General Biology (1 section) Introduction to Molecular Biology (2 sections) Laboratory (6 sections) Microbiology (6 sections) Laboratory (9 sections) Cell Biology (4 sections) Immunology (3 sections) Laboratory (2 sections) Medical Microbiology (2 sections) Laboratory (2 sections) Parasitology (1 section) Virology (1 section) Science and Culture in Australia (1 section) FYS (1 section) Scientific Thought in Great Britain (1 section)
Though it is a clich, I am learning along with my students. And just as grades are a measure of student learning, student and colleague evaluations (however imperfect or incomplete the former) are a measure of my own progress. Though I know the course content, teaching it to another person requires more attention to detail and an understanding about the confusing aspects. I welcome feedback from students and other faculty, as it makes me a better educator and improves my courses. I have included my student evaluations from the Office of Academic Affairs for ease of consideration. The ultimate assessment of my success in the classroom is my students achievements in careers or professional programs.
As I reflect on my brief academic career, I see that I have used my student comments to make changes for the better in each of my classes. Every class offers me a chance to try a new technique, style, or technology, and that benefit exceeds the cost of reorganizing and changing my approach to the content. Sometimes, these changes are for the better; others need to be adjusted even more to better meet student need.
As a student, if there wasnt a quiz I probably didnt do the reading: an awful reality to admit as a professor. To prevent students from making my own mistake, I decided to start with a weekly reading quiz, a simple, ten-question in-class evaluation. This did achieve my goal, as most students clearly read the chapter. The next semester, in an effort to streamline the process for the students and myself, I tried using ANGEL quizzes. I thought the set-up was simple: still 10 questions, with students to take the quiz before class as many times as they wished (attempts ultimately averaged two per student). This was not a total success: It took a lot of set-up and trial and error getting the quizzes to open and close as scheduled. Students forgot to take them, and some of the questions were too difficult or ambiguous. The positives were that they did have enough time and they were still reading. I took the student comments and discussion we had in class to heart, and decided that the quizzes could be open for a longer period of time and tried to remind students to take them. I also rewrote all the questions for increased clarity. Still, the quizzes were not perfect. At the suggestion of my Introduction to Molecular Biology course, I decided to have all quizzes available at the beginning of the semester. This was a great improvement, although I did still have students forget to take the quiz on time, and many of them wanted to know which question they got wrong before trying again. This was not possible in ANGEL. Just as I had figured out ANGEL and its settings, we transitioned to D2L. While D2L is much easier in some respects, I do not find the quiz functions as user-friendly as ANGEL. Allowing the students to review the quiz requires that I manually open each. I therefore decided to return to in-class quizzes. As the semester progressed, we would occasionally forget to take or run out of time for the quiz. As I thought more and more about the quizzes function coupled with my increasing dislike of textbooks. I realized I could do away with both if I moved toward popular science books. Instead of quizzes, students generate their own questions and summary of the reading to promote discussion of the book. I think this is a much more useful and productive use of everyones time and resources. As a Microbiology student said in my course evaluation last year: The quizzes were not helpful at all, since we don't actually use the book. The book should also just be thrown out."
Over the last five years I have come to realize that textbooks are not very useful in my classroom. Most science textbooks are very expensive, and so large that we could not possibly use the entire book. I started experimenting with not using a textbook in Parasitology and Virology during January session. Instead of using a traditional text, I used a popular science book supplemented with my lectures. In both classes, this technique met with great success. The students enjoyed both books and actually got excited about the science. Textbooks can be very dry and boring, but popular science books are unique and engaging. I found that the students wanted to know more and it sparked conversation that would not have occurred with a traditional text. In their evaluations, students made clear that they enjoyed this method instead of a textbookindeed, they wanted even more discussion of the book. I have taken this feedback and will incorporate the books into my lecture, which will be challenging for me. I am not used to book discussion, and did not experience it when I was a student. I am continuing my January session experiment in all of my courses next year. I think that this is in the best interest of the students and for me as a teacher.
