Abstract: Contemporary Biology (BIO001), at University of California, Merced (UCM), is required coursework for biology and STEM non-biology majors. The course itself is quite comprehensive with diverse material being covered over a wide-range of topics (39 full textbook chapters), which proves a challenge to even the most prepared students. We have noticed the majority of our time was spent teaching students what resources are available, how to study, and how to logically apply learnt information. Ultimately, we have been teaching students different ways to receive information. A continuation of this issue formed our student learning objectives: (a) to identify which learner-centered activities are most effective in teaching entry-level biology, and (b) to help students recognize their learner type. Based on exit assessment grades the most effective teaching styles that resulted in the most correct responses and highest grades were auditory and hybrid (ANOVA, p<0.05) compared to visual and kinetic learner-centered activities. A student best sums up our results in saying, “from this course, I have learned how to study and use appropriate resources.”
How do entry-level biology students learn and succeed at UC Merced Sarah Abboud & Liza Gómez-Daglio School of Natural Sciences University of California, Merced Council of Graduate Schools: teaching as research, Fall 2013 Course: Contemporary Biology
Introduction Contemporary Biology (BIO001), at University of California, Merced (UCM), is required coursework for biology and STEM non-biology majors. The course itself is quite comprehensive with diverse material being covered over a wide-range of topics (Appendix I: course syllabus), which proves a challenge to even the most prepared students. According with the UCM students’ background, commonly many students are not well prepared for studying successfully at the collegiate level: (a) be it that they do not have formulated expectations of collegiate lifestyle (58.8% are first generation college goers, UCM IPA 2012), (b) that they do not fully understand the expectations asked of them or
how to achieve them (56% of student reported communicating often with the instructor about grades or assignments, UCM IPA 2010 BCSSE; UCUES Surveys 2012) (c) 57.9% of students are eligible for Pell Grants (UCM IPA 2012), and (d) 60.9% of students speak another language other than English at home (UCM IPA 2012). We have previously taught Contemporary Biology to students with the aforementioned demographics, and noticed the majority of our time was spent teaching students what resources are available, how to study, and how to logically apply learnt information. Ultimately, we have been teaching students different ways to receive information. It is established that most people learn significantly more when presented in one of the following learner-centered styles—auditory, kinetic, and visual—and tend to miss information presented in either of the other two styles (e.g. Felder & Silverman 1988; Dodson & Shimamura 2000). Here we address how learner-centered teaching can benefit Contemporary Biology students by providing them with a variety of classroom activities to show them different ways to learn. A continuation of this issue formed our student learning objectives: (a) to identify which learner-centered activities are most effective in teaching entry-level biology, (b) to help students recognize their learner type. These teaching and student objectives overall support the course learning outcomes, because these skills are taught while helping students to recognize the relationship between structure and function at all levels: including molecular, cellular, organism, and community (Course Learning Outcomes 1). Our teaching as research objectives also contribute to success within the biology program as students learn techniques to help them understand the tenets of modern biology and an understanding of how cellular functions are integrated from the molecular level to the cellular level, through to the level of organism and functioning ecosystems (Program Learning Outcome 1). Methods The teaching experimental design remained consistent each week, though the content and individual student preparation varied weekly. Each week, we treated our collective 6 discussion sections as replicates (13-30 students in each section, N=146) for two of the three focused learning categories and hybrids to result in a semester design of ¾
auditory, ¾ kinetic, ¾ visual, and ¾ hybrid. Each 50 minutes discussion dedicated: ~15 minutes to the weekly mandatory quiz, ~25 minutes to the learner-centered activity, and ~5-10 minutes to the weekly exit assessment. The exit assessment is a summative assessment to help gauge the effectiveness of the learner-centered activity on student learning for the content for that week. The learner-centered activity primarily used either auditory, kinetic, or visual teaching techniques. An example of a primarily auditory lesson was our reoccurring ‘speed-dating’ activity where students were responsible for teaching their group about their designated topic (appendix II: auditory lesson plan). An example of a primarily kinetic lesson was our ‘energy chef’ activity where students had to explain topics such as “Differentiate between potential and kinetic energy using the props. What are some examples of each within cells?” using their choice of a variety of props (e.g. 2 cups of different colors, balls, toy car, magnet, and mixed beans) (Appendix III: kinetic lesson plan). An example of a primarily visual lesson was during our macromolecules video lesson where students were showed multiple videos and then required to describe macromolecule structure and biochemical processes through filling out a comprehensive worksheet (Appendix IV; visual lesson plan). To assess which learner-centered activities are most effective in teaching Contemporary Biology we are using a variety of assessments. To directly assess the effectiveness of each learner-centered activity we used weekly exit formative assessments specifically geared toward that week’s content. These exit assessments had many formats and required students to demonstrate different levels of Blooms taxonomy (Anderson et al 2001) and served as our signature assignment, which was imperative for us to accomplish our research objective (a). To see if students have started recognizing their learning style (research objective b), we have implemented an initial survey, mid-semester survey, and final survey (implemented before the final exam) to understand their preferences and studying techniques (appendix V: all surveys), which are compared to quiz scores and weekly exit assessments. Survey data was electronically transcribed by the SATAL program undergraduates. Since we have controlled for weekly content, learner-centered activity, and assessments the only independent variable remaining is student preparedness. To gauge
