Join this free webinar series, featuring discussions with authors from recently published articles in 庐 (JMBE). Come meet other biologists who do discipline-based education research (DBER); become more familiar with study design and interpretation of data of DBER studies; and learn how to improve your teaching in the process. Register for each webinar individually. Free for everyone!
After attending JMBE Live! webinars, participants will be able to do the following:
- Discuss critical aspects of DBER research study design.
- Interpret results of DBER studies.
- Describe how DBER studies can inform classroom or laboratory teaching.
- Be more motivated to conduct your own DBER study and publish in JMBE.
Register for Upcoming Webinars
Friday, Oct. 9, 12 p.m. ET | Integrating STEM Career Exploration Into Busy Introductory Biology Courses Through a Student-Driven Podcast Project
Career exploration is a useful activity to prepare future STEM professionals. In undergraduate courses, it can be difficult to find time in the course to help students consider career options in STEM fields, especially in broad survey courses and students with mixed background knowledge. In this webinar, the authors will talk about how they designed a podcast project assignment grounded in educational psychology to explore careers, enhance motivation and interest in the field and foster a sense of community. We will learn the measurable benefits of their podcast project and how you can implement this in your course.
Join us for a lively discussion where the authors will inform instructors how to help your students explore STEM careers in your courses. In addition, 麻豆区 staff will share career exploration resources available through 麻豆区. No matter what level of course you teach, this webinar will provide fresh ideas to inform your practice as an educator.
Key Learning Objectives:
- Describe how to implement a podcast project in their own courses.
- List resources to help undergraduates with career exploration.
Speakers
- Joanna Giza, Ph.D., Borough of Manhattan Community College, City University of New York
Moderated by Shilpa Gadwal, Ph.D., 麻豆区.
Friday, Oct. 30, 2:30 p.m. ET | Addressing Undergraduate Misconceptions About Antimicrobial Resistance: A Two-Phase Study of Student Reasoning and Community Engagement
Antimicrobial resistance is a key concept in undergraduate microbiology education curricula, and is an essential part of the 麻豆区 Curriculum Guidelines for Undergraduate Microbiology. Microbiology educators frequently navigate complex and context-dependent sociocultural dynamics, as well as deeply pervasive misconceptions about the interaction between microbes and human health. When educators are aware of common misconceptions and can implement evidence-based strategies to overcome misconceptions, students are more likely to correct misinformation outside the classroom. In this webinar, the authors will discuss their discipline-based education research study that investigated how to best prepare students to take action to correct misconceptions about antimicrobial resistance.
Join us for a lively discussion where the authors will help educators identify strategies to contextualize microbiology curricula in ways that are personally meaningful to students. No matter what level course you teach, this webinar will provide fresh ideas to inform your practice as an educator.
Key Learning Objectives:
- Describe how discipline-based education research can help educators design more effective learning experiences.
- Explain common student misconceptions about antimicrobial resistance and how to overcome them.
- List evidence-based strategies for preparing students to combat misinformation around antimicrobial resistance.
Speakers
- Kyle Schutz, Ph.D., University of Colorado, Boulder.
- Andrea Gaccetta, University of Colorado, Boulder.
- Sandhya Krishnan, Ph.D., University of Colorado, Boulder.
- Teresa Bilinski, Ph.D., University of Colorado, Boulder.
- Moderated by Stanley Maloy, Ph.D., JMBE Editor in Chief, San Diego State University.
Friday, Nov. 13, 2 p.m. ET | Not Simply 鈥淎ctive鈥: Identifying Types of Active-learning Tasks in Introductory Biology
Active learning is supported in the literature as having considerable benefits for increasing disciplinary knowledge. Yet, the term "active learning" is a phrase that lacks clear definition, which has hampered researchers鈥 efforts to investigate the nuances of effectiveness and instructors鈥 efforts to capitalize on potential benefits for students. In this JMBE Live! webinar, authors Jackson and Andrews will talk about their study in adapting the 鈥淚nteractive, Constructive, Active, Passive鈥 or ICAP framework to a large-scale study across the U.S. in introductory biology courses.
Join us for a lively discussion where the authors will inform instructors how to create better in-class learning experiences with more opportunities for intellectual work. No matter what level course you teach, this webinar will provide fresh ideas to inform your practice as an educator. Read the open access paper here on the JMBE website.
Key Learning Objectives:
- Define 鈥渁ctive learning鈥.
- Implement the 鈥淚nteractive, Constructive, Active, Passive鈥 or ICAP framework in classes to operationalize active learning in biology.
- Identify ways to modify biology classes to include more opportunities for intellectual work during class time.
Speakers
- Benjamin D. Jackson, Ph.D., University of Georgia.
- Tessa C. Andrews, Ph.D., University of Georgia.
- Moderated by Stanley Maloy, Ph.D., JMBE Editor in Chief, San Diego State University.
About the Journal
The 庐 (JMBE) offers original, previously unpublished, peer-reviewed articles that foster scholarly teaching and provide readily adoptable resources in biology education at the undergraduate, graduate, professional (e.g., medical school), K-12 and informal education levels. JMBE is edited by informed science educators who are active in the pursuit of scholarly teaching and biology education reform.
Explore past JMBE Live! webinars on our YouTube playlist.