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After class, “traditional” homework, quizzes, and testing automatically assess your comprehension of the material and provide opportunities for improvement. Lisa: I'm hopeful for institutions supporting women as they're starting their careers, making them feel included, wanted, and that their contributions are valued because they have unique contributions to make. And this includes trans people, LGBTQ+, disabled people, BIPOC, and groups of people that have been marginalized, pushed aside – not made to feel welcome in biology and other sciences. It's really important to value all biologists and not just the ones who are established white men.
Learning Catalytics is an interactive, student response tool that uses students' smartphones, tablets, or laptops to engage them in more sophisticated tasks and thinking. You can pose a variety of open-ended questions that help your students develop critical thinking skills, while monitoring responses to find out where they're struggling, allowing you to adjust your instructional strategy in real-time. You can also use Learning Catalytics to automatically group students for peer-to-peer learning. Plus their work in Learning Catalytics feeds into the Mastering gradebook. Lourdes: A big thing that still is facing women in STEM is the career or family versus career and family, which is disappointing. So many women are having to make decisions between those things rather than being given the chance to blend them successfully. Hi, I'm here to talk to you about some of the exciting features you'll find in Mastering Biology for Majors. This just seemed absolutely daunting to me when I considered the vast and varied intersectionality presented in each of my students’ lives. However, after reading Lang’s Small teaching I felt more empowered to make changes in my teaching and course-room designs. Next, we look at how many biology topics can be explored through the use of video and animations. Yet many professors don't have time to find films that are well-suited for the classroom. And when students do see videos, they sometimes need guidance to help them focus on teaching points rather than just being entertained. That's why the new, Assignable Short Films produced by HHMI's BioInteractive...
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During class, Learning Catalytics and existing Mastering media like simulations, Flix, Videos, etc.,bring tough topics to life. Most of us teaching college today have encountered the drives and initiatives to create inclusive classrooms. The pandemic and debates over social justice have challenged many of us to examine and re-examine how and what we teach. Safety protocols, strong debates over the role of diversity, equity and inclusion in higher education may have left many teachers feeling burned out with adjusting.
Gradebook records all scores for automatically graded assignments. Struggling students and challenging assignments are highlighted in red, giving you an at-a-glance view of potential hurdles students may face throughout your course. I needed to find descriptions of what an inclusive classroom looks like or explanations of some of the terms used in these initiatives. I discovered this from the Office of Diversity and Inclusion at the University of Central Florida, “In an inclusive college classroom, the participants work together to create and maintain a climate of openness and respect that encourages individuals to share their perspectives and thought for the purposes of mutual understanding, growth, and development. Inclusive classrooms are welcoming, secure, diverse, and interactive. In an inclusive college classroom, instructors strive to be responsive to students as individuals with many intersectionalities, as well as cognizant of students’ uniqueness and value in relationship to the broader classroom culture.” From there, many instructors are looking for ways to foster a more engaging classroom experience. Some want to flip their classroom while many others are just looking for ways to increase student participation. Intersectionality is the interconnection of social constructs such as race, class, and gender. And this construct applies to both individuals and groups. Intersectionality creates overlapping and interdependent systems that may foster discrimination and disadvantage, or conversely, may create privilege and entitlement. Mastering provides hints of two types that help students work through, and ultimately solve, problems. Declarative hints provide advice on how to approach the problem, guiding students to the final answer. Socratic hints break a problem down into smaller sub-problems, which makes it easier for students to complete the original problem. Dynamic, best-in-class contentWe’ve rounded up seven of Mastering’s best features that are sure to help the way you teach, engage, and ensure your students success. 7 Mastering features you can start leveraging today —
Assist instructors in not only using these videos to engage students in biology class lectures, but also in assigning the video activity as homework to reinforce concepts. The BioInteractive Short Films are accompanied by assessment questions that complement the concepts explored within the films. Mastering Biology has many additional features that help students study for tests, complete assignments, and participate in class discussions. Additionally, this program helps students gain a deeper knowledge of core biological theories and concepts. Here are a few examples of how Mastering Biology can help.I said to one of my young coworkers, you shouldn't apologize so much for being a mother. And it's not that she was really apologizing for being a mother but that was the situation she was struggling with emotionally. She didn't want to it come across as “dropping the ball” now that she had a child. Lourdes: I would say early on it was it was rather challenging. I wouldn't say it was academically difficult for me so much as it was an emotional challenge. I ended up constantly having to prove myself, over and over again, much more so than a lot of my male peers. It’s a recurring theme I hear from other women scientists, so it's nice that I wasn't alone, but it's also disappointing that that's still often the case for women in STEM. By putting more Mastering tools to work, you can help develop more confident, competent learners eager to embrace complex scientific challenges through mindful, meaningful ways and help them improve results. Lisa: There still is a lot of bias and it's still something we have to be really careful about. And not only against women but transgender and non-gender binary people. 50% of the students don't identify as binary genders at my school, and it's really important to have all these voices at the table. Not every student learns the same way and at the same rate. And now, thanks to advances in adaptive learning technology, you no longer have to teach as if they do. Mastering uses real time data and analytics, to reinforce concepts that target each student's strengths and weaknesses.
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