how prepared students are for discussion, we are using their weekly summative assessment quizzes. Quiz averages will be presented along with coefficient of variation, which is the ratio of standard deviation to the mean. Results and Conclusions Based on exit assessment grades the teaching styles that resulted in the most correct responses and highest grades were auditory and hybrid, which were most effective (ANOVA, p<0.05; figure 1) compared to visual and kinetic learner-centered activities that were significantly ineffective techniques (figure 1). Compared to their weekly quizzes, students performed significantly better on the exit assessments (ANOVA, p<0.05; figure 1), this shows that the discussion sections are overall effective to help students learn that week’s material and should remain required for BIO001 students. Student preparedness can be gauged using weekly quiz scores (representative data in figure 1), which the averaged grade is 56% combining all weeks (Standard Deviation = 8.9). Overall, all students were similarly prepared each week. When we plotted quiz performance over time, we found that there was no reliable trend, implying that quiz performance is influenced by student preparedness and content, further analysis is necessary to confirm correlation with content difficulty. An interesting consequence of our needs assessment, mid-semester, and final surveys is identification of a conflict between perceived student performance and actual student performance. Students were initially asked what grade they expected to receive, in the mid-semester and final surveys and they were asked what their current grade was and again their expected course grade. Initially, most students expected to receive an A. This changed slightly as the course continued, but, as a group, students did not know their actual grade even though it was constantly updated each week to show their performance. As the course continued, students realized their perception was off, and by the end of the semester their perceived performance most matched their actual performance (figure 2). This conflict of perception was insightful, as we were asking for students’ perceptions of their learning style preference. In our effort to accomplish our second teaching objective to help students recognize their learner type, we found at the beginning of the semester, 17.5% students perceived their learning style as auditory, 44% visual, and 38.5% kinetic (table 1). Then mid-
semester, students described themselves as 20.3% auditory, 33.8% visual, 19.7% kinetic, and 26% hybrid learners (table 1). At the semester’s end, students described themselves as 23% auditory, 44.6% visual, and 32.4 % kinetic learners (table 1). We believe some of final survey percentages are elevated due to that some of the students would have put ‘hybrid’ as their preference, if offered. These preferences do not completely mimic the observed trend of auditory and hybrid learner-centered activities being most effective, but it does show that students have recognized that they tend to miss information when only presented in a kinetic manner. Also, final survey feedback shows that students recognized how they learned best, for example one student commented “I would do auditory because that’s how I thought I learned but when I did more visual I was able to pass more quizzes and get better scores on the test.” Additionally, in the final survey we found that 57% of students (N=141) said they use techniques demonstrated in discussion when independently studying – auditory, visual, and kinetic alike. For example students said, “I review the material, make tables, and discuss the tables,” “I usually like to pay attention and just listen to the lecture meanwhile in discussion I often enjoy figures to illustrate a concept,” and “flashcards are friends.” When students were asked, what learning techniques will you take away to use in future courses, some students responses included: “Learning techniques I will take are testing my vocabulary and making or drawing pictures of processes to understand what is going on,” “activities, kinesthetic learning, doing problem sets,” “trying to use visuals and acronyms to learn,” and “from this course, I have learned how to study and use appropriate resources. I will attend office hours for more of my classes.” It is evident that due to student exposure to discussion, students have learned most effectively through auditory and hybrid learner-centered activities and that students have learned more about their own personal learning style while accomplishing the course learning outcomes and are better prepared as they move onto upper division courses. These data are important for the design of the contemporary biology course, because we have empirically tested different learner-centered activities during discussions and have found those that emphasize auditory and hybrid teaching techniques better aid students to learn the material. In addition, entry-level biology students learn a great deal about how to be a student at the collegiate level as they engage in contemporary biology,
here at UC Merced. Learning skills on how to be a student or to identify how you individually learn best, are very difficult and are accomplished by trail and error, which take time. Since it takes time for students to understand how to succeed in biology courses, and that the BIO001 course load (39 textbook chapters) is an overburden for the majority of students (major and non-majors alike), it is crucially important that the material be either distilled to essential chapters or divided up into two semesters.
References Anderson, L. W. & D. R. Krathwohl, D. R., et al (Eds.). 2001. A Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon. Boston, MA (Pearson Education Group) Dodson, C. S. & A. P. Shimamura. 2000. Differential effects of cue dependency on item and source memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1023-‐1944. Felder, R. M. & L. K. Silverman. 1988. Learning and teaching styles in engineering education. Engr. Education, 78(7), 674–681. UCM IPA 2010 UCM IPA 2012 UCUES Surveys 2012
Table 1. Percentage of students who classified themselves as learning best through Auditory, Visual, Kinetic, or Hybrid techniques upon entry to the course, mid-‐ semester, and at the courses end. These data were collected through an initial needs assessment, and in mid-‐semester and final-‐semester surveys (n=148).
Upon Entry
Midsemester
Final
Auditory
17.5
20.5
23
Visual
44
33.8
44.6
Kinetic
38.5
19.7
32.4
Hybrid
-
26
-
*
Figure 1. Comparison between the different learner-centered activity styles taught during the contemporary biology course (BIO001), Fall semester 2013. A total of 8 discussion sessions were summarized by category (hybrid (auditory/visual/kinetics); visual; auditory; kinetics). We estimate, for the exit assessment, the mean and standard error (95% confidence; n=135). ANOVA was performed to assess differences between the different categories (* = p < 0.5). The effectiveness of the learner-center styles was assessed using the quizzes per discussion section as an indicator of the students’ preparedness (Quiz; Q-), the grades were transformed into percentages and estimated the average and standard error (95% confidence), the grades were summarized according to the learner-centered activity style. The plots shows the improvement of the students based on the learner-center style taught during each session.
Figure 2. Students’ expected versus actual grades. The expected students’ grades were taken from the surveys three times during the semester (initial needs assessment, mid-‐semester and final). The actual grades were taken directly from the official grade book. We estimated the frequencies of each student’s response and converted those into percentages for each grade.
Dr. Dulai
Bio 001
Appendix I
Autumn 2013
BIO 001: CONTEMPORARY BIOLOGY Autumn 2013 Syllabus
LECTURE: PLACE: TIME:
Biology 001 COB 102 (All Sections [01 & 20] Dulai) MWF – 50 minute lectures (section 01: 9:30am – 10:20am; section 20: 12:30pm – 1:20pm)
TEXTBOOK:
1)
BioPortal (http://courses.bfwpub.com/life9e.php). BioPortal is a complete online learning space integrated with the textbook. It contains the complete eBook for Life, The Science of Biology, 9e. @ $58 for 6-month access
2)
Hardcopy of Textbook with BioPortal from the campus book store. Life: The Science of Biology. David Sadava, Craig Heller, Gordon H. Orians, William K. th Purves (9 Edition), or other alternatives provided by the book store.
or
OTHER:
Classroom Clicker (a compulsory purchase) – Turning Technologies RF clicker - buy this from the campus book store.
