This is a guest post from Greg Crowther.
In a previous post here on Scientist Sees Squirrel, Steve raised an important and hard question: aside from helping students learn the specific content of our courses, how can we help students get better at learning in general?
Although it’s a hard question, I think I have a pretty good one-word answer: metacognition. Continue reading
I’ve just finished the 3rd go-around of my Scientific Writing course. When I first signed up to teach it, I was very scared, but now that I’ve been through it a few times, I’m quite pleased with how it worked out.
After the first offering, I posted my syllabus and other materials, and quite a few folks found that useful. But I’ve polished and improved the course, so today I’m posting an updated set. I’m also including some notes about adapting the course to online delivery – something I had involuntary experience with this year, as most of us did! Continue reading
I’ve said it many times: I wish my students were motivated by their love of the subject, not by the course credit or the grade. We all know what a joy it is to teach someone who’s there because they can’t wait to know more; who reaches toward us for knowledge rather than sitting back to have it delivered; whose eyes sparkle when they learn something new. Teaching that student is fun, and it’s easy. Wouldn’t it be wonderful if all our students were like that?
Actually, no. Continue reading
You can sometimes teach an old dog new tricks. Last semester, I made a significant change in my teaching, in one of my courses*: I dumped the traditional high-stakes midterm exam in favour of small weekly quizzes. I know, it’s not a breathtakingly original idea. I was persuaded to try it not because I’m a brilliant pedagogical experimentalist (I’m not), but because I was lucky enough to get an advance copy of Terry McGlynn’s new book, The Chicago Guide to College Science Teaching. You can read Terry’s book too, as soon as it’s released this summer; in the meanwhile, you can read a little bit about it here.
If The Chicago Guide has one theme, I’d say it’s using respect for your students to make navigating your courses easier them and also for you. Who wouldn’t want to do that? The book makes lots of suggestions I’m likely to adopt; but one I jumped on right away was that move from a big high-stakes midterm to small weekly quizzes. It’s not that I’d never thought of that, or seen it done – it’s that Terry does a wonderful job of selling the idea. The Chicago Guide convinced me that the weekly quiz could have lots of advantages, both for my students and for me. (It slices! It dices!).
It didn’t quite work out the way I expected. Continue reading
When I’m not writing Scientist Sees Squirrel (or writing books about the lovers, heroes, and bums commemorated in the Latin names of organisms), I have a day job. I’m a professor in the Department of Biology at the University of New Brunswick, in Fredericton, Canada. Over my years at UNB I’ve taught first-year biology, introductory ecology, population biology, biostatistics, scientific writing, non-majors biology, field ecology, and more. But I’ve just finished teaching the course I might love most of all: entomology.
I don’t really know what I am, scientifically, but I’m often mistaken for an entomologist. And it’s true, I know some stuff about insects. The most important thing I know about them is probably that they’re just about endlessly diverse, endlessly beautiful, and endlessly fascinating. Continue reading
Image: Writing, CC 0
I teach a scientific writing course, and I think I’m doing it wrong.
I don’t mean that I’m teaching my course wrong. It might not be the course you’d teach, but I’m happy enough with it, and my students seem to be too. What I mean, I guess, is that we’re doing it wrong, as a department. That’s because I’m teaching my course to grad students and 4th year (Honours-by-thesis) undergrads – and it’s pretty easy to argue that that’s way too late.
I’ve come to understand that writing is one of the most important things we teach our undergraduates.* And while I teach scientific writing, I think writing is also one of the most transferable things we teach. Continue reading
So, I’m teaching my course in Scientific Writing, and I’m frustrated by something I didn’t see coming. I teach students to write in the active voice (“I measured photosynthesis”, not “Photosynthesis was measured”). That’s the modern best practice in scientific writing – not to use the active all the time, but to prefer it unless there’s a specific reason for using the passive in a specific sentence. But the way the course is structured, I’m running into conflict with my departmental colleagues. Continue reading