Another area that I have worked on consistently in all of my classes is writing. Every one of my courses has some writing component, from opinion papers, to evaluations of peer-reviewed literature. When I first started assigning writing, I found that students really wanted clear (sometimes too clear) expectations. Not only did they want the assignment clearly outlined, they wanted to know what they had to do in detail. I found this especially true in Human Biology. After my first semester teaching that course, it was clear that I needed to be more explicit in my expectations. I outlined the assignments in the syllabus, and created a rubric in an effort to clarify their objectives. While most students found the rubric helpful, some wanted further explanation. I revised the syllabus to include more information and, in an attempt to encourage good paper writing, implemented several changes. My first change was to take an entire class meeting to the library to discuss appropriate sources with Doris Stephenson. She not only helped them search for information for the first paper, but created a website with information on sources and research methods. This resulted in an increase in credible sources; I was thrilled. I next borrowed a peer-review handout from Stacy Erickson that we completed in-class for our first paper. We now peer-review three of five papers as standard practice. If the student does not achieve at least an 80% grade on a paper, he or she must go to the Writing Center. This has greatly improved the papers I was grading. I have also begun discussing the papers in class two days before their due date. (When I tried to do so earlier, the students ended up asking the same questions twice, and it was not a productive use of class time.) I am much more pleased with the quality of papers in Human Biology, and there is a sense of clarity in the assignments. Although I have continued to work on these assignments, it is still clear from some comments that I have work left to do. I don't really see the point in the papers, they don't have all that much to do with the chapter and the requirements for each one specifically weren't really clear. I am continually striving to improve the clarity of my assignments and work hard to explain that papers over book chapters do not require thought or argument development. This continues to be a work in progress. Another area I thought important for students to improve is their understanding of scientific literature. I implemented a Journal Club, reading and critiquing peer-reviewed scientific literature in my majors classes (Microbiology, Cell Biology, and Immunology). (I presented some of what follows at the fall faculty workshop in 2011.) I remember being an undergraduate senior and all of the sudden having to read these horrible, jargon-heavy articles with the expectation I would know what was being presented. I was terrified, and I knew that my students were experiencing similar frustration and fear. Each of my courses reads four or five papers during the semester. I let them work in groups of four or five, and as we move through the semester, those groups become smaller until each writes his or her own final paper. The group environment allows them to bounce ideas off each other and collaborate, integral, of course, to practical scientific work. I present the jargon and techniques so the students can focus on what is really important. We spend a significant amount of time in class discussing how to read and interpret these papers, and I have outlined questions that they should consider as they are reading along. In addition, I use a rubric to grade the papers and each student gets a copy of the paper with its accompanying rubric back to learn from their mistakes. After the students turn in the paper, we discuss it in class; I usually take the lead by asking what they thought, but occasionally students will start the critique. This is especially true in Microbiology, where I present one paper that, unbeknownst to the students, has been retracted and is completely untrue. They are very upset when they find out that it was a bad paper, but the lesson is a valuable one: scientists have both the right and duty to determine if the science presented is bad. As found in a student evaluation comment from Microbiology: "I would have enjoyed more journal club reviews to solidify the material. They really help tie the material into the real world and apply it to our lives." In addition, I got this comment last summer from a student participating in a Research Experience for Undergraduates sent me this email: I have a binder full of journal articles at my desk right now that I would have never been able to crack without the readings and reports we did throughout the semester (and around here for every one question you ask they print off three journal articles for you to look over which only leads to a lot more questions and a lot more journal articles) so as much as I might not have wanted to do it then, I'm sure glad we did! As well as all the terms and concepts your class has helped me to understand, like synergy I was talking about above and looking for the highest doses of each treatment with lowest toxicities, it's all starting to make sense with real world applications (not that it didn't during the year)! I think that the journal club has become an invaluable tool to stimulate the students to learn as scientists do.