INSTRUCTOR: Phone:
Dr. Kamal Dulai (209) 228 3076
Email:
Office: Office Hours:
AOA (Academic Office Annex) 176 M and W: 9:00am – 9:28am; F: 11:25am – 12:25pm Also by appointment
[email protected]
LECTURE TEACHING ASSISTANTS: Curtis MacNeill
Ian Bravo
Liza Gomez-Daglio
John Williams
[email protected]
[email protected]
[email protected]
[email protected]
Office Hours: M: 4:00-6:00pm in AOA 165
Office Hours: M and F: 1:302:30pm Atrium of SE floor 2
Office Hours: M: 10:30-11:30; W: 8:30-9:30 outside SE 243
Office Hours: W: 11-12pm in AOA 165
Shu-Chen Hung
Sarah Abboud
Holly Swift
[email protected]
[email protected]
[email protected]
Office Hours: R: 9:30 to 11:30 outside SE 301
Office Hours: F: 10:30 to 12:30 outside SE 243
Office Hours: W 10.30 - 12.30 outside SE 243
Bio001 Discussions - 21 sections CRN
Section
Day
Time
Location
30023
02D
F
08:30A
KOLLIG 296
Staff Shu-Chen Hung
30024
03D
F
10:30A
CLSSRM 262
John Williams
30025
04D
R
08:00A
CLSSRM 127
Shu-Chen Hung
30026
05D
R
11:30A
KOLLIG 396
Liza Gomez-Daglio
30027
06D
F
07:30A
CLSSRM 286
Sarah Abboud
30028
07D
R
12:30P
KOLLIG 396
Liza Gomez-Daglio
30690
08D
R
10:30A
KOLLIG 396
Liza Gomez-Daglio
30691
09D
R
03:00P
KOLLIG 396
Holly Swift
30987
10D
R
04:00P
KOLLIG 396
Holly Swift
31243
11D
R
05:00P
KOLLIG 396
Holly Swift
30030
21D
F
08:30A
KOLLIG 396
Sarah Abboud
30031
22D
F
09:30A
KOLLIG 396
Sarah Abboud
30032
23D
T
04:30P
CLSSRM 286
Curtis MacNeill
30033
24D
F
11:30A
KOLLIG 396
John Williams
30034
25D
T
05:30P
CLSSRM 286
Curtis MacNeill
30035
26D
T
06:30P
CLSSRM 286
Curtis MacNeill
30692
27D
T
07:30P
CLSSRM 286
John Williams
30693
28D
F
03:30P
CLSSRM 282
Ian Bravo
30986
29D
F
04:30P
CLSSRM 262
Ian Bravo
31244
30D
F
02:30P
CLSSRM 262
Ian Bravo
31245
31D
T
08:30A
CLSSRM 288
Shu-Chen Hung
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Dr. Dulai
Bio 001
Autumn 2013
POLICIES & PROCEDURES Please carefully familiarize yourself with the policies below. It shall be assumed that you have read and understood them. SCORES & GRADES Course Scoring: Assignment Movie (DVD) Questionnaires Exams (Midterms) Final Exam BioPortal Assignments HW Assignments Discussion Quizzes
Point Allocation 60 points x 2 50 points each x 4 200 points x 1 200 points total 25 points each x 8 20 points each x 14 Total Clicker Based Attendance Bonus Points (read below)
Total Points 120 200 200 200 200 280 1200 50
% of Total Points 10.0% 16.7% 16.7% 16.7% 16.7% 23.3% 100%
Letter Grades: The final distribution of grades in BIO 1 is given below. Course Point Score Letter Grade Course Point Score Letter Grade 88.00% to 100.00% A 68.00% to 70.99% C 85.00% to 87.99% A65.00% to 67.99% C81.00% to 84.99% B+ 61.00% to 64.99% D+ 78.00% to 80.99% B 58.00% to 60.99% D 75.00% to 77.99% B55.00% to 57.99% D71.00% to 74.99% C+ 0.00% to 54.99% F Information on grade appeals, incompletes, etc. can be found in the UC Merced Grading Policy available from the Registrar. Mid-term Exams: Four 50-minute mid-exams will be given during the indicated lecture periods. These shall consist of 50 multiple choice answer questions. Please bring with you a green Scantron (Form 882-E) with your name and student number correctly bubbled in, a pencil, and your student ID. Midterm exams are cumulative. You are expected to be familiar with the material covered in previous assessments, and shall be tested on it. Study guides are NOT offered – as all content is important! Final Exam: A two hour cumulative final exam will be given during finals week. The final shall consist of 100 multiple choice answer questions. NOTE: You may be asked specific questions on material covered by any component of the course; past exams, discussions, and lectures. BEWARE: Note the time for the final and place may be different from the regular lecture times. Lecture Attendance Students should attend all lectures. Attendance shall be taken automatically at the start of each lecture, using clickers, and bonus points (1 per lecture x 39 lectures = 39 points) shall be awarded for attendance. A further 11 bonus points shall be awarded automatically should you attend 80% (@31 out of 39) of lectures for a maximum of 50 bonus points. It is YOUR responsibility to bring your clicker to class. If you forget to bring your clicker please do not ask for compensation, as it will be denied. If your clicker malfunctions, either during class or outside class, take it back to the book store immediately. Your clicker is equivalent to a calculator – if it malfunctions or the battery expires, it is your responsibility to take corrective measures! Team-based Learning: At the beginning of the term, students shall be surveyed. Based on the analysis of this data, each student shall be placed in a team, who shall sit together, discuss and work solutions, and provide consensus graded answers to select questions for the remainder of the semester. Each team shall comprise six members. It is imperative that you learn to cooperate in a positive manner with other team members. Learn to identify strengths in others and yourselves and use these to your advantage. Bonus Points During the semester occasions may arise where the teaching staff may offer the entire class an opportunity to makeup missed points on select portions of exams by completing homework assignments. These points shall be added to your examination grade scores as appropriate. Independent Study Groups Although not mandatory, students are strongly encouraged to form large (6-15) member study groups, which should meet outside official course hours and tackle course material. Based on data from previous years, these study groups have Page 2 of 7
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Bio 001
Autumn 2013
provided an 18 point advantage on average. (It should be mentioned here that for most of you this is your first year at University, and high school study habits may not suffice). You are encouraged to meet with the lecturer early in the course and discuss your learning methodology. Make-up exams will not be offered for any midterm assessments. No make-up mid-term exams are offered under any circumstances. Students who miss a midterm will receive a zero for the entire exercise unless they provide documentation, within 7 days of their return, for one of the following acceptable excuses: 1. Incapacitating illness or accident -- requires a note from student’s physician (not a family member) or from UC Merced Health Services. 2. Death or serious illness of an immediate family member—requires proper documentation. 3. State or federally accepted religious observance or an academic activity (you will be sent to the Office of Student Life to supply proof). This also has to be acceptable to the instructor of record, and you must present your case well ahead of time. Students with a documented excuse (only as above) shall receive a provisional grade on the midterm based on the average of their other mid-term scores. Appropriate proof must be supplied in all cases to the teaching staff, either prior to the event or in any case within 7 days upon your return. Failure to do so will result in a zero score for that assignment. Final Exam No make-up of the final exam is permitted. MISSING THE FINAL EXAM IS A SERIOUS ISSUE. Students who miss the final exam shall receive a grade of “F” for the course. Students with an acceptable excuse (as provided in the list above), and if the student was achieving a passing grade (C- or better) in all course work up until the final exam, can arrange with the instructor for a process to remove the incomplete (I grade) from their records within the time period stated by University policy.
