What is Perplexity?
I wonder if they wrote this with AI. :)
38 Matching Annotations
- Mar 2024
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blog.perplexity.ai blog.perplexity.ai
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- Mar 2022
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policies.ncsu.edu policies.ncsu.edu
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Page limit: 2
I can include a third page to talk about impacts – of COVID, or otherwise
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- Aug 2021
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www.biorxiv.org www.biorxiv.org
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Building Back
What a beautifully curated personal invitation to President Biden! Education is part of our national infrastructure, right?
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connections to K-12 enrichment
I plan to have my Gut Microbial Ecology students create educational modules aligned to National Science Education Standards!
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addressing a local ecological problem or local business/industry need
Key direction for future efforts! (But how to identify community partners?)
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Workforce development
I share a Google Doc with my students at the end of the semester, with a list of the skills they've built in my class, pre-formatted to paste into their resumes.
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core freshman research experience
I have a dream that (when we have an AEC major) all incoming freshmen would complete an "orientation retreat" before the semester starts, for which we might travel to a field site where students meet faculty, grads, and senior UGs, and participate in data collection / analysis (for a long-term project, perhaps?).
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Sub-dividable into “parallel projects” so that faculty can teach common methods, with students carrying out individual projects
This is exactly the approach I'm taking with the Alaskan marten sequencing project!
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1) use of scientific practices, 2) discovery, 3) broadly relevant or important work, 4) collaboration, and 5) iteration (multiple rounds of problem solving and troubleshooting)
So... my Conservation Ecology students work in groups to create research posters on a conservation campaign topic. Their work involves all 4 elements listed here – although they are doing a lit review and then developing/proposing SMART goals to achieve conservation objectives / overcome challenges. Does this count? (How strictly are we defining "research"?)
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similar affective gains for students using either path, while indicating that participation in CUREs can reduce the achievement gap between high-performing students and their peers
WHOA – scalable benefits with achievement gap reduction! I'm so excited – especially if I can use this approach in "lecture" courses.
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lab courses
My course will not be lab based (in the traditional wet or field lab sense). Rather – it's a 3-credit course that will meet in a classroom (or the library for a few sessions), where students will analyze data. Is that an "in silico" lab?
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use this moment of national focus to dramatically improve science education while dismantling structural and systemic inequity and racism
I REALLY hope we don't lose momentum... I have been pretty discouraged by NCSU's (lack of) response to the delta variant, and I'm afraid that indicates a similar lack of inertia to pursue DEI initiatives. Though, at least DIversity.edu training is already in place! And attracting more students = more $$$, so admin should be motivated to enact further change... right?
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there can be no equity in STEM education without equal access to research participation, and progress toward this goal can be achieved using CUREs
so straightforward! I love it!
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A thoughtfully designed CURE can go beyond foundational knowledge and analytical thinking to include career-related skills, e.g., teamwork and communication
I try to do this in my classes, but it's been by intuition (not in alignment with a formal framework). I'm excited to learn more on Thursday!!
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Recommendations
I like these tools for promoting positive attitude in our students!
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We can read more about how the IAT works and take free IATs online to explore our own implicit biases
This could also be useful training for TAs, search committees, mentors...
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We should acknowledge that our classrooms may be filled with students who have different motivations and aspirations than we had when we were in their seats
In my welcome letters last year, I ask students to email and tell me (1) preferred name, (2) pronouns, (3) why they are taking my class, and (4) something they hope to learn before they graduate. This year I'll update (4) to "please share one goal beyond this class". (Could be career, experience, training, or anything else to help me understand your motivations and aspirations.)
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As the course progressed, thoughtful questions from my transgender (i.e., discordance between social gender identity and identity assigned at birth) students helped me realize that I unintentionally omitted neuroscience studies that included trans subjects.
Next on my to-do list: reflection and revamp... I think I cite pretty diverse examples in Conservation Ecology, and I have integrated a few examples of Traditional Ecological Knowledge & practices in Applied Ecology; but I need to review the other AEC 400 examples (particularly "classic" ecological experiments that demonstrate competition, etc.) and update to include a more representative selection of researchers and systems.