In an effort to increase understanding and reduce expense, I spent several summers reformatting the labs for both Introduction to Molecular Biology and Microbiology. Many students found the previous handouts confusing. I recreated them with additional diagrams and a procedure roadmap. This increased their understanding and improved their retention of techniques we would use later in the semester. The bulk of my time was spent on Microbiology. I had previously used a published laboratory book, but it was expensive and contained far more experiments than we could complete in the semester. I developed handouts for each lab session and ensured that they were full of diagrams and pictures. I have found that students need as much incentive to read for lab as they do for class; indeed, it is particularly frustrating to spend hours setting up the lab and then wasting time and expensive reagents because students did not prepare. I now require each student to write out the purpose and methods in their lab notebook before they begin the experiments. This has greatly increased understanding and reduced waste. The students also turn in the notebooks to be graded instead of a formal lab report. This prepares them for the rigors of graduate school and introduces the importance of good note taking so that the experiments can be repeated. I have also tried to reinforce the importance of Microbiology lab technique by adding practical, graded slides, and unknown bacteria. The skills learned in lab are vital to their understanding of this field, while also instilling a respect for the role of lab experiments in the development of the discipline of biology. As stated by a student in my Microbiology course last spring, "I think this lab was structured very well. We went through every stain, method, etc and then at the end we used all of those methods to determine an unknown, which I thought was great because it made it that much easier. We learned a lot and I really enjoyed the lab even though it was at 8am. This lab made getting up at that time much easier!" The practical is a chance for the students to demonstrate their mastery of basic microbiological techniques. All Microbiology students should at least be able to practice proper labeling, aseptic technique, and isolation. In addition, I require each student to submit seven bacterial slides that are then graded. This might seem unfair, as staining is difficult, but it is also essential to the field. This is also the first time the students are graded on the quality of their outcome in lab. I have students who willingly spend hours perfecting their slides, and they become invested in learning the ins and outs of these slides. I have heard from students on the Nicaragua trip that this is an invaluable skill, as they spend entire days staining to determine the proper medication to administer.
I have chosen to use PowerPoint as my main teaching tool, as most of my lectures are image based and it would be impossible for me to draw all of the images. I have worked each summer on improving the content and flow of each of my courses lectures. In an effort to make the lectures as accessible as possible, I have carefully evaluated my teaching evaluations and notes I made during the semester on problematic areas. This feedback enables me to troubleshoot my lectures and continually improve them. Two themes seem to reoccur in my evaluations that I am consistently trying to improve. The first is that PowerPoint is boring and the second is that it is the same format every day. I agree, and know that it can be difficult for students to pay attentionespecially to a screen. To address this issue, I have used animation and video to enhance and engage students. I also ask the class questions to stimulate them to think about what has been learned previously and what they can infer about the new material. When slides contain too many words, I find that students do not pay attention and think all they need to know is on the slide. But I have also received the opposite complaint: that pictures alone are insufficient. However, I primarily use images students have encountered in the reading; because they also have access to lectures beforehand, they are now able to take notes directly on the images themselves. This is a newer development in my short career. I used to think that if students had early access, they would not pay attention and this certainly was true when I was teaching as a graduate student. The extensive pre-class note taking I have seen, however, seems to outweigh this potential:"... I also liked having the power points before, only because I would pull them up on my computer and use them while I took notes if I took extra time on a slide."