DISCUSSION SECTIONS Discussion Sections: NOTE: Discussion sections are mandatory for all students. A significant portion of the points awarded towards the final grade come from the discussion section quizzes. Missing discussion meetings may result in a failing grade (see below). As noted in the timetable, discussion sections begin the FIRST week of term. Each discussion period (bar the first) shall begin with a quiz. Please ensure you arrive on time. Students arriving late shall not be afforded additional time on quizzes. If you miss discussion for reasons other than the acceptable excuses (see above), then you WILL be given a zero on the quiz and marked as absent. Excuses such as a death of a pet are not considered acceptable, nor are transport issues. We have very strict guidelines for accepting excuses. Note: Students may NOT attend another discussion meeting. You must attend the session for which you are registered. Space and fire regulations do not permit this. BEWARE: If you must miss a discussion section for an acceptable excuse as covered in this syllabus and by University policy, try to let your TA know ahead of time. If you do have an acceptable reason for missing class (and you provide appropriate documentation within 7 days of your return), you will not be allowed to make up the quiz, rather, you will be given a quiz score equal to the average of your other quiz scores at mid-term or at the end of the semester. If you choose, you may arrange ahead of time to attend another section for review purposes only, and may also take that quiz but your score cannot be transferred and will not be counted. For this reason you are strongly encouraged to attend your own section. WARNING: If you miss more than 3 discussion meetings you may be awarded a failing grade of ‘F’ for this entire class! Discussion Quizzes: Nearly each week of the course, a 20 point quiz will be administered at the commencement of discussion sections. The quizzes shall consist of 10 questions drawn from 1) any previous discussion; 2) any previous lectures; 3) homework assignments. BEWARE: Students arriving late shall NOT be afforded additional time to complete the quiz. A score of zero shall be awarded for all quizzes that you fail to submit. BEWARE: You may NOT take the quiz in another discussion section, even if your TA is instructing that section. Discussion Standardization: Since different discussion sections are graded by different teaching assistants, there is a potential for variation in the scores. In an attempt to minimize such variance, the following policies shall be implemented: Quizzes for all sections shall be composed by one member of the team each week. During the semester, the instructor shall monitor the points awarded across sections. If necessary at the end of the course, a mathematical standardization might be applied. In this exercise a few points may be awarded to some students and not others. Do not rely on this for your grade, as it is only a means to equalize for different grading styles.
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Dr. Dulai
Bio 001
Autumn 2013
GENERAL Course Participation: Participation in this course is strongly encouraged. It helps students and teaching staff clarify material, and promotes scientific dialogue. Scientific data clearly shows that attendance and participation do benefit student understanding and do positively influence student grades. Typically, students who succeed attend lecture on a regular basis. Students are expected to attend all lectures, although it is discretionary. Note that students are responsible for any material discussed in their absence, and for determining if any bonus assignments have been posted. For students whose final scores fall right on the border of a grade change (ex. A-/B+), active engagement and participation in the course may increase your chances of receiving the higher score. This would be exclusively at the discretion of the instructor and is normally based on the recommendations made by the teaching assistants.
Course Materials and Handouts: In addition to the textbook and class handouts, computer and internet access shall be required for this class. For students who do not otherwise have access to a computer or the internet, computers may be available at several campus locations including the main reading room in the library. Copies of the lecture PowerPoint’s will also be available in Acrobat format (.pdf files) at the BIO 002 UCMCROPS site after the lecture has taken place.
Homework and Revision: Plan to devote approximately 3 hours per lecture hour, on average. This would equal @ 10 hours per week. This does not include classroom time.
Electronic Aids: The use of electronic devices is prohibited during exams and assessments. The only exception shall be simple calculators, which must be declared and checked by the staff prior to use. No cell phones (or cell phone calculators), no iPads, or any other electronic devices are permitted. Leave all cell phones in your bags during examinations and tests (best not to bring them for security reasons). Turn the ringers off! The use of electronic aids to circumvent the spirit of any assessment is a very serious violation of policy, and is not permitted. During other periods, please prevent your electronic devices from interfering with instruction. If you must take a phone call, please have the courtesy to step out.
Regrade policy: Regrade requests will only be accepted within one week (7 days) from the date a scored assessment is returned. For each question requiring attention, you must submit a written explanation describing why you believe your response should be reevaluated. Please know we reserve the right to regrade your entire assessment. As a result, your score could either increase or decrease. BEWARE: A random sample of all assessments will be photocopied after initial grading. If a comparison of the photocopy to the exam submitted for regarding indicates any alteration, the case will be forwarded to the Office of Judicial Affairs. Never alter any exam, quiz, or other assessment material returned to you.
Student Services: If any student with any form of learning disability wishes or has registered for this course they should contact the instructor as soon as possible so rapid arrangements can be made to address those needs. UC Merced and this instructor are committed to making our courses accessible to all students, including students with limited mobility, impaired hearing or vision, and learning disabilities. Students who may need academic accommodation(s) services should visit the Disability Services web site at http://disability.ucmerced.edu/default.asp and also contact the Disability Services Coordinator at the UCM Disability Services office (228-6996) located at the Kolligan Library, Suite 107 or email
[email protected] as early as possible in the semester so that appropriate arrangements can be made. Tutors are regularly available to assist all students of this course with one-on-one tuition. These student tutors, who have previously passes this class, will visit the students during lectures early in the semester and make announcements about their services. Students may also make direct contact with tutoring services by contacting the Student Advising and Learning Center (http://learning.ucmerced.edu), They are located in Kolligian 172, on the first floor of the Gold Wing, email:
[email protected], 209-228-7252 (CAT-SALC).
