Abstract Detail

Conference Wide

Krakos, Kyra [1], Uno, Gordon [2], Sundberg, Marshall [3].

Broadening botanical pathways in teaching.

This workshop is part of a broader diversity and inclusion initiative which includes aligned goals for a workshop, symposium, and theme-focused contributed paper session organized by the Teaching and Outreach Section. The Teaching and Outreach Section proposes to sponsor this workshop. This workshop will be open to BOTANY 2019 participating faculty interested in teaching first and second year college courses. Recruitment of faculty from local tribal colleges, community colleges, and Hispanic-serving institutions (HSI) will be encouraged. Pending external funding, some travel awards may be available for participants with financial need.
Science practices play prominent roles in the Next Generation Science Standards, the revised AP Biology Curriculum, Vision and Change in Undergraduate Biology Education, and undergraduate teaching reform efforts. In this interactive, hands-on workshop, we share simple yet effective techniques for instructors to help students develop skills ranging from generating questions based on observations of the usual and unusual to exploring alternative explanations. You leave with tested examples, ideas for using and adapting them in your own classroom, and increased confidence to up the ante on student-centered learning or introduce inquiry into what you already do. Workshop participants receive a print copy of Inquiring About Plants: A Practical Guide to Engaging Science Practices.

Keywords       teaching, inquiry, student-centered learning, science practices, outreach, professional development

Ability to have group conversations around tables, ideally with 4-6 people per table Normal projector/laptop setup for PowerPoints. Overhead projector, if at all possible. Access to compound microscopes would be very useful.

Attendance: 30

Schedule Preference:    Sunday 10-12 and 1-3, with a proposed working lunch from 12-1:00 PM. The working lunch is contingent upon getting funds from an external NSF award.

1 - Maryville University, Biology, 650 Maryville University, St Louis, MO, 63141, United States
2 - University Of Oklahoma, Department Of Botany And Microbiology, Norman, OK, 73019, United States
3 - 1620 Alabama St, Lawrence, KS, 66044, United States

student-centered learning
science practices
professional development.

Presentation Type: Workshop
Abstract ID:61
Candidate for Awards:None

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