I have been able to implement more hands-on experiences in Human Biology lecture than in my majors courses, primarily because the former does not have lab. At least once a week, we have some kind of interactive portion of lecture. For example, to teach why saturated are nutritionally worse than unsaturated fats, we build molecular models of these fats from gummy bears (carbon), toothpicks (bonds) and mini marshmallows (hydrogen). This allows students to visualize these small molecules that are so abstract to non-majors. We also spend a whole lecture in the Anatomy lab working with and identifying different bones. I have worked hard to try to incorporate as many lab like activities as I can while still progressing through the material. In majors classes, this is more difficult, as we have more material and the more difficult concepts are not as easily demonstrated. It is, however, possible: for example, in Microbiology we go into the hallway and form two circles, those that are vaccinated protecting those that are not. Then we slowly add more unvaccinated individuals until the holes in vaccination are easily seen. I am committed to engaging students and changing up our routine in an effort to stimulate and encourage active learning. As seen in this comment by a Human Biology student last fall, the activities are engaging learning: "I think more in class activities would be good. Like we did the bacteria thing and we did the bones day and the marshmallow and gummy bears thing...more things like that would make the content more engaging!" This quote from another student makes me think that I am reaching students who were afraid of biology and am succeeding in having them engage in science. Another wrote, "Polando shows up to every class with high enthusiasm and you can tell she is passionate about teaching. Professor Polando is an excellent teacher. She knows how to make the material straightforward, but also challenging. I have hated biology throughout my entire scholastic career, but this class has changed my view on the subject. This was without a doubt because of the way Dr. Polando taught this course. I learned more from this one biology class than I have learned in any science class that I have ever taken. She knows how to reach every student through her teaching approach. This is a priceless quality to have as a teacher. She is always readily available to any student that needed her help. She is a fantastic professor!" My most challenging course has been my January course, Science and Culture in Australia. It is stressful and difficult to plan out a course to take place in another country. I have been fortunate that I have been to most of the areas we visit five times, and am therefore familiar with the cities and what the students will experience. I was also lucky that I have a good contact to help me plan exciting and engaging experiences for the students. I learned a great deal when I chaperoned Susan Kleins trip to London. I noted that the students really got tired of one another after being in a group for long periods of time. This led to complaining and fighting, so I deliberately left time for the students to explore on their own and chose the people they wanted to explore with. Observing Dr. Kleins course also led me to realize that to meet the purpose of travel abroad (and justify the courses Global Connections designation), students needed to be free to explore on their own for at least one day, learning to navigate the city and immersing themselves in the culture and activities they wanted to experience. This did not mean they could run free; they did have to visit or explore two different parts of the city and report back to the group at dinner as to where they went. Dr. Polando really promoted exploratory learning so we each learned about aspects of Australia that interested us. There was also a lot of variety of experiences planned for us. Ironically, some students said they wanted to be together more, when I deliberately tried to give them space. The planning and money collecting was the worst part of the experience. It is a constant battle to have enough activities and spend as much time as possible on the ground all while balancing the cost. This is not and cannot ever be a reasonably priced trip, as airfare alone accounts for 50% of the cost. Now that I know what to expect, I am hopeful that it will be easier next time. A key component of the liberal arts is being able to cross over many courses and academic disciplines. In teaching First Year Seminar and Science and Culture in Australia, I have been able to implement this cross-discipline liberal arts message. I greatly enjoy both courses, as they demonstrate the Universitys commitment to the students lifelong learning. I find these courses stretch me as a teacher, and also allow me to interact with colleagues in perfecting them. Specifically, I have worked with Dr. Erickson to present a Science Seminar on scientific writing, addressing how English courses can strengthen student writing in the sciences. I also spoke to Dr. Krueckebergs January health care class on how vaccines work and why they are crucial to community health. These experiences allow me to interact with students I would not normally encounter, and teach vital skills in cross-discipline education. Additionally, I have made it a priority to observe many colleagues teach, as well as invite them into my classroom. The experience not only gives me feedback but also inspires me to try new techniques and learn new ideas. I have included all of my teaching observations from Drs. Klein, Deal, Erickson, Sharfman, Hicks (each year), Lahman, Slavkin, Planer, and Angelos. Each of these colleagues has inspired me to try new techniques to improve my teaching. For example, when I observed Dr. Erickson teach, I learned how to ask questions on the text and how to have students work together in evaluating it. This was reinforced when I visited Dr. Planers FYS course as they