Group and independent assignments in BIO 1: Some activities in BIO 1 involve group work and we encourage you to discuss any of the materials in the text, lectures, labs or computer exercises with the instructors and other students, but the work you submit must be your own for all of the following: • Quizzes Page 4 of 7
Dr. Dulai
Bio 001
Autumn 2013
• Midterm and final assessments That is, each student must generate their own answers written in their own words to all written questions. At the first instance of copied answers on assignments, no credit will be given to all students with duplicate answers and the assignments will be forwarded to the Vice-Chancellor for Undergraduate Affairs and the Office for Judicial Affairs. Subsequent copied assignments could lead to dismissal from course or university (see section on Academic Integrity below).
Academic integrity: Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty. The current policies for UC Merced are described in the UC Merced Academic Honesty Policy and Adjudication Procedures available from your instructor. The following general guidelines are adapted from UC Merced Academic Honesty Policy (http://studentlife.ucmerced.edu/): Examples of academic dishonesty include: • receiving or providing unauthorized assistance on examinations • using unauthorized materials during an examination • plagiarism – using materials from sources without citations • altering an exam and submitting it for re-grading • fabricating data or references • using false excuses to obtain extensions of time or to skip coursework The ultimate success of a code of academic conduct depends largely on the degree to which the students fulfill their responsibilities supporting academic integrity. These responsibilities include: • Be honest at all times. • Act fairly toward others. For example, do not disrupt or seek an unfair advantage over others by cheating, or by talking or allowing eyes to wander during exams. • Take group as well as individual responsibility for honorable behavior. Collectively, as well as individually, make every effort to prevent and avoid academic misconduct, and report acts of misconduct that you witness. • Do not submit the same work in more than one class. Unless otherwise specified by the instructor, all work submitted to fulfill course requirements must be work done by the student specifically for that course. This means that work submitted for one course cannot be used to satisfy requirements of another course unless the student obtains permission from the instructor. • Unless permitted by the instructor, do not work with others on graded coursework, including in class and takehome tests, papers, or homework assignments. When an instructor specifically informs students that they may collaborate on work required for a course, the extent of the collaboration must not exceed the limits set by the instructor. • Know what plagiarism is and take steps to avoid it. When using the words or ideas of another, even if paraphrased in your own words, you must cite your source. Students who are confused about whether a particular act constitutes plagiarism should consult the instructor who gave the assignment. • Know the rules – ignorance is no defense. Those who violate campus rules regarding academic misconduct are subject to disciplinary sanctions, including suspension and dismissal. Flexibility Clause: Circumstances may arise during the course which may prevent the staff from fulfilling each and every component of this syllabus, therefore, the syllabus may be subject to small adjustments. Students will be notified prior to any changes, if possible.
Welcome & Great Learning!
Page 5 of 7
Dr. Dulai
Bio 001
Autumn 2013
Bio 001 - Autumn 2013 - Lecture and Discussion Timetable: Theme Introduction
L# 1
F
30
Date Aug
Timeline
2 3
M W F
2 4 6
Sep Sep Sep
Chemistry
4 5 6
M W F
9 11 13
Sep Sep Sep
7 8 9
M W F
16 18 20
Sep Sep Sep
10 E1 11
M W F
23 25 27
Sep Sep Sep
12 13 14
M W F
30 2 4
Sep Oct Oct
15 16 17
M W F
7 9 11
Oct Oct Oct
18 E2 19
M W F
14 16 18
Oct Oct Oct
20 21 22
M W F
21 23 25
Oct Oct Oct
23 24 25
M W F
28 30 1
Oct Oct Nov
26 E3 27
M W F
4 6 8
Nov Nov Nov
28 29
M W F
11 13 15
Nov Nov Nov
Ecology
30 31 32
M W F
18 20 22
Nov Nov Nov
Physiology
33 34 -
M W F
25 27 29
Nov Nov Nov
35 E4 36
M W F
2 4 6
Dec Dec Dec
37 38 39
M W F
9 11 13
Dec Dec Dec
Fin
T
17
Dec
Cell Biology
Energy
Reproduction
Genetics
Development Evolution & Biodiversity
Evolution 2
Lecture Topic Introduction to Biology; Scientific Methods. Week 1 – No Discussions Labor Day Holiday – NO LECTURE Origins of Life on Earth (In-class clicker-based questionnaire) Origins of Life on Earth (cont.) (clicker-based questionnaire) Week 2 - Discussions (No Quiz) Studying Life The Chemicals of Life Macromolecules: Proteins, carbohydrates and lipids Week 3 - Discussions (Quiz 1 – Syllabus, L3) Macromolecules: Nucleic Acids * Origin of Life Cells: The Working Units of Life The Dynamic Cell Membrane Week 4 - Discussions (Quiz 2 – to L6) Energy, Enzymes, and Metabolism MID-TERM EXAM 1 Pathways that Harvest Chemical Energy Week 5 - Discussions (Quiz 3 – to L9) Photosynthesis: Energy from Sunlight Chromosomes, Cell Cycle, & Cell Division: Mitosis Chromosomes, Cell Cycle, & Cell Division: Meiosis & Sexual Repro. Week 6 - Discussions (Quiz 4 – to L11) Genetics: Mendel and Beyond DNA and Its Role in Heredity From DNA to Protein: Genotype to Phenotype Week 7 - Discussions (Quiz 5 – to L14) Mutations & Modern Molecular Medicine MID-TERM EXAM 2 Regulation of Gene Expression Week 8 - Discussions (Quiz 6 – to L17) Differential Gene Expression in Development Development and Evolutionary Change Intro. To Evolution; The Misery of AIDS Week 9 - Discussions (Quiz 7 – to L19) Mechanisms of Evolution; Evolution of Genes and Genomes Species and their formation / Phylogeny Bacteria and Archaea Week 10 - Discussions (Quiz 8 – to L22) Origin and Diversification of Eukaryotes MID-TERM EXAM 3 Plant Evolution Week 11 – Discussions (Quiz9 – to L25) Veterans Day Holiday Fungi Animal Origins and Evolution of Body Plans; Intro. Protostomes Week 12 - Discussions (Quiz10 – to L27) Animal and Human Evolution Intro Ecology, Population Ecology Community Ecology Week 13 - Discussions (Quiz 11 – to L29) Community Ecology II Physiology: Homeostasis, and Temperature Regulation Thanksgiving Holiday Week 14 – No Discussions This Week. Physiology: Nutrition, Digestion, and Absorption MID-TERM Exam 4 Physiology: Neurons and Nervous Systems Week 15 - Discussions (Quiz 12 – to L34) Evolution Revisited – A legal challenge – part 1 (clicker-based quiz) Evolution Revisited - A legal challenge – part 2 (clicker-based quiz) Evolution Revisited - A legal challenge – part 3 (clicker-based quiz) Week 16 - Discussions (Quiz 13 & 14 – to L36) EXAM - FINAL Time: 6:30pm-9:00pm (C102 & C105)
Chp. -
Obj* -
DVD, 25 DVD, 25
1,2,3 1,2,3
1 2 3
1,2,3 1,6 1,6
4 5 6
1,6 1,6 1,6
8 9
1,6 1,6
10 11.1-11.3 11.4-11.7
1,6 1,6 1,6
12 13 14
1,2 1,2 1,2,6
15 16
1,2,6 1,2,6
19 20 21; Notes
1,2,6 1,2,3,6 1,3,5
21 cont. 22; 23 26
1,2,3,5 1,2,3,4 1,3,4,5
27 28; 29
1,2,3,4,5 1,2,3,4,5
30 31; 32
1,2,3,4,5,6 1,3,4,5
33; other 54; 55 56; 57
1,3,4,5 1,3,5 1,3,5
58; 59 40
1,3,5 1,6,7
51 45
1,6,7 1,6,7
DVD DVD DVD
1,2,3,4 1,2,3,4 1,2,3,4
Evening
PLEASE NOTE: Exams (and sometimes quizzes) will use Scantrons. Scantrons will not be provided; please buy a pack (Green) from the bookstore. Always bring Scantrons with you to all sessions.
