an operational processor of information; 2) prior knowledge plays a key role in learning (Smith 2018). Because each individual has a unique view of the world, humans create their own learning experiences and uniquely decipher information in ways that may differ from others.
 
Transformative Theory
Transformative learning theory explains how people adjust and reinterpret meaning (Taylor 2008).
It is related to the mental process of creating change in a frame of reference (Mezirow 1997). A frame of reference defines the way humans view the world and emotions play a large part in creating that view (Illeris 2001). Adults typically reject information that conflicts with their views and understanding of the world. Frame of reference is made up of habits of mind and points of view. Habits of mind (such as mindset or persistence) are very difficult to change but possible, however points of view may change over time as a result of reflection, criticism, or feedback (Mezirow 1997). Transformative Learning occurs when a student critically ponders evidence in support of competing understandings and points of view (Mezirow 1997).
 
Constructivism
Constructivism is a concept often mentioned when discussing science classroom-learning environments. In fact, much of the current science education research and literature has focused on constructivism. Constructivism is a philosophy about how people learn, and specifically addresses how knowledge is acquired and constructed. More specifically, “according to the constructivist view, meaningful learning is a cognitive process in which individuals make sense of the world in relation to the knowledge which they already have constructed, and this sense-making process involves active negotiation and consensus building” (Fra

Today’s guest has built a lab that attracts both thriving graduate and undergraduate students. He currently oversees a doctoral student, 3 master’s students, and a few advanced undergraduates. The lab studies how human alteration of environmental factors influences the dynamics of animals in terrestrial and aquatic food webs and ecosystems using integrative approaches. Their work investigates basic ecological questions that have importance for achieving sustainable environmental management in a changing world. Their four key research areas include Terrestrial Water Webs, Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages, Urbanization and Climate Change, and Riverine Macrosystems.

Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and colleague. Please welcome Dr. Kevin McCluney.

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Table of Contents:

00:00 - Introduction - Academic Tenure, Undergraduate Research, & Sense of Community
10:19 - Interview with Dr. Kevin McCluney

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Interact with Dr. Partin and the Teaching and Learning Professor community at:
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Introduction
 
In the United States, a tenured faculty position is an academic appointment that can only be dismissed for misconduct, or in rare cases, lack of funding or program discontinuation. The purpose of tenure is to allow academic freedom without the threat of losing one’s employment for promoting controversial ideas, such as evolutionary biology or contentious literature. The view is that academic freedom is crucial in teaching and research; and society will benefit if scholars are free to explore a variety of topics, questions, and opinions. It also prevents schools from replacing more expensive seasoned teachers with less expensive novice teachers to save money. However, some believe that the tenure system doesn’t provide an incentive for faculty to remain productive after they are tenured.
 
Tenure Track vs Non-Tenure Track
 
The tenure process is rigorous and it can be brutal. New “tenure-track” faculty members typically have a limited amount of time to produce an adequate record in teaching, research (grants & publications), and service (committees, advising, program administration, etc.). At BGSU Assistant-Professors (1st rank) have 5 years. At that time, they must either be tenured and promoted to Associate-Professor (2nd rank) or dismissed from the university. In other words, they must “publish or perish”. The 3rd and final rank for tenure-track faculty is Professor or Full-Professor.
 
At BGSU we also have full-time “non-tenure track” faculty, who are ineligible for tenure. We call these faculty members Qualified Rank Faculty (QRF). Their ranks parallel the tenure-track ranks progressing from Assistant Teaching-Professor, to Associate Teaching-Professor, and finally Teaching-Professor. Typically, non-tenure track faculty do not have a research commitment, but they have higher teaching loads along with a service commitment. Colleges and universities also hire part-time teachers called Adjunct-Faculty. Adjuncts are typically paid on a “per-course” basis and they do not work enough hours to be eligible for health insurance, retirement plans, or other employee benefits.
 
Graduate Faculty
 
There are varying levels of Graduate Faculty Statuses along with increasing amounts of privileges. At BGSU the highest level (Level 1) may allow a faculty member to chair a doctoral dissertation or master’s thesis committee, participate as a member of a thesis or dissertation committee and all other graduate responsibilities

