- Follow Teaching nonmajors biology on WordPress.com
- My Students Need Help Asking for Help; Do Yours?
- The Incredibly Stretchy Condom, Revisited
- Natural Selection in Tortoises: A (Homemade) Video
- “Practice Perfection”: It’s Not Just for Gymnasts
- The Laptop Ban: New Research
- Moldy bread, experimental design, and you
- Raise Your Hand: How Do You Start the Semester on the Right Foot?
- Another Way to Connect Selection, Phenotype, and Genotype
- So many learning resources … so little time
- Antibiotic resistance in the lab … with actual bacteria!
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Category Archives: Course design
My last blog post described three questions we asked students in my nonmajors biology class a few weeks ago. That post described some of the responses to question 1 (“What do you feel is your greatest obstacle in achieving the grade … Continue reading
A couple of weeks ago, I asked my lab TA’s to have our students write their answers to these questions: What do you feel is your greatest obstacle in achieving the grade you want in this class? What is one … Continue reading
James Krupa, a professor who teaches introductory biology at the University of Kentucky, published an outstanding article in Orion Magazine about using evolution as a cornerstone in his courses. Find it here. Krupa defends the importance of teaching nonmajors biology courses … Continue reading
Last fall I wrote a three-post series about the questions I asked my students at the end of the semester: What was the most important thing you learned about biology this semester? What is something you think you’ll never forget? … Continue reading
I was fortunate to attend the Introductory Biology Project summer conference in Washington, DC in July 2012. Participants were given the opportunity to complete the following statement on a shared document: “At the end of the ideal course [in introductory … Continue reading
I just learned of an article that should interest anyone contemplating the power of active learning. The title of the article is Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses, and it appeared … Continue reading