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Dr. Dulai
Bio 001
Autumn 2013
Learning Outcomes for Bio 001 (*numbers referenced in timetable above) 1. Recognize the relationship between structure and function at all levels: molecular, cellular, organism, and community. 2. Describe the flow of genetic information, the chromosome theory of heredity and the relationship between genetics and evolutionary theory. 3. Students will be able to explain the role of natural selection in the development of life on Earth. 4. Students will be able to identify the taxonomy and phylogenetic relationships of the major groups of organisms. 5. Students will recognize the ecological relationships between organisms and their environment. 6. Diagram and explain the major cellular and/or systemic processes. 7. Describe the underlying concept of homeostasis and the interconnections among physiological systems Your undergraduate learning outcomes: Program Learning Outcomes for the Biology Major Graduates from the Biological Sciences programs will have demonstrated: 1. 2. 3. 4. 5.
An understanding of the tenets of modern biology and an understanding of how cellular functions are integrated from the molecular level to the cellular level, through to the level of organism and functioning ecosystems. An ability to develop and critique hypotheses and to design experiments, models, and/or calculations to address these hypotheses. The ability to use appropriate instrumentation and computational tools to collect, analyze and interpret data. The ability to read, evaluate, interpret, and apply numerical and general scientific information. A familiarity with and application of safety in good laboratory and field practices. ________________________ _________________
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Appendix II
BIO 001: Contemporary Biology Fall 2013 Lesson Plan Date: 25 October 2013 Duration of Class: 50 minutes Prior Learning: -‐ Chapter 16 Related Required Reading: -‐ Chapter 16 Related Lecture Material: -‐ Lectures 19 Teaching Goals Intended Outcomes: At the end of this session students will be able to... A. …describe how and why the lac operon behaves the way it does B. …describe how and why the trp opeon behaves the way it does Related Student Assessment Tools: My lesson’s highlighted technique will be ‘auditory.’ Every week students will have a 20 point discussion quiz, mandatory of the course. These quizzes are used to identify student’s overall reading comprehension, as their readings are due far before discussion. At the end of the class, students will be asked to complete an activity specific to the intended outcomes. This will supply an exit activity grade for each student that can be used in a comparative analysis assessing the effectiveness of different teaching styles between Liza and me. Related Course Learning Outcomes: Today’s lesson will help my students to meet these specific course outcomes… 1. Recognize the relationship between structure and function at all levels: molecular, cellular, organism, and community. 6. Diagram and explain the major cellular and/or systemic processes. 7. Describe the underlying concept of homeostasis and the interconnections among physiological systems Lesson Plan -‐ -‐ -‐
Administer quiz # 7 (10 mins) Divide students into groups of 5-‐6 individuals (1 min) Go over quiz # 7 answers (5-‐10 mins) – this week I will do this in a quick quiz retake format. This is where students hand in their quiz answers on a note piece of paper and they are able to hold onto their hardcopy. After the quiz students will pair up with someone next to them and have 2 minutes to retake the quiz
-‐
(make it clear this will not influence their grade). This increases discussion and makes it quicker to go over the quiz for the remaining time Each group will have a different task from the available 3. They will have 10 minutes to do their task. During this time the instructor will be going group to group to make sure students are on task and discussing correct information’s o Students will be working on their prompt regarding a topic from chapter 16 o Speed-‐dating instructions (1-‐2 mins) o Speed-‐dating: Each student will receive a topic to study and become an expert on for approximately 5 mins. During this time students should prepare a 30 second lesson they will present to their group-‐mates in a series of speed-‐dating rounds. Students will need to be reminded of the time limit repetitively. It is also imperative that the TA go around to all students during this time to make sure their information is accurate and they understand the prompt. There will be 6 rounds total to make sure that all topics are covered with each student. Topics include: • (1) lac operon: What happens when lactose is high? Why?, • (2) lac operon: What happens when lactose is low with no glucose? Why?, • (3) lac operon: What happens when lactose is low with a little glucose present? Why?, • (4) lac operon: What happens when lactose is low with a lot of glucose? Why?, • (5) trp operon: What happens when tryptophan is low? Why?, • (6) trp operon: What happens when tryptophan is high? Why?
After the 5 min preparation each student will present their lesson to each group member independently during consecutive speed-‐dating rounds. Each will have 45 seconds to talk, though they will only think they have 30 seconds. Therefore each round will be 1.5 mins long. After the first round students will be allowed to take 2 mins to rethink their 30 seconds lesson and refine it. After the 2 mins the rounds will resume. Students will hit all other group members and also revisit their first partner. Students should use the handout chart to fill in while listening to their fellow classmates. -‐
The last 5-‐10 minutes of class we will finish the exit assessment table.
