Presentations are 1-hour in length and some may be presented twice during the conference. These mini sessions on Thursday, June 24th are ideal for presenting novel curricular approaches to teaching in biology or to present a lab that is not suited for hands-on participant participation due to the online nature of this year’s conference. Sessions can be presented as a demonstration, presentation, or discussion, but all presenters are encouraged to include some attendee participation and discussion. Upon successful completion of the session, the primary presenter will be offered a $50 (USD) honorarium.
Please note that the sessions will be recorded and posted for conference participants to view.
Abstracts
Using a Semester Long Theme to Build Connections of Big Concepts
Bartha, Gemma; Springfield College
Students grasp concepts better when there is an overall theme linking them. In this presentation, you will see the outline of a 14-week fictitious research team that students will be a part of. I will explain how each lesson will revolve around Melanin: the production of, the influence of, or the absence of. Students will go from the building blocks of melanin through gene expression all the way up to its ecological impact. Examples of student engagement include but are not limited to bacterial transformation, gel electrophoresis, animal diversity, and one dissection. The student research team will gather information and store that information in a digital field notebook. Each week students will be asked to complete various online tasks and “certifications” to access the activity assigned for that day. This theme is designed for both in-person and virtual learning but can be adapted to fully online or fully in-person if needed. A list of activities and assessments will be available as well as a demonstration.
BeanBeetleMicrobiome app: an online app for community analysis of microbiome data
Beck, Christopher; Emory University; with Carolyne Huang, Anna Zelaya, Lawrence Blumer, and Nicole Gerardo
With decreases in the cost of next-generation sequencing and advances in computational approaches, microbiome research has exploded. Consequently, microbiome research has become both feasible and accessible for undergraduate laboratory courses. Datasets from these research studies are ideal for introducing students to microbiology and community ecology in online classes. However, the coding skills necessary to analyze these data represent a substantial barrier to faculty and students. In this workshop, we will introduce you to the BeanBeetleMicrobiome app, an online app for the analysis of microbiome data. While the app was designed for the Bean Beetle Microbiome Project, family-level taxonomy files from any microbiome project can be analyzed with the app. Participants will be provided with a tutorial on preparing files for import into the app, a tutorial for use of the app, and sample data. During the workshop, participants will have an opportunity to use the app with sample data and discuss how it could be used in lecture and laboratory courses.
Teaching the Bean Beetle Microbiome CURE in an Online Format
Blumer, Lawrence; Morehouse College; with Anna J. Zelaya, Nicole M. Gerardo, and Christopher W. Beck
Most course-based undergraduate research experiences (CUREs) are designed as immersive, in-class research activities. The bean beetle microbiome CURE (Blumer and Beck 2020, Volume 41; Cole et al 2018, Volume 39; www.beanbeetles.org) is no different in this regard. However, as a consequence of the COVID-19 pandemic, sudden conversion from face-to-face instruction to hybrid and completely online instruction provided the opportunity to consider how best to teach a CURE online and to determine the aspects of experimentation that can be addressed without in-person instruction. Across three consecutive semesters, I taught the bean beetle microbiome CURE to first semester biology majors face-to-face, in hybrid format (face-to-face for half a semester and online for half a semester) and then fully online. This presentation and discussion will focus on the process of converting this CURE from in-person to online and consider the aspects of experimentation that can be retained and those that are lost when in an online format. This conversion process, applicable to any CURE, requires careful consideration of critical learning outcomes we seek from laboratory activities, and thus has the capacity to influence how we teach in any format in the future.
