IC-bGers presenting today at Georgia STEM T&L conference

A big shout-out to the IC-bGers presenting at the Georgia STEM Teaching & Learning conference in Statesboro!

Cycling Through STEM
Dr. Angel Abney, Dr. Laurie Huffman, Dr. Catrena Lisse, Georgia College
As an inclusive collaboration of higher educators, the Innovative Course-building Group at Georgia College uses civic issues and active pedagogies as a catalyst for designing engaging courses that result in important student learning in the STEM disciplines and beyond. In this session, we will present examples of new and redesigned courses along with lessons learned from our faculty-learning community. After a brief overview of our activities, session participants will actively explore and share techniques for designing sustainable, innovative courses. Exercises will focus on the teaching cycle (goals, assessments, and reflection) for participants to develop concrete strategies to engage and enhance students’ critical thinking and problem solving skills in their own courses.

Using a Sarcomere Model to Teach Skeletal Muscle Structure and Function
Dr. Kelly P. Massey, Georgia College
Many students struggle with the structure and function of the skeletal muscle contractile mechanism, the sarcomere; which is an integral part of a Physiology of Exercise course. This study looked at incorporating “in-class” construction of a working sarcomere model [using modifications on the model instructions set forth by Jittivadhna et al. (2009)] within an Exercise Physiology course, in conjunction with a lecture component on skeletal muscle structure and function. Objectives of the model construction were to have each student be able to successfully identify every component of the sarcomere as well as be able to successfully demonstrate the action of the sarcomere unit. Final assessment results from the model construction classes are compared to Physiology of Exercise classes that did not construct a working model, and solely utilized traditional lecture modalities.
Session objectives will be to demonstrate construction and utilization of the sarcomere model and discuss how the model was used in class to assist with the student’s understanding of the structure and function of the sarcomere unit. The session audience will be invited to assist with construction and be able to examine the completed workable sarcomere units. Final assessment results will be compared and discussed during the session.

Providing Early Childhood Pre -Service Teachers with Increased Science Content Knowledge and Effective Teaching Strategies: A Two Year Project
Dr. Lyndall Muschell, Dr. Holley M. Roberts, Dr. Christine Mutiti, Georgia College
This presentation explores the results of a two-year project with pre-service teachers which focused primarily on providing increased knowledge of science concepts, effective strategies, and use of resources to improve science instruction while increasing confidence for the teaching of science.

A Personalized Solution for Increased Student Success
Dr. Marcela Chiorescu, Dr. Rodica Cazacu, Georgia College
An important component of undergraduate education is the understanding of basic mathematics. To help students enhance their basic mathematical knowledge necessary for their academic success, Georgia College has begun offering a redesigned College Algebra course based on the latest technology and learner-centered pedagogy. This presentation will give an overview of how the redesigned course was implemented and the results.

Faculty + Support = Creativity + Innovation
Dr. Jason Huffman, Dr. Charles Martin, Dr. Rosalie Richards, Georgia College
This session will engage faculty and administrators interested in designing, implementing, and sustaining a vibrant community of STEM educators at their home institution. After a brief presentation on the nuts and bolts of implementing a successful faculty-led STEM MiniGrant Program at Georgia College, the presenters will facilitate a discussion on the benefits of this type of initiative for faculty, the valueadded for the institution, and strategies to address challenges that may arise.

Science Talk: A Pedagogical Tool for Using Instructional Conversation for Conceptual Growth in Science
Dr. Victoria Deneroff, Dr. Rosalie Richards, Georgia College
Non-science majors often do not engage in the intellectual processes of science despite substantial previous exposure to science courses. We have observed many students who are able to produce “right” answers that merely covered over profound misunderstandings about how scientists use evidence to create models. Only through extended discussions which hold students accountable for evidence have we been able to facilitate students’ learning of this core activity of science. We have therefore adopted conversation as our principal instructional tool. Our goal for this session is to engage participants in actual course activities to explore what works in navigating students’ struggles with how to connect experimental data with scientific theories.

The Impact of Supplemental Instruction on Teaching and Learning
Dr. Rosalie Richards, Dr. Laurie Huf fman, Dr. Catrena Lisse, Dr. Mike Gleason, Jeanne Haslam, Dr. Marcela Chiorescu
and Lisa Buttitta., Georgia College
This session is designed for participants new to Supplemental Instruction (SI) or already acquainted with non-remedial, peer-facilitated learning opportunities. After a brief introduction to our SI Program at Georgia College, members of an SI Teaching Circle will facilitate a discussion with conference participants on the benefits and challenges of the program from the perspective of our students, supplemental instructors and our faculty.

Providing Early Childhood Pre-Service Teac hers with Increased Science Content Knowledge and Effective Teaching Strategies: A Two Year Project
Dr. Lyndall Muschell, Dr. Holley M. Roberts, Dr. Christine Mutiti, Georgia College
This presentation explores the results of a two-year project with pre-service teachers which focused primarily on providing increased knowledge of science concepts, effective strategies, and use of resources to improve science instruction while increasing confidence for the teaching of science

A Personalized Solution for Increased Student Success
Dr. Marcela Chiorescu, Dr. Rodica Cazacu, Georgia College
An important component of undergraduate education is the understanding of basic mathematics. To help students enhance their basic mathematical knowledge necessary for their academic success, Georgia College has begun offering a redesigned College Algebra course based on the latest technology and learner-centered pedagogy. This presentation will give an overview of how the redesigned course was implemented and the results.

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About Dr. J. Metzker

I believe in the power of a liberal education to transform individuals and society. I am currently the Executive Director of the Brown Center for Faculty Innovation and Excellence. Formerly, I led a community engagement initiative and held a full professorship in chemistry at a public liberal arts university. I am a proud product of The Evergreen State College.
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