Undergraduate Perception of Introductory Lecture and Laboratory Biology Instructors at the University of Tennessee Knoxville PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Undergraduate Perception of Introductory Lecture and Laboratory Biology Instructors at the University of Tennessee Knoxville PDF full book. Access full book title Undergraduate Perception of Introductory Lecture and Laboratory Biology Instructors at the University of Tennessee Knoxville by Katharina Denise Kendall. Download full books in PDF and EPUB format.
Author: Katharina Denise Kendall Publisher: ISBN: Category : Biology Languages : en Pages : 174
Book Description
Undergraduate students entering the higher education system are often unaware of the diverse teaching and learning community they will encounter, including the different instructor types who will teach their classes. In order to accommodate the growing numbers of enrolled students, the higher education system is increasingly reliant on contingent instructors such as non-tenure track faculty members and graduate teaching assistants (GTAs). This dissertation explores undergraduate student perspective of the different instructor types who teach introductory biology courses, with a focus on the University of Tennessee, Knoxville (UTK). The goal of this work is to provide insight regarding how perceived differences between GTAs and professors impact teaching effectiveness and student learning in order to make recommendations for professional development. Chapter one outlines a study that utilized qualitative and quantitative research methodologies to explore undergraduate perception of hypothetical GTAs versus professors to determine if students perceive differences that are independent of classroom setting. The second chapter describes a follow up study to further explore instructor type differences by having undergraduates rate their actual biology instructors (faculty members and GTAs). Concurrently, interviews were conducted to gain perspective about the instructional behaviors students perceived to be associated with words used to describe higher education instructors; results from this study can be found in chapter three. Chapter four reports on a quantitative study to identify the instructional behaviors which best predict teaching effectiveness of GTAs. Collectively, these studies provide critical insight into the impact of instructor type on instruction, and student learning, in introductory biology courses. The results of this work are thereby used to make recommendations for GTA professional development, given that many GTAs are current instructors and could be future faculty, to promote and enhance student learning in the biological sciences.
Author: Katharina Denise Kendall Publisher: ISBN: Category : Biology Languages : en Pages : 174
Book Description
Undergraduate students entering the higher education system are often unaware of the diverse teaching and learning community they will encounter, including the different instructor types who will teach their classes. In order to accommodate the growing numbers of enrolled students, the higher education system is increasingly reliant on contingent instructors such as non-tenure track faculty members and graduate teaching assistants (GTAs). This dissertation explores undergraduate student perspective of the different instructor types who teach introductory biology courses, with a focus on the University of Tennessee, Knoxville (UTK). The goal of this work is to provide insight regarding how perceived differences between GTAs and professors impact teaching effectiveness and student learning in order to make recommendations for professional development. Chapter one outlines a study that utilized qualitative and quantitative research methodologies to explore undergraduate perception of hypothetical GTAs versus professors to determine if students perceive differences that are independent of classroom setting. The second chapter describes a follow up study to further explore instructor type differences by having undergraduates rate their actual biology instructors (faculty members and GTAs). Concurrently, interviews were conducted to gain perspective about the instructional behaviors students perceived to be associated with words used to describe higher education instructors; results from this study can be found in chapter three. Chapter four reports on a quantitative study to identify the instructional behaviors which best predict teaching effectiveness of GTAs. Collectively, these studies provide critical insight into the impact of instructor type on instruction, and student learning, in introductory biology courses. The results of this work are thereby used to make recommendations for GTA professional development, given that many GTAs are current instructors and could be future faculty, to promote and enhance student learning in the biological sciences.