Incorporating digitized natural history collections data into virtual ecology and evolution course-based research experiences
Bronson, Cecily; Portland State University; with Carly N. Jordan and Janice L. Krumm
Biological Collections in Ecology & Evolution Network (BCEENET) supports the development and implementation of Course-based Undergraduate Research Experiences (CUREs) by leveraging the rapidly increasing availability of digitized natural history collections data. Undergraduate research increases student engagement, retention, and long-term success and is essential for building a scientifically literate and engaged workforce. Embedding research experiences in biology and environmental science coursework is especially important for low income, first-generation, and minority undergraduate students unable to dedicate time to research outside their normal course load due to personal and financial barriers. Research utilizing digital data resources such as iDigBio and GBIF only requires access to computers and the internet, broadening the range of institutional types able to offer CURE experiences. In this mini session presentation we will: (1) introduce and summarize the four CUREs developed by the network, (2) demonstrate how to use the data portal iDigBio to access digital natural history specimen records, (3) lead a georeferencing activity with the downloaded data (participants will be assigned into small groups and will georeference 2-3 specimens and enter their work into a shared google sheet), and (4) demonstrate how to import the newly downloaded and georeferenced data into QGIS and make a map.
Using molecular tools to identify antibiotic resistance genes in environmental DNA (eDNA)
Bryan, Bruce; miniPCR bio; and Carol Bascom-Slack; Tufts University
The spread of antibiotic resistance is one of the major public health threats facing the world today. We will demonstrate two scaffolded activities developed in collaboration between miniPCR bio and the PARE project (prevalence of antibiotic resistance in the environment) that introduce students to genetic approaches to tracking antibiotic resistance in the environment. In the first activity, using a case study approach, students build lab skills by performing PCR and gel electrophoresis as they track a simulated antibiotic resistance outbreak. Next, students engage in the problem directly, choosing locations to investigate, collecting soil, and extracting environmental DNA (eDNA). Then, using PCR, they probe for the genetic signatures of specific common antibiotic resistance genes. Students upload their data to a geo-tagged national database as part of a collective effort in antibiotic resistance surveillance.
Ecological Interactions of Phaseolus vulgaris: How to Grow the Best Green Beans Plants during a Pandemic [Cancelled]
Buzon, Beverlee; Ryerson University; with Michael Mercer and Oluwatosin Aladekoyi
The bush bean cultivar of Phaseolus vulgaris is ideal for studying the effect of ecological interactions due to its dependency on nitrogen-fixing bacteria, the ability to grow indoors, and the short sow-to-harvest time of 60 days. In this experiment, learners attempt to answer, “How do you best grow green beans indoors?” by comparing plants grown under various conditions over two months. The simplicity of the set-up allows learners to explore the fundamentals of experimental design. Due to the constraints of remote learning, these labs are configured such that learners can engage in experiential learning independent of costs or location via shared photos and videos. Standard materials that are readily purchased during a pandemic lockdown were also sourced for learner participation at home. Overall, these labs represent a method to remotely study the diversity of life, symbiotic relationships, and nutrient cycling in a relevant and relatable manner. During the presentation, attendees will participate in a lab activity and discussion.
Virtual Labs: Exploring New Boundaries in Teaching Biology
Conner, Chris; Labster; with Lucia Santacruz-Kozarinas, Bowie State University
Millions of STEM-related jobs go unfilled annually. While opinions differ as to why, data suggest the so-called STEM skills gap is the result of a retention problem. New, immersive learning technologies such as virtual labs can help bridge the gap by engaging students, increasing access, and decreasing costs. In this session, Dr. Lucia Santacruz-Kozarinas, professor of biology at Bowie State University, and Labster’s Chris Conner will walk through the experience of evaluating, implementing and using virtual labs in a biology course. Santacruz-Kozarinas will share lessons learned, while Conner leads a discussion about how virtual labs help bridge the STEM skills-gap by:
- Expanding access and providing flexibility to non-traditional students
- Digitally practicing techniques and visualizing concepts
- Focusing learning on autonomy, mastery and purpose
Learning Outcomes: (1) Assess the needs of the modern student and analyze the shifts necessary to make learning more effective. (2) Relay first-hand experiences on the effectiveness of virtual labs in an educational setting. (3) Identify areas where virtual labs can have the most impact on learning and teaching.
Audience Participation: An online tool will be used to help shape the conversation by allowing participants to ask questions in real time and answer polls.