Appendix III
BIO 001: Contemporary Biology Fall 2013 Lesson Plan Date: 27 September 2013 Duration of Class: 50 minutes Prior Learning: -‐ Chapter 6 & 8 Related Required Reading: -‐ Chapter 6 & 8 Related Lecture Material: -‐ Lectures 9, & 10 Teaching Goals Intended Outcomes: At the end of this session students will be able to... A. …define the difference between potential and kinetic energy B. …brainstorm examples of potential and kinetic energy within cells C. …match exergonic and endogonic with different reactions D. …describe how enzymatic reactions are affected by pH, temperature, and substrate concentration E. …differentiate between oxidation and reduction reactions Related Student Assessment Tools: My lesson’s highlighted technique will be ‘kinetic.’ Every week students will have a 20 point discussion quiz, mandatory of the course. These quizzes are used to identify student’s overall reading comprehension, as their readings are due far before discussion. At the end of the class, students will be asked to complete an activity specific to the intended outcomes. This will supply an exit activity grade for each student that can be used in a comparative analysis assessing the effectiveness of different teaching styles between Liza and me. Related Course Learning Outcomes: Today’s lesson will help my students to meet these specific course outcomes… 1. Recognize the relationship between structure and function at all levels: molecular, cellular, organism, and community. 6. Diagram and explain the major cellular and/or systemic processes. 7. Describe the underlying concept of homeostasis and the interconnections among physiological systems Lesson Plan -‐ -‐ -‐
Administer quiz # 3 (10 mins) Divide students into groups of 4 (1 min) Go over quiz # 4 answers (5 mins) – this week I will do this in a quick quiz retake format. This is where students hand in their quiz answers on a note
-‐
piece of paper and they are able to hold onto their hardcopy. After the quiz students will pair up with someone next to them and have 2 minutes to retake the quiz (make it clear this will not influence their grade). This increases discussion and makes it quicker to go over the quiz for the remainder 3 minutes. Students will be working on a prompt regarding a topic from either chapter 8. o Energy Chef directions – this is a kinetic-‐learner based activity that is modeled off of the television show “Iron Chef,” where students have a picking of various props and they choose to use those that they deem appropriate (2 mins) o In groups of 5 or less, students will receive a piece of paper with their group prompt. Students will have about 7 minutes to come up with an explanation of their topic using props ( 2 cups of different color, small balls, toy car, magnet, pipe cleaners, sandwich bags, and mixed beans). (7 mins) Afterward, students will present their explanation to the class in ~ 2 mins presentations. Each group will present. o The last 5 mins of class will be dedicated to the exit assessment. o There is a buffer of 5 minutes, SSA is implementing the midterm survey during this time. o I have created a small sheet on REDOX reactions to help emphasize this material (to clarify this concept for all students) USE AS NEEDED.
Your group has approximately 7 minutes to come up with your presentation for the rest of the class! Make it good
DO NOT WRITE ON THIS. Topic 1: Differentiate between potential and kinetic energy using the props. What are some examples of each within cells? Please provide useful figure numbers from the text when appropriate. Topic 2: What is metabolism? Entropy? Enthalpy? Free Energy? Use the props when applicable to help your describe these terms to your classmates. Please provide useful figure numbers from the text when appropriate. Topic 3: Describe anabolic, catabolic reactions using the props. Match exergonic and endogonic appropriately with: anabolic reactions, catabolic reactions, and hydrolysis reactions. Please provide useful figure numbers from the text when appropriate. Topic 4: Emphasize that chemical reactions are theoretically reversible but unlikely in nature, due to how enzymatic reactions are affected by pH, temperature, and substrate concentration and loss of heat energy. Use the props to do this. Please provide useful figure numbers from the text when appropriate. Topic 5: Describe how enzymatic reactions are affected by pH, temperature, and substrate concentration. How is activation energy affected? Please provide useful figure numbers from the text when appropriate. Topic 6: Using the props describe what REDOX reactions are. What are some important coupled REDOX reaction examples within cells? Please provide useful figure numbers from the text when appropriate.
Appendix IV (Submit by uploading as a .doc file to the ”Home” posting page by 5:00 p.m. Sunday.) Course Title: __Bio 01______
Weekly Teaching Outline
PRIOR LEARNING (What preparation will students have had for this class?) RELATED REQUIRED READING: Chapter 1, 2 and 3 RELATED LECTURE MATERIAL:
Material covered during up to lecture 6 TEACHING GOALS INTENDED OUTCOMES FOR THE CLASS MEETING: (At the end of this lesson, my students will be able to…) -‐Student will be able to summarize information. -‐Students will be able to explain a given topic in front of the group. RELATED STUDENT ASSESSMENT TOOLS: (Identify your assessment tool(s). In what ways does the tool check for student learning and/or encourage future learning?) 1. Quiz related to this topics
RELATED COURSE LEARNING OUTCOMES: (Today’s lesson will help my students to meet these specific outcomes that are listed on the course syllabus…) Learning outcome #1
LESSON PLAN Review your intended outcomes and related assessment tools above. How will your class period be structured to support achievement of this outcome and to implement these assessments? What instructional activities will you engage your students in to facilitate
development of this outcome? How much time will you devote to your instruction activities? (Please document the answers to these questions in a manner that would be transparent to an outside audience.) Lesson Plan Bio 01 Week 3 (50 minutes class) Learning Outcomes
-‐Student will be able to describe the macromolecules (structure). -‐Students will be able to understand the biochemical processes of the macromolecules. Quiz (10 minutes) The students will take a mandatory 10 minutes quiz. Questions and reminders (5 minutes) We have 5 minutes to answer questions related previous sessions and announcement for the class Teaching tool: Visual/ Auditive Activities Part I (15 minutes)-‐Videos I will display videos for each macromolecules: 1. Introduction (http://uccpbank.k12hsn.org/courses/APBioI/course%20files/multimedia/ lesson06/lessonp.html) 2. Proteins http://www.wiley.com//legacy/college/boyer/0470003790/animations/pr otein_folding/protein_folding.htm 3. Carbohydrates http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html 4. Lipids http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html 5. 4. Nucleic Acids: http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html Part II (15 minutes) Make groups of 5 students and make them to fill up the worksheet
JMJ Name: Period:
Date: Biology
Macromolecule Worksheet 1.
What are the definitions for a monomer and polymer? Monomer:__ A monomer is the building block of a polymer_____________________ Polymer:___ A polymer is a long/large molecule made up of many repeating units. ___
3. Complete the chart below. ORGANI C M OLECULES
4.