Author: Anna Jo Juanita Auerbach Publisher: ISBN: Category : Active learning Languages : en Pages : 122
Book Description
For decades, educators and policy makers have called for reform in undergraduate biology education to produce a workforce capable of navigating the challenges of society today (NSB, 1986). The American Association for the Advancement of Science (AAAS) outlined recommendations to enact these changes in the Vision and Change in Undergraduate Biology Education final report (AAAS, 2011). These recommendations included restructuring curricula to focus on core biological concepts and competencies, implemented via student-centered practices, with a campus-wide commitment to change, and involving the entire biology community in the reform. The University of Tennessee, Division of Biology, implemented curriculum changes to their majors' introductory biology sequence based on these recommendations in 2012. This curriculum reform had several goals: integrate the concepts and competencies into the two-course sequence, use more student-centered instructional approaches, and create discussion sections that targeted process of science skills. The goal of this dissertation was to document instructional changes throughout reform, how faculty perceptions of instruction changed, and what impact the reform had on student outcomes such as scientific literacy skills. The first chapter documents the baseline use of student-centered approaches, or active learning, during the first year of curriculum reform. The second chapter built on the first by conducting three years of classroom observations and faculty interviews to document the perception and use of student-centered instructional practices by core faculty of the introductory courses. Chapter three measures student scientific literacy gain and retention the year prior to and the first year of the curriculum reform to compare the learning outcomes. Overall, the instructors increased the use of active learning in their classes over time and changed their perceptions of how students learn. Students who experienced the new discussion curricula had greater gains in scientific literacy, and retained more information about research design, despite a loss of lab time. A reform specifically designed to target instructor practices and process of science skills succeeded. Collectively, these studies provide evidence for the importance of collaboration, reflection, and time for instructors to achieve the pedagogical changes needed for modern undergraduate biology reform.
Author: Randi Stone Publisher: Corwin Press ISBN: 9781412924573 Category : Education Languages : en Pages : 113
Book Description
Connect your students to science projects that are intriguing and fun!Let Randi Stone and her award-winning teachers demonstrate tried-and-tested best practices for teaching science in diverse elementary, middle, and high school classrooms. Linked to companion volumes for teaching writing and mathematics, this resource for new and veteran educators helps build student confidence and success through innovative approaches for raising student achievement in science, such as:Expeditionary learning, technology and music, and independent research studyModel lessons in environmental studies and real-world scienceInquiry-based strategies using robotics, rockets, straw-bale greenhouses, "Project Dracula," "Making Microbes Fun," and more!With engaging activities weaving through science fact and fiction to lead learners on intriguing journeys of discovery, this guide is sure to fascinate and inspire both you and your students!
Author: Publisher: Elsevier ISBN: 0080475043 Category : Psychology Languages : en Pages : 363
Book Description
This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions. Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a "must-have" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. The chapters have been written for scholars in the area, but authors also wrote with graduate students in mind. Therefore, the book is also be a great volume for graduate seminars. - Provides in-depth examination of emotions in educational contexts - Includes international roster of contributors who represent a variety of disciplines - Represents a number of different research approaches
Author: Elaine Seymour Publisher: Westview Press ISBN: 9780813366425 Category : Social Science Languages : en Pages : 444
Book Description
This intriguing book explores the reasons that lead undergraduates of above-average ability to switch from science, mathematics, and engineering majors into nonscience majors. Based on a three-year, seven-campus study, the volume takes up the ongoing national debate about the quality of undergraduate education in these fields, offering explanations for net losses of students to non-science majors. Data show that approximately 40 percent of undergraduate students leave engineering programs, 50 percent leave the physical and biological sciences, and 60 percent leave mathematics. Concern about this waste of talent is heightened because these losses occur among the most highly qualified college entrants and are disproportionately greater among women and students of color, despite a serious national effort to improve their recruitment and retention. The authors' findings, culled from over 600 hours of ethnographic interviews and focus group discussions with undergraduates, explain the intended and unintended consequences of some traditional teaching practices and attitudes. Talking about Leaving is richly illustrated with students' accounts of their own experiences in the sciences. This is a landmark study-an essential source book for all those concerned with changing the ways that we teach science, mathematics, and engineering education, and with opening these fields to a more diverse student body.
Author: National Research Council Publisher: National Academies Press ISBN: 0309085357 Category : Education Languages : en Pages : 208
Book Description
Biological sciences have been revolutionized, not only in the way research is conductedâ€"with the introduction of techniques such as recombinant DNA and digital technologyâ€"but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene. This new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through: Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics. Eliminating the administrative and financial barriers to cross-departmental collaboration. Evaluating the impact of medical college admissions testing on undergraduate biology education. Creating early opportunities for independent research. Designing meaningful laboratory experiences into the curriculum. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry.
Author: Amanda Berry Publisher: Routledge ISBN: 1317564642 Category : Education Languages : en Pages : 291
Book Description
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
Author: Katharina Denise Kendall
Author: Katharina Denise Kendall
Author: Anna Jo Juanita Auerbach
Author: James Alexander Metcalf
Author: Randi Stone
Author: University of Tennessee (Knoxville campus)
Author: 
Author: Elaine Seymour
Author: National Research Council
Author: Amanda Berry
Author: University of Tennessee (Knoxville campus).