Incorporating Mindfulness Practices in Biology Courses
Connerly, Pamela; Indiana University Southeast
Interest in mindfulness practices, such as reflective writing, yoga, self-compassion, meditation and others, has grown in recent years, and many people have found these approaches helpful during the challenges of the coronavirus pandemic. While we may think of mindfulness practices as individual activities for self-care and personal growth, they are also well-suited to group endeavors. For the past several semesters I have been incorporating short mindfulness practices, such as moments of silence, guided meditations, and reflection exercises, into both lecture and lab classes. These techniques are easily adaptable to both face-to-face and online modalities. For many students (and faculty), a moment of silence at the start of a class may be their first chance to pause and take a deep breath all day. In this mini-workshop participants will directly experience several of the mindfulness practices I have used in my classes, with opportunities for feedback and discussion about each one. The hope is that the session itself will provide participants with a moment of rest within the broader conference, as well as providing information, context, and discussion about utilizing mindfulness practices in biology courses.
Human Demographics: Creating Type I survivorship curves in RStudio
Degrassi, Allyson; Shenandoah University
We will be using RStudio and vital statistics collected from tombstones to create age-structured models and Type I survivorship curves. We will investigate local human demographics by recording the birth and death years from tombstones in our local cemetery. The plan for this exercise is to 1) use data collected by students from our local cemetery, 2) input data into a CSV file using Excel, 3) analyze data and calculate the generation time, intrinsic rate of increase, and net reproductive rate in RStudio, and 4) produce graphs and tables reflecting a Type I survivorship curve. This lab is designed for an upper division ecology course used for majors in Biology and Environmental Studies. Participants will need to install Excel, R Statistical Software, and R Studio before we begin.
A Kinesthetic Approach to Exploring the Levels of Protein Structure
Flick, Lisa; Monroe Community College
The four levels of protein structure/folding is an abstract concept that many students have difficulty describing. Even students that memorize descriptions of each level often struggle with the application of this idea and the implication of mutations on protein function. This activity allows students to use a hands-on approach to construct a protein model with primary, secondary, and tertiary structure using components from the 3-D Molecular Designs Amino Acid Starter Kit. Students complete a workbook-style handout that reviews important topics such as functional groups and polarity. The final part of the exercise asks students to apply their knowledge to see how their protein would change if a particular mutation occurs. In this presentation, participants will watch a video demonstration of the laboratory activity and discuss data from students and faculty showing how the use of this exercise has improved student understanding of this topic. This activity would be appropriate for use in an introductory biology or biochemistry course.
Development of a classroom size nephron model and urinalysis experiment
Forster, Brian M.; Saint Joseph’s University; with Aelin G. Shea, Matthew D. Nelson, Louis D’Angelo, Gabrielle Mikalonis, and Brian M. Forster
Homeostasis of water, ions and pH is controlled by the nephron, the functional unit of the kidney. Following ultrafiltration of the blood, varying amounts of tubular reabsorption and tubular secretion takes place, which is adjusted based on the physiological state of the body. Current approaches for teaching students about these complicated processes involve dialysis tubing and/or construction of miniature nephrons. Mini-nephrons use beads as blood components, strainers to model filtration and spoons to represent the re-absorptive process. While effective, these miniature models can sometimes be difficult to assemble, thus students spend too much time on the construction phase. To focus student learning more on the physiology, we have constructed a large classroom nephron model, which can be re-used in future classes. This model demonstrates ultrafiltration of the glomerulus, tubular reabsorption and tubular secretion. The urine that results, collects into a simulated bladder. The classroom model can be easily modified to demonstrate two pathologies that affect ultrafiltration and tubular reabsorption: glomerulonephritis and Type I diabetes. Modified urinalysis experiments and case studies corresponding with each disease are also included in our lab lesson. Overall, we suggest that the construction of a re-usable larger classroom nephron model will help students learning renal physiology. In this presentation, the classroom model and urinalysis experiments will be demonstrated, followed by a group discussion.