CARBOHYDRATES
LI PI DS
PROTEI NS
NUCLEI C ACI DS
Monomer
Monosaccharide
Glycerol + 3 Fatty Acids
Amino Acids
NUCLEOTIDE: phosphate group; nitrogen base and Sugar ± ribose or deoxyribose
Polymer
Polysaccharide
DOES NOT M AKE POLYM ERS
Polypeptide
DNA or RNA
Function
Energy Stored energy ± glycogen and starch Structure ± cellulose and chitin
Stored Energy; Insulation and protection
Enzymes, structure, movement, transport, communication, defense
Heredity or Code for Protein
Elements
C, H, O Twice as much H as O
C, H, O Less O than H
C, H, O and N
C, H, O, N and P
Examples
Glucose, Chitin, Cellulose, Glycogen
Fats, Oils, Waxes, Steroids
Hair, Muscles, Hemoglobin, Antibodies
DNA and RNA
How many rings are in a monosaccharide?__1___ Disaccharide?__2___ Polysaccharide?__Many What is the most common monosaccharide?____Glucose__________________ What is the storage polysaccharide in plants?____Starch______ In animals?___Glycogen______
5.
Are carbohydrates soluble in water? Yes Are lipids soluble in water? Yes
6.
Draw the structure of an amino acids.
No No
!
7.
What kind of bond holds amino acids together? ____Peptide_______________
8.
A chain of amino acids are called a/an ___________Polypeptide____________
9.
What two functions do nucleic acids have? __ Heredity _____________________________________________ __ Code for Protein ________________________________________
10.
What are the three parts that make up a nucleotide? __ Phosphate group ________________ __ Nitrogen base __________________ __ Sugar ± ribose or deoxyribose ______
11.
What are the two types of sugars found in nucleic acids? DNA __Deoxyribose_______________________________ RNA __Ribose ___________________________________
12.
13.
What are the four bases for DNA?
For RNA?
_Adenine ____A_________
_Adenine ____A_________
_Thymine____T _________
_Uracil ______U_________
_Cytosine____C__________
_Cytosine____C__________
_Guanine____G__________
_Guanine____G__________
What are the four parts of a triglyceride? _____GLYCEROL___________________ & 3__FATTY ACIDS__________________
14.
The human body stores fat as __________GLYCOGEN_______________________
15. Saturated fats have ___SINGLE_________ bonds while unsaturated fats have ___DOUBLE___________ bonds. 16.
Draw a: Amino group:
Carboxyl group:!!
!
!
Hydroxyl group:
! !
!
Assessment The worksheet will be use to assess if the students achieve the goals. The students will retake the quiz.
Appendix V
Entry Survey
BIO 001 – Fall 2013
Name: __________________________________________ Section: ____________________ Instructions: Please answer all questions to the best of your ability. We plan to use this information to best aid you in learning this semester. If you have any questions please ask. Question 1: What is your declared major? ___ Natural Sciences ___ Other (describe)
___ Engineer
Question 2: Is English your second language?
___ Humanities
YES
NO
Question 3: What grade do you hope to earn in this course? Question 4: Which of the following objectives will help you succeed in this course? (prioritize this list with 1, 2, and 3; with 1 most beneficial with and 3 least) ___ Visit TA or prof. at office hours ___ Attend all lectures ___ Complete the assigned text readings ___ Take notes in lecture/discussion ___ Read the assigned text before lecture ___ Join a study group ___ Participate actively (e.g. ask questions) in class and discussion sessions
___ Other (describe below) Question 5: Which learning types do you think most suit your learning style? (prioritize this list with 1, 2, and 3; with 1 most identified with and 3 least) ___ Auditory (e.g. listening to a lecture) ___ Kinesthetic (e.g. activities & problem sets) ___ Visual (e.g. movies, graphs, & thorough note-‐taking) Question 6: What were your favorite subjects to study in high school or community college? (be as specific as possible) Question 7: What job/career are you working toward by earning your college degree? Question 8: In 2 sentences explain why you think it is important to take BIO 001. “It is required” is not an appropriate answer, be creative!
Any comments? Write them on the back, thanks Survey designed by Sarah Abboud and Liza Gomez-‐Daglio, SNS Graduate Teaching Assistant, CGS Participants
Mid-‐Semester Survey
BIO 001 – Fall 2013
Name: __________________________________________ Section: ____________________ Instructions: Please answer all questions to the best of your ability. We plan to use this information to best aid you in learning this semester. If you have any questions please ask. 1. What is your current grade in the course? 2. What grade do you expect to earn in the course? 3. Which of the following objectives is helping you the most to have your current grade? (prioritize this list with 1, 2, and 3; with 1 most beneficial with and 3 least) ___ Visit TA or Prof. at office hours
___ Attend all lectures
___ Complete the assigned text readings ___ Take notes in lecture/discussion ___ Read the assigned text before lecture ___ Join a study groups ___ Participate actively (e.g. ask questions) in class and discussion sessions
___ Other (describe below) 4. Which activities will help you to achieve the grade that you will expect? ___ Visit TA or Prof. at office hours
___ Attend all lectures
___ Complete the assigned text readings ___ Take notes in lecture/discussion ___ Read the assigned text before lecture ___ Join a study groups ___ Participate actively (e.g. ask questions) in class and discussion sessions ___ Other (describe below) 5. Circle the activity that helped you the most to understand the material -‐Geologic timeline (Auditory/Visual) -‐Macromolecules Speed-‐dating (Auditory) -‐Organelles (Visual) -‐Energy (Kinetics)
Final Survey
BIO 001 – Fall 2013
Name: __________________________________________ Section: ____________________ Instructions: Please answer all questions to the best of your ability. We plan to use this information to best aid you in learning this semester. If you have any questions please ask. Question 1: What is your declared major you will continue on in? ___ Natural Sciences ___ Other (describe)
___ Engineer
___ Humanities
Question 2: What grade do you anticipate to earn in this course? Circle below
IDK
(+) A (-‐) (+) B (-‐) (+) C (-‐) (+) D (-‐)
F
Question 3: Which learning styles most suit your learning style? (prioritize this list with 1, 2, and 3; with 1 most identified with and 3 least) ___ Auditory (e.g. listening to a lecture) ___ Kinesthetic (e.g. activities & problem sets) ___ Visual (e.g. movies, graphs, & thorough note-‐taking) Question 4: Do you use techniques from discussion during your studying? YES or NO
Provide an example of how you used learning style techniques during this course?
Question 5: What learning techniques will you take away to use in future courses?
Survey designed by Sarah Abboud and Liza Gomez-‐Daglio, SNS Graduate Teaching Assistant, CGS Participants