were discussing the reading assignment. It was helpful to have the students in a circle as each was asked specific questions. This held each student accountable, because they knew they would have to formulate an answer. In having colleagues evaluate my teaching, I have had very helpful suggestions that I have taken seriously and implemented in my courses. For example, Dr. Hicks commented that the lecture seemed fast in some places, and I have deliberately slowed down and tried to incorporate more questions to include the students in the lecture process. Dr. Lahman and I had a great conversation about engaging multiple learning modes. I often find it difficult to engage kinesthetic learning and she had great suggestions on how I could do this in my Cell Biology course. I have also had great feedback and visualization on the pair and share technique. Dr. Slavkin recommended I try it, and I saw firsthand in Dr. Lahmans Communications course how effective it is. I will incorporate this in my courses to improve student learning. This ability to learn and share with colleagues is vital to create engaging courses and it is incredible to learn from other scholars. I can only be effective in teaching students if I am engaged and enthusiastic. I have a true love for science, and I want to share that with all students. I have found that when I am learning along with them through an analysis of current events, students really want to learn and engage with the content. Being excited to teach, even when I have taught the course several times means that I am changing up how I approach the content. Even in my non-majors courses (where it can be a challenge to get students excited), I manage to engage them and get them interested in biology. Enthusiasm in the classroom, however, can only go so far, and I have found that I must also be accessible to students. I work hard to be accessible, which means not just being present but easy to talk to. I find that I get very little work done in my office, because it is a warm and inviting space for students. They come with a question and then stay and have a discussion about life or something they read about science. Getting students to look at new developments and think about the developments, really engages students with the material. I think that it is more important to talk and engage with students and take home my grading. As part of my application for Tenure and Promotion, I have been asked to evaluate and explore my average grades. For ease, I have created a graph for every class (excluding Scientific Thought in Great Britain, as it was not my course). Overall, my grades fall in the B range. This is a bit higher than I would like, and I think it reflects my adaptation of the course when I realize students are struggling. I have also noticed that by using rubrics I have in some ways created a checklist for a good grade. It does sometimes appear that students are checking off the boxes on the rubric, and if they are completing the pieces then a good grade is easily obtained. I believe that the rubrics create clarity and that most of my students crave knowledge on what the assignment requires to get a good grade. I also believe that they might be inflating my grades, however. I have worked on my rubrics over the last few years and have seriously considered doing away with them. I am still in the process of weighing their usefulness against their problems. Exam format also contributes to the higher grades. I do not like multiple-choice exams, as I think they are ambiguous or confusing to students. Instead, I use a short answer and essay format; while this allows students to really demonstrate what they know, it can also can lead to subjective grading of a question. While I know that this can increase the grades of my courses, I think it the fairest method for the students. I also tend to err on the side of the student if it appears one of my questions is not worded well. I recreate every exam as I hand back the exam and post the last years exams to level the playing field for all students who may or may not have an old exam. This requires more work on my part in the creation of questions and can sometimes lead to a lack of clarity in the question being asked. However, next year I will starting to experiment with a small number multiple- choice questions to better prepare science students for major pre-professional school exams, which take that format. I also know that January courses tend to have higher grades for two reasons. The first is that this is the only course students are enrolled in, so they are able to devote all of their effort to one class. The second is that the Science and Culture in Australia course is based heavily on participation and a final paper. The students in this class had excellent participation, and there were three drafts of their final paper with which I assisted them. I also expect upper-level majors courses to have higher average grades, as I have many serious and competitive students who are trying to gain entry into pre-professional programs. Overall, I am satisfied with my grades and think that I have acted in the best interest of the students when there is any question or uncertainty.
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As is nicely summed up by a Microbiology student last year, I am making progress and engaging my students: "Your class was so interesting. I loved that you made lecture exciting, and that you made us want to ask questions and learn more. I enjoyed when we discussed problems going on in the real world. You were always able to dumb things down for us, and I feel like that shows how knowledgeable you are about microbiology. Lab was actually a fun experience, and I didn't dread going to it. I thought it was crazy that you were able to grade our exams and assignments so quickly. Also, thank you for all of the yummy snacks. :) Keep doing what you're doing!"
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