The Power of Seeing the Whole Picture: A Preregistration Style Approach in a Remote Introductory Lab
Fournier, Claire; Trinity College; with Michael O’Donnell
A growing number of scientific publications are allowing authors to pre-register their experiments to improve the transparency and quality of results. We asked introductory biology lab students to complete a preregistration-style activity by submitting a series of narrated PowerPoint slides. Students were given an experimental question about cell signaling to investigate, as well as a summary of a previous experiment that served as a model for the experimental setup. Students were asked to describe what experiment they would design (including data collection and statistical analysis) and the possible outcomes. Then, for each outcome, they were asked to discuss the results from their analysis that would match that outcome, and to interpret what the results mean in the context of the experimental question. This lab activity was done remotely so students were not able to conduct the proposed experiment. We believe a pre-registration approach to scientific work eventually conducted in an in-person lab setting would be just as valuable. In this presentation we will present a sample preregistration-style proposal and have some time for breakout rooms so participants can work to discuss outcomes and results.
Topic outlines, a tool to focus report writing
Gibson, Lara; Dalhousie University; with Manuelle Beaudry-Sylvestre, Lucy Burns, Andrea Gigeroff, Hilary Mann, Raphael McDonald, and Milagros Sanchez
The preparation of laboratory reports requires a variety of science and information literacy skills including; finding appropriate literature, developing questions, preparing data summaries, interpreting results, and finding appropriate literature to support experimental findings. Novice students can also struggle with developing a project that is achievable, often due to a broadness in scope. This activity was developed to help students identify what information was needed, and where the various topics would be placed in a report. Participants in this workshop will complete the activity as the students did. They will be given the methods and results section of publish paper and asked to outline the information that should be included in the introduction, interpret the results of the paper, and outline what would be placed in the discussion sections. Participant efforts will be compared to the original published paper and discussed. Further discussion topics will include, student reflective writing, assessment of this activity, student responses to the activity, and TA training through activity development. Presenters would also welcome discussion by workshop participants on approaches to modelling report writing and TA training from their own experiences.
The unlikely sister taxa – a tree drawing activity that facilitates students’ understanding of analogous and homologous structures
Hansen, Malin; Red Deer College
The misconception that organisms with similar morphology are closely related is common among students. While they may memorize the definition for analogous and homologous structures, many students find it difficult to understand how they differ. This short activity, which can be implemented into either lab or lecture, gives students practice in tree thinking and works well as an introduction to multiple sequence alignment. Students first predict the evolutionary relationship between six organisms by constructing a phylogenetic tree that they think best reflects the evolutionary relationship between them. Thereafter students verify their prediction by comparing DNA sequences using an online software (https://www.phylogeny.fr). They then discuss reasons why their original prediction may not be correct. The activity can be expanded upon in several ways, which makes it suitable for introductory as well as upper level courses. In this workshop, participants will get the chance to put themselves in their students’ shoes while they work through the activity. We will discuss student misconceptions related to convergent and divergent evolution and how we can facilitate students understanding of these concepts. Participants will also learn to use an online software which can be used in a number of other activities in the lab and the classroom.
Proportions, not numbers – a computer simulation that facilitate students’ understanding of natural selection
Hansen, Malin; Red Deer College
Students hold several misconceptions related to natural selection and evolution. They therefore often find it difficult to explain mechanisms and predict when evolution will occur. For example, if a population of white rabbits is preyed upon by wolves, students may state that evolution has occurred because the number of rabbits decreased (even though the proportion stayed the same). Alternatively, students may state that evolution will occur because rabbits are forced to change fur colour. This activity gives students an opportunity to confront both misconceptions. Students first predict the outcome of different scenarios, e.g. in the presence or absence of variation within a population and in the presence or absence of selection pressures. Thereafter, they run a simulation and graph changes in the number as well as the proportion of individuals with different traits over time to test their hypotheses. In this workshop, participants will learn to use a free simulation software (https://phet.colorado.edu/en/simulation/natural-selection) that will improve their students’ understanding of natural selection and evolution. The activity can be expanded upon in several ways and is suitable for introductory biology for both majors and non-majors. The exercise can be used in lab, in lecture, or be assigned as an assignment.