Intended for students working in the BGSU Marine Lab. This guide covers basic marine lab husbandry.
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Table of Contents:
00:18 - Marine Lab Handbook
00:26 - BGSU Marine Laboratory
04:24 - History
05:32 - Table of Contents
05:33 - Safety Precautions
09:24 - General Rules
13:32 - Marine Lab Position Hierarchy
16:51 - Marine Lab Positions
20:28 - Assistant Coordinator Positions
23:22 - How to mix Saltwater
29:08 -
33:41 - Tank Checks
34:56 - Freshwater Tank Procedures
38:53 - Saltwater Tank Procedures
44:06 -
47:56 - Coral Systems
52:18 -
54:05 - Coral Husbandry
59:47 -
01:04:05 -
01:09:37 -
01:14:59 - Feeding
01:18:01 -
01:20:43 - Tank Maintenance
01:24:26 - Filtration
01:28:54 - General Aquarium Maintance
01:31:00 -
01:34:58 - Tours
01:36:11 -
01:39:05 -
01:40:42 -
01:40:45 - Salinity Chart
01:41:43 - Nitrogen Cycle
01:42:30 -
01:42:34 -
01:42:59 -
01:43:03 -
01:43:15 -
01:43:18 -
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Interact with Dr. Partin and the Teaching and Learning Professor community at:
https://www.facebook.com/theteachingandlearningprofessor/
or
https://blogs.bgsu.edu/teachingandlearningprofessor
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Today’s guest is a Professor in the Department of Biological Sciences at BGSU. He was formerly the Director of the BGSU Marine Biology Program from 1994-1999, the Director of the Center for Neuroscience, Mind & Behavior from 2000-2002, and the Director of the University Honors Program from 2002-2012.

Today’s guest has also been the Director of the Laboratory for Sensory Ecology since 1994. The Laboratory for Sensory Ecology is a multi-disciplinary lab that is interested in any questions concerning sensory behavior, evolution, physiology, and ecology. Most of their current projects are centered on understanding the role that chemical signals play in an organism's ecological role. They have projects that range from understanding the physics behind antennae design, predator avoidance, selection of habitats and mates, dominance hierarchies and other social behaviors to analyzing the chemical composition of these signals.

He is a former professor of mine, a colleague, friend, and mentor. Please Welcome Dr. Paul Moore.
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Table of Contents:

00:00 - Introduction - Undergraduate Research & Mentoring
05:40 - Interview with Dr. Paul Moore

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Interact with Dr. Partin and the Teaching and Learning Professor community at:
https://www.facebook.com/theteachingandlearningprofessor/

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Support this podcast at RedCircle— DONATE TODAY!!
I'm using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)
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URE vs CURE

Undergraduate Research Experiences (UREs) and Course-based Undergraduate Research Experiences (CUREs) have recently become very popular among STEM disciplines in colleges and universities in the United States. UREs are usually limited to few students and competitive. Students who apply for UREs are typically highly interested in research, high achieving, and motivated. Students work closely with faculty, post-doctoral researchers, or graduate students during a summer, semester, year, or longer. CUREs are embedded in a course as part of the curriculum and typically only last for one semester, but they may span 2 or more courses. However, CUREs may put a strain on the professor teaching the course because they need to oversee many student’s simultaneously.

Benefits

Undergraduate research offers opportunities for independent research, experience in the field of study, and professional mentoring. There is evidence suggesting that undergraduate research benefits students by preparing them to become scientists and the experience may retain students in the sciences (Graham, et al., 2013). Furthermore, the results of an undergraduate research project may be published in a peer-reviewed journal with the student as a coauthor. Today’s guest will talk about the process and benefits of publishing.

Mentors

However, Linn et al. (2015) believe the benefits of undergraduate research have been poorly studied and that positive outcomes may be due primarily to mentoring. They state that mentoring is essential for undergraduates considering careers in the sciences and one of the main benefits of undergraduate research may be undergraduates close proximity to faculty, postdoctoral researchers, and other members of the lab who help mentor the students. Mentors may serve as guides who orient the undergraduates and help them make connections among their experiences. They may also serve as role models, provide professional socialization, and facilitate the undergraduate’s professional identity as a scientist.

Mentor Benefits

Linn et al. (2015) back up their claims by citing a several studies including one indicating that students who feel they are supported by faculty are more likely to attend graduate school (Eagan et al., 2013) and a study indicating higher rates of attrition among students with inadequate interactions with mentors (Thiry, et al., 2011). They also cite a study indicating that stude

This is a description of the Marine and Aquatic Biology Program at Bowling Green State University in Ohio.

Table of Contents:

00:00 - Intro
00:32 - Marine Biology at BGSU
00:53 - History
02:58 - Marine Lab Hierarchy
05:04 - Dr. Sylvia Earle
06:23 - Marine & Aquatic Biology Specialization
08:49 - Field Experience
10:18 - Study Abroad
11:40 - Other Opportunities at BGSU
16:17 - T-Shirts & Sweat Shirts
16:21 - Marine & Aquatic Biology Checksheet


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Interact with Dr. Partin and the Teaching and Learning Professor community at:
https://www.facebook.com/theteachingandlearningprofessor/

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Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations