PERC Faculty Development Efforts

Text
Michael, Joel A. and Harold I. Modell. Active Learning in Secondary and College Science Classrooms: A working model for helping the learner to learn. Mahwah, NJ: Routledge, 2003. ISBN 978-0-8058-3948-7.

Essays
•  Michael, Joel A. Challenges and Responses: My Evolution from Research Scientist to Teacher, Educator, and Educational Researcher in Rangachari and Dorsey eds. Students Matter: University teaching is rewarding. Southern Illinois University Press, pp. 123-134, 2012.
• Modell, H.I. Why do I do this? in Rangachari and Dorsey eds. Students Matter: University teaching is rewarding. Southern Illinois University Press, pp. 135-151, 2012.

Workshops and Short Courses
Since PERC was formed in 1997, PERC members have conducted over 50 faculty development workshops and short courses.  Workshops are typically 2 to 8 hour sessions held in conjunction with national meetings or on college/university campuses.  Short courses are multiple day events held on college/university campuses.

Sample titles of past workshops/short courses include:

•  Promoting active learning in the classroom.
•  Active Learning in the Physiology Classroom.
•  Helping Students Recognize Recurring Themes in Physiology.
•  How can we better help our students learn in the classroom.
•  Active Learning – What is it and how can I promote it in my classroom?
•  Students Teaching Students: Getting students to think in the PBL classroom.
•  Active Learning in the Life Science Classroom.
•  Helping the Learner to Learn: What does it mean and how can I do it?
•  Misconceptions About Pressure and Flow Relationships – Uncovering and
    Remedying Them.
•  Helping the Learner to Learn in the Life Science Classroom.
•  Physiology for Physiology and Biology Teachers.
•  Helping the Learner to Learn in the Science Classroom.
•  Helping the Learner to Learn in the Medical School Classroom.
•  Physiology for Physiology Teachers: Helping Students Visualize Mechanisms.
•  Creating a Learning Community in the Classroom.
•  In Pursuit of Meaningful Learning.
•  Using case studies in the classroom.

 

Symposia/Meetings
PERC members also organize and/or participate in symposia at National/International meetings and make presentations at meetings focused on faculty development.   Recent participation includes the following symposia and meetings:

• Wright, A. How to use the Homeostasis Conceptual Assessment as a formative assessment. Annual HAPS Meeting, Jacksonville, FL, 28 May 2014.
•  Wenderoth, M.P. (Co-Chair)  Using Retrieval Practice and Other Advances from Cognitive Science to Enhance Student Learning. Experimental Biology 2014, 27 April 2014.
• Wright, A. What visual representations of homeostasis do faculty use? Annual NARST meeting, Pittsburgh, PA. 31 March 2014.
•  McFarland, J. (Chair). Concept Inventories: Assessing Concepts and Competencies to Improve Learning and Teaching.  Experimental Biology 2013, 22 April 2013.
• McFarland, J. Concept inventories in biology related to anatomy and physiology. Annual HAPS Meeting, Victoria, B.C. 2011.
• Michael, J. How do I know what they understand: Testing students’ mental models. Conceptual assessment in Biochemistry and Molecular Biology meeting, Bethesda, MD, 2010.
• Michael, J. and J. McFarland. Less is more: Coping with the knowledge explosion in the physiology classroom.   Ninth International Society for the Scholarship of Teaching and Learning Conference, Indiana University, Bloomington, IN, 2009.
• Cliff, W. Concept mapping as a window into student understanding. Experimental Biology 2008.

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