Learning how to code with open access neurobiology datasets
Juavinett, Ashley; UC San Diego
Programming is a valuable skill for our biology undergraduates, yet there is a significant barrier to entry on behalf of both students and instructors. This webinar will motivate the inclusion of coding in biology lab classes (especially for online teaching) and provide instructors with easy tools and a sample lesson plan to integrate these skills into your classroom. Webinar participants will conduct a short virtual lab using open data from the Allen Institute for Brain Science and analyze that data using Python. The lesson plan and virtual lab covered in this webinar are intended for college instructors teaching intermediate to advanced courses related to neuroscience, genetics, and computer science.
A picture is worth a 1000 words: using pictorial expression data in bioinformatics assignments
Klenz, Jennifer; University of British Columbia; with Heather McFarlane
When teaching bioinformatics, students are often given an unknown sequence and are required to perform a BLAST search to determine gene identity and % identity shared with genes in other species. The ultimate goal is usually for students to speculate the role of this unknown gene within their organism. We have found that access to visual information about expression patterns is very useful especially for non-experts like our students. Researchers from the University of Toronto developed the ePlant browsers that summarize expression data from thousands of experiments first in Arabidopsis (Winter et al. 2007) and now from a diverse array of plant species (as well as mice and humans). In this workshop we will use this online tool to explore expression of several genes in terms of tissue and subcellular specificity, developmental regulation, different physiological conditions and natural variation in different sub-species It is also possible to look at a specific plant tissue or condition and find genes expressed within this tissue or condition. Expression data for any specific gene is linked with many other useful genomic tools. This tool could be used as a part of a genetics, developmental biology, cell biology, physiology or ecology lab.
Using spreadsheets to generate unique data sets for student homework assignments
Lemke, Hans; University of Maryland
Students sharing their work with each other on math-heavy assignments such as genetics problems is a constant concern. In this workshop we will discuss how to create a spreadsheet that will create a data set that is not only unique to each student, but also easily reproducible by the instructor. Students enter information that is specific to them, such as their student ID number, and the spreadsheet uses hidden formulas and lookup tables to generate a data set. The instructor can enter the same values and the spreadsheet will produce the same data as well as a grading key. The complexity of the calculations used to create the data set is up to the instructor. Participants will receive a spreadsheet that demonstrates the methods that we have used to generate data sets. We will discuss some of the potential pitfalls that we have encountered and discuss other ways to use this tool.
Using Open Access Databases to Support Inquiry
Mindorff, David; SUNY Buffalo
With the growing diversity of Citizen Science initiatives, a number of public databases and datasets are available to support student inquiry. Students following the International Baccalaureate Diploma Programme are tasked with undertaking an open-ended inquiry as part of their summative tasks in both General Biology and Marine Science. Due to remote learning, there has been a growth in the use of databases and datasets to carry out this task. In this presentation, five exemplars will be shared where the outcomes have been strong. Patterns of successes and challenges will be discussed. The outcomes of interviews with instructors who have followed this approach will also be shared. Lastly, a demonstration will be conducted with two different databases that support a diverse range of possible questions. Instruction handouts will be shared. Thus, participants should be better able to begin following this approach as a result of attending this presentation.
Illustrated Protocols to improve student independence
Campbell, Hannah; The College of St. Scholastica; with Jennifer Liang and Jenean O’Brien
One big challenge to undergraduate research is gaining independence in the laboratory. In this project, undergraduate students make research protocols more understandable, enabling themselves and other students to more quickly learn new techniques and advance to independent projects. Students are assigned a research protocol meant for experienced researchers, then challenged to make it accessible using explanatory notes and photos. The original protocol is often the product insert (i.e. plasmid purification kit instructions). Students create notes about why each step is performed, what different reagents, materials and pieces of equipment look like, and provide example calculations. Photos include snapshots of key steps, action shots of difficult steps, and screenshots of software programs. This approach has been used for laboratory courses and new undergraduate students learning laboratory techniques. In laboratory courses, the resulting “Illustrated Protocols” were presented orally to the class and at a poster symposium. After completion of this activity, students reported increased understanding of what is happening in each step, while instructors reported increased student independence and confidence that the protocol is being applied correctly and consistently. In this workshop, we will present the project design, student examples, lead a discussion on additional potential uses, and share access to three Illustrated Protocols.
