Transcript CETL Class of 1969 Teaching Scholars Project Presentation Dr. Mirjana M. Brockett Case Study Assignments in the Evolutionary Biology Lecture • Goals of this project: •

CETL Class of 1969 Teaching
Scholars
Project Presentation
Dr. Mirjana M. Brockett
Case Study Assignments in the
Evolutionary Biology Lecture
• Goals of this project:
• Engagement of students with the material
• Application of theory into problem solving or
practice
• Transition from classic to problem based
learning
• Development of written and oral
communication skills
BIOL 3600 Evolution
Required course for majors, multidimensional
discipline with broad applications .
100,000
100
The Teaching Problem and one of the
Course Objectives
• Students should be able to use Hardy-Weinberg
Principle as a null model for the mathematical
treatment of evolutionary processes and to apply
these concepts in their problem solving experience.
http://facebook.com/SimBio.Interactive.Learning
Model case study:
Use of presentations to help students articulate the concepts
they are learning. Groups sign up on the T-square early in
January, with 4-5 students/group.
Overdominance
Natural selection: genotypes have
different fitness
Genotype
Fitness (survival rate)
A1A1
A1A2
A2A2
11
12
22
• ∆p = pt+1 – p
• ∆p = (p211 +2pq12 /  ) – p
• ∆p = (p/ ) • (p11 +q12 –  )
where p = frequency of allele A1, q = frequency of
and A2, and  = p211 +2pq12 + q222
Selection against recessive S
hemoglobin allele
Hemoglobin Genotype
AA
AS
SS
Fitness (survival rate)
1
1
1–s
normal
mix
(normal)
sickle
cell
Hemoglobin Phenotype
• ∆p = (p/ ) • (p11 +q12 –  )
Hardy-Weinberg Equilibrium
Violations of the rule help explain and predict the following
factors of evolution: selection, mutation, migration, drift.
• Sickle-cell anemia- Malaria evolutionary study teaches the
mathematical concepts of overdominance and underdominance:
• Overdominance
Underdominance
http://nitro.biosci.arizona.edu/courses/EEB320-2005/Lecture45/lecture45.html
1. Use of the library
resources, papers and
videos (e.g. History of
Life series). This
includes a packet of
research papers early
in the semester.
2. Identification of a case
study, collaborative
writing and group
presentation
3. Use of virtual labs to
help strengthen the
mathematical
concepts
ASSESMENT
• 1. Test scores
• a) Comparing the scores in my Evolution class, on Module 1 test in
the Spring 2013 with scores of Spring 2012 and 2011. Compare with
peer tutoring /sessions, which I have implemented in 2011 in two
sections . There was an evidence of improved student learning.
• b)Comparing my class results with other Evolution classes with
questions that address the same learning objective .
• 2. Target assessment
• a) Class data for all students : After exam reflection ,midterm and
post class questioner. Survey questions.
• b) Class data for case study presenters:
• Student opinion survey: “In what ways did this assignments helped
me learn the mechanisms of evolution”
Grading rubric for the case study
assignment presentation
Name: __________________________________________ Date: ___________________
------------------------------------------------------------------------------------------------------------------------------------------------------------Evaluation Form for Oral Presentations
Speaker:
Paper:
Overall score:
Scale:
100
90
80
70
60
Outstanding Excellent
Good
Fair
Inadequate
ITEM
COMMENTS
SCORE
DELIVERY: Poised, well-rehearsed, good eye contact, no distracting mannerisms, loud and clear, not too fast or slow, stayed
on time, used scientific language, recognized audience reaction and adjusted delivery accordingly
ORGANIZATION: Logical presentation of ideas. Ability to transfer information in an interesting and accurate way
Introduction: Captured audience interest, gave background and importance
Body: Described points and arguments of article clearly
Closing: Summarized main points, gave interpretations, discussed implications
VISUAL AIDS: Simple, legible, organized logically, important point stood out, made appropriate use of technology
THOROUGHNESS OF RESEARCH: Showed knowledge of the subject, cited prior and subsequent studies, accurately put
article in larger context, able to answer questions, understood ethical importance of study
WHAT WAS THE MAIN MESSAGE OF THE TALK?
WHAT DID THE SPEAKER DO WELL?
WHAT COULD THE SPEAKER IMPROVE?