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If we model our classrooms after those in which we found success as students, we may be inadvertently benefiting the students who have backgrounds, interests, or resources similar to ours
This parallels the addage about PIs tending to hire people who look / act / identify similarly to themselves.
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diversity commitment statements
Really? Last summer I worked with collaborators to analyze 250 EcoEvo job posts, and we found that only 30% of faculty listings required a diversity statement. (I didn't have to submit one for my job! So I integrated discussion of diversity throughout my teaching statement.)
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Positive classroom climates and teaching practices have been shown to improve persistence and academic and emotional development among diverse college students (Cabrera et al., 1999 ). Inclusive and equitable teaching practices have a greater influence on STEM performance and confidence in students’ abilities to pursue STEM careers than do the students’ own background characteristics (Cabrera et al., 2001 ; Colbeck et al., 2001 ). Therefore, we faculty can contribute to inclusive excellence in STEM by transforming our own pedagogical decisions and interactions to cultivate a positive climate and equitable educational outcomes for our students (Bauman et al., 2005 ; Milem et al., 2005 ).
This gives me hope, as an educator, that I can help to promote change!
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cultivate intellectual and social environments where all students have the opportunity to achieve academic success
This reminds me of the NCSU surveys for which white respondents ranked NCSU as much more welcoming and inclusive toward marginalized demographics, than did members of those marginalized populations.
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this increase in student diversity
Interesting: the authors seem to assume that the efforts are effective; but today we saw graphs that showed little change in non-white representation over the last 30 years. (Maybe NCSU demographics are stagnant by comparison?)
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- Mar 2021
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journals.physiology.org journals.physiology.org
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tudents actively seek answers toquestions or solutions to problems using their natural desireand curiosity, which drives the curriculum
Open-ended / student-centered / active-learning modalities flex to student interests, and adapt to various learning contexts.
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ducationaltechniques that stimulate student’s active participation are mosteffective in skill development and are essential to the successof dietetics professional
Active learning increases students' personal interest, motivation, autonomy, and professional skills.
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This type of strategycreates a dynamic environment that motivates and stimulatesthe students to engage in research and cooperative learning.
Open-ended, student-led projects engage students in personally-relevant active learning.
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if the students learn how the nervous systemcontrols physiological functions, they can build knowledge
Understanding of AP is critical foundation for understanding homeostasis and pathologies.
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AP is an important component of human physiology
For example – brief overview of action potential.
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One of the greatest challenges for teachers in human bio-logical sciences (physiology, histology, anatomy, etc.) is theability to contextualize the content for student
Students lack perspective and, therefore, appreciation for key (especially abstract) concepts.
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There are many challenges both in teaching and learninghuman biological science
Introduce traditional teaching model as suboptimal to open-ended / inquiry-based / problem-solving
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www.poetryfoundation.org www.poetryfoundation.org
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Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you.
I love that he acknowledges this tension, and sits with the discomfort.
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I am the only colored student in my class.
Still, unfortunately, true and relevant for so many students today!
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- Jan 2021
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The Dynamic Grouping Strategy
This sounds like a jigsaw exercise!
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- Dec 2020
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studentservices.ncsu.edu studentservices.ncsu.edu
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February 9 Tuesday Wellness Day (No classes)
Eep! I teach on TR! This will disrupt my course schedule!
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Spring 2021 Term
How will the altered spring schedule impact your course design?
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www.google.com www.google.com
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“New Note” button
This button is now labeled "Annotate", and the icon contains quotation marks (").
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- Aug 2020
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www.google.com www.google.com
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greyed out button
My browser shows a grey callout icon (speech bubble) with "h." inside it. (New version?)
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- May 2020
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www.hastac.org www.hastac.org
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activities beyond the screen that extend the lessons of the course,
Self-directed "field trip" challenges to observe, record, and apply concepts in the world around us
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