Pearson Interactive Virtual Labs for Non-Majors Biology
Justin St. Juliana, Pearson
This workshop will cover ideas for how to achieve your course learning objectives using online labs. It will include discussion around how to engage students and ideas about how to structure an online lab course.
Demystifying Concept Mapping: Applications in Teaching Introductory Biology and Anatomy and Physiology
Park, Peter; Farmingdale State College; and K. Emma Emanuel; St. Thomas Aquinas College
Concept mapping is the practice of visualizing knowledge using a diagrammatic and hierarchical structure of concepts linked by labelled lines. Growing evidence indicates that concept mapping is a powerful yet underutilized technique to evaluate student learning as formative and summative assessments of concept mastery and lab competencies. Either by constructing concept maps independently or reviewing pre-constructed concept maps, students can learn challenging biology concepts in flexible, efficient, and adaptive ways through concept mapping. In addition, concept maps prevent reliance on rote memorization and can be used to identify misconceptions and gaps in knowledge. In practice, concept mapping can be employed extensively in lab and in lecture. This workshop will utilize a popular, free concept mapping software program (Cmap, https://cmap.ihmc.us/) to demonstrate, construct, and review concept maps in biology teaching. Best teaching practices of concept maps as pre-lab assignments and/or post-lab summaries will be discussed. A variety of topics typically covered in Introductory Biology and Anatomy and Physiology labs will be explored (e.g., General Chemistry, Organelles, Mitosis and Meiosis, Chordate Evolution, Tissue Types, Muscular System, Special Senses). An extensive library of ready-to-use concept maps spanning a much wider range of content, constructed by the presenters, will be provided as a supplement.
A quantitative study designed to enhance student international perspectives through at-home experiments and the core microbiology curriculum eutrophication [Cancelled]
Algae require nutrients such as phosphorus, nitrogen, and potassium to grow. However, when the nutrient concentrations are in excess and temperatures rise, the algal growth can aggregate and become a hazard. A unique combination of pedagogical strategies (international perspectives, a student-focused approach, storytelling, evidence-based critical thinking and experiential learning) were used to achieve curriculum goals and student surveys were collected to measure success rates. A second-year microbiology assignment allowed students to explore this phenomenon by developing their own experiment at home. Students collected data, analyzed algae-nutrient relationships, and identified key factors enhancing or inhibiting growth of algal blooms and toxin production. Workshop participants will receive an overview of the course and assignment implemented, as well as the student feedback and survey results. This will be followed by a discussion of topics highlighted by the audience.
Understanding the Microbiome of Facial Skin Through Personalized Learning
Ruffell, Sarah; University of Waterloo; with Anithra R Selvakumar
The facial skin microbiome of a person greatly depends on the levels of hydration present in their skin. Students will determine which skin type they have in order to compare with another student of a differing skin type to be able to identify the variances in microbial communities. In order to determine whether or not there is a shift in the bacterial community of the low hydration group when trying to resemble that of the high hydration group, students will graph the data found in the study and ultimately discover that the same products do not work the same way on different skin types. This incorporates education research through personalized learning in order for students to gain an understanding of their own microbiome and skin type.
An active learning approach to teach aspects of human dietary health using fruit flies as a model
Slabach, Brittany; Trinity University; with Robin L. Cooper
We present a module to investigate the relationship between diet, development and behavior using the common laboratory model, Drosophila melanogaster. Module activities can be implemented as stand alone units or as a sequence allowing for investigation of complex concepts and flexibility in implementation. Building on the extensive knowledge of D. melanogaster life cycle, physiology, genetics and behavior allows for various types of questions to be investigated including questions of human-related diseases such as diabetes and metabolic syndromes. Activities can be individualized through alteration of diet type or acquisition of different D. melanogaster stock lines. The interdisciplinary nature of the investigations provides opportunities for diverse content or to implement activities as a course-based undergraduate research experience (CURE). In addition, authentic research questions related to diet and health in a model invertebrate organism can be developed for presentations at scientific meetings. We provide pedagogical support in the form of laboratory protocols, video tutorials and supplemental information to adapt activities to different classroom budgets. While the module was designed to be used in a hybrid or remote format with data provided or collected by in class participants, we provide suggestions on how to adapt the activity to a variety of learning formats.
Designing Break-out Room Activities or Individual Modules Linked to Learning Management System Platforms: Using Google Forms in Synchronous or Asynchronous Biology Courses
Vondrasek, Joanna; Piedmont Virginia Community College
Designing effective activities for both synchronous and asynchronous versions of the same course can be challenging, and often the different modalities demand different solutions. In this presentation, I will demonstrate how Google Forms can be used as break-out room group learning activities for synchronous courses or as individual learning modules for asynchronous courses. The Google Form can be set up as a “quiz”, so that students need to answer questions correctly to move on to the next question or content. Videos and images can be embedded in the form for self-contained instruction. In addition, the “exit page” of Google Forms, when the form has been successfully completed, can be used as a platform to launch students into additional, more open-ended inquiry, such as creating a discussion board post in the Learning Management System. I will guide attendees through the creation of a Google Form on the topic of their choosing, share student feedback on these activities from my introductory biology courses, and lead a discussion of best practices on implementing these activities.
Free and easy livestreaming on the same screen as your PowerPoint: let OBS turn you into a weather person on ANY virtual instruction platform.
White, Bryan; Okanagan College
Do you feel your students are losing focus after sitting in front of their computer watching recordings of powerpoint presentations all day long? Why not do an interactive live stream that includes both the material in PowerPoint format and you actively on the screen with it, giving you the ability to point to parts of the PowerPoint in real time like a TV weatherperson. In other words, why not better simulate in person instruction. This session will present a free and easy method that can be used with any platform your institution might use. It will address multiple aspects of green screen setup/usage, how to use the free Open Broadcaster Software (OBS) to output a variety of media formats as a single virtual webcam that is controlled on your computer, and how to control audio feeds. The session will include a background presentation, a guided walk-through (with tips and tricks) of OBS with audience participation, and a discussion of issues/questions that develop during the session. Pre-session preparation will involve installing OBS, finding a blank solid-colour wall, and gathering household lamps to the area. Participants should leave with a functional skill that is applicable to online labs and lectures.
Teaching through storytelling: using TED-ED lessons for science communication
York, Carly Anne; Lenoir-Rhyne University; with Michael R. Stiff
An under-developed and ever important skill for our biology students is the ability to clearly communicate science to people without a science education. TED-ED lessons are a useful tool for the classroom, and they provide a model for engaging the public with science. Presenters will share how they have successfully used TED-ED lessons in the classroom, as well as their personal experience in publishing with TED-ED. Workshop participants will work in pairs to prepare a TED-ED style narrative on an assigned topic typically covered in an introductory biology course. The goal of this project is to synthesize scientific information into a format that is easily understood by the general public. Participants will be given forty-five minutes to craft a creative narrative, and share among their workshop peers. This exercise has been used in non-majors biology courses, where students reported that they gained a better knowledge of their topic and the topics presented by their peers. Examples of student work, rubrics and assessment data will be provided for workshop participants. We will discuss how this can be modified for online instruction.
Proposal Details
Proposals for Presentations at ViABLE 2021 were due by December 31, 2020, and notification of acceptance was sent by mid-February 2021. Session titles and abstracts will be listed here shortly.
Publication Information
The primary presenter is expected to submit an extended abstract (2 pages) for publication in the conference proceedings following the conference. If desired, they may submit a short article (10 pages or less) manuscript for publication instead of the extended abstract. Please see samples of Advances in Biology Laboratory Education (formerly Tested Studies in Laboratory Teaching). In addition to the peer review screening during the selection of workshops, two other peer review stages give the presenter useful feedback before the laboratory exercise is published:
- a short session evaluation is solicited from the approximately 20 participants at the end of the workshop sessions;
- the publication editors review the chapter and provide final suggestions.