Preliminary Program


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Pre-Conference Workshops

Integrating Quantitative Reasoning in Biology Education: Making the Science More Authentic and the Learning More Robust

Louis Gross, University of Tennessee - Knoxville
Sam Donovan, University of Pittsburgh

Thursday, May 28 at 10:00 am-12:00 pm and 1:00 pm-3:00 pm (Lunch will NOT be provided during the 12:00 pm-1:00 pm meal break.)

Join us for an education workshop where you will get hands on experience using a variety of freely available scientific tools to explore biological problems. Our primary goal is to help participants adopt and adapt existing curriculum modules that address two of the core competencies outlined in the Vision and Change report (“Ability to use quantitative reasoning” and “Ability to use modeling and simulation”). The tools and modules we will present are appropriate for use in introductory biology and microbiology course and laboratory settings. One tool introduced will be the R package, a freely available statistics and modeling package available on multiple platforms that has become prevalent in many areas of biology. Attendees will work with examples of its use with naive students to enhance quantitative analysis of data. Topics will include data analysis/visualization, agent based modeling, and general strategies for engaging students quantitative reasoning. (Select this option when you register for ASMCUE. Registration Fee: $100 (until March 9); $125 (March 10-April 20))

Creating a Successful NSF Grant Proposal

Thursday, May 28 at 10:00 am-12:00 pm and 1:00 pm-3:00 pm (Lunch will NOT be provided during the 12:00 pm-1:00 pm meal break.)

Loretta Brancaccio-Taras, Kingsborough Community College CUNY

This workshop will actively engage participants in the thinking and writing of a successful NSF grant proposal.   A particular focus will be placed on the development of aims and aligned measures that will maximize your funding success. In addition, the criteria of intellectual merit and broader impacts, used by panelists to critically assess proposals will be discussed.  By the end of the session, participants will be able to craft a one-page description of their research proposal. (Select this option when you register for ASMCUE. Registration Fee: $60 (until March 9); $85 (March 10-April 20)) 

Designing Courses Based on National Recommendations for STEM Education

Thursday, May 28 at 10:00 am-12:00 pm and 1:00 pm-3:00 pm (Lunch will NOT be provided during the 12:00 pm-1:00 pm meal break.)

Susan Merkel, Cornell University
Ann Stevens, Virginia Tech
Heather Seitz, Johnston County Community College

This writing workshop will help you with the process for re-considering an existing course or designing a new course. Although participants will not be able to complete the design of an entire course in the short workshop session, we aim for participants to leave with a strategy to implement national recommendations and curriculum guidelines into their course, concrete ideas for prioritizing course outcomes and aligned assessments, and support and excitement for continuing the course planning process. During the workshop, participants will use principles of backwards course design and evidence-based teaching to guide the course design process. Participants will be encouraged to incorporate guidelines from recently published national recommendations for STEM education, such as Vision and Change and the ASM Curriculum Guidelines for Undergraduate Microbiology, in their course, and participants will learn strategies to implement the national recommendations into their classroom. Participants will receive instructor, peer, and self-feedback on the process throughout the workshop. Participants are encouraged to bring an existing syllabus to the workshop, and they will be assigned a short pre-workshop assignment (reading and watching a webinar) to help ensure that they will arrive prepared to write. (Select this option when you register for ASMCUE. Registration Fee: $60 (until March 9); $85 (March 10-April 20))

 


 Plenary Lecturers at the Forefront of Science and Teaching


Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning
José Antonio Bowen, President, Goucher College 
National award-winning educator and author of Teaching Naked 
 

 



Antibodies Against Ebola Virus: The Road Map
Erica Ollmann Saphire, The Scripps Research Institute 
 
 
 
 
 

 
 
 
pierson duaneMicrobes and Spaceflight
Duane Pierson, NASA Johnson Space Center







no-personMobility and Higher Education
Education and Medical Development Executives, Apple Inc.







Scientific Udpates

RNA Protein Interactions
Lydia Contreras, The University of Texas at Austin

Bacterial Symbionts
Nancy Moran, The University of Texas at Austin 

Bacterial Pathogenesis
Stephen Trent, The University of Texas at Austin

Microbial Biofilms
Marvin Whiteley, University of Texas at Austin


Assessment Tools and Techniques

Why am I Teaching this Class? Aligning Program Outcomes with Course Outcomes and Assessment
Loretta Brancaccio-Taras, Kingsborough Community College CUNY

Implementing Vision and Change in a Life Science Living-Learning Program at the University of Maryland
Boots Quimby, University of Maryland


Broadening Participation

STEMing the Tide: Fostering a Pipeline of Successful STEM Graduates
Ashley Hagler and Cliff Grimsley, Gaston College


Course-Integrated Undergraduate Research

GENI-ACT: Facilitating Original Research in Undergraduate Science Classrooms
David Rhoads, California State University, San Bernardino
Brad Goodner, Hiram College


Facilitating Active Learning

The Use of Social Media to Enhance Student Engagement
Priscilla Johanesen and Meredith HughesMonash University

Implementation of Active Learning in the Biology Classroom: An Observational Study
Jeffrey Olimpo and Sue Ellen DeChenne, University of Northern Colorado


Facilitating Active Learning: Case Studies

Case Study Teaching in Undergraduate Biology and Microbiology Courses
Kevin Bonney, New York University

“An Inexplicable Disease”- Prion Disease as a ‘Choose-Your-Own-Experiment’ Case to Introduce Students to Scientific Inquiry
Justin Hines, Lafayette College

Thinking on your Feet: How to Use Case Study Pedagogy in a Large Lecture
Ally Hunter, UMass Amherst


Flipped Resources

How to Support your Flip using Instructional Technology
Derek Weber, Raritan Valley Community College


Professional Development

Communicate More Effectively with Colleagues and Students
Karen Klyczek, University of Wisconsin-River Falls  
Loretta Brancaccio-Taras, Kingsborough Community College CUNY

 


Quantitative Biology

Teaching Quantitative Approaches in Biology: What is the Need; Where do We Stand; and, How can We Move Forward?
Sam Donovan, University of Pittsburgh
Louis Gross, University of Tennessee – Knoxville

 


Service Learning

Citizen Science: Science Literacy Education in the College Curriculum
Amy Savage, Bard College

Biology on the Go – Science Outreach for K to 12 and beyond!
Ann Williams, University of Tampa
Aarti Raja, Nova Southeastern University


Teaching Resources

A Constructivist Approach to Student Success:  Using Web-Based Tools to Create a Constructivism Lesson Plan
Warner Bair III, Lone Star College-CyFair

Avida-ED: An Artificial Life Platform for Teaching Evolutionary Principles and the Nature of Science
Jim Smith, Michigan State University and Lyman Briggs College


Networking Sessions

Sharing Issues, Finding Local Support, and More
One of the top reasons attendees give for attending ASMCUE is the opportunity to network with fellow educators. Meals at the Conference are intentionally served as a group to allow a time and place for this important networking to occur. This year, the three breakfast meals have been organized to maximize attendee interaction.

Friday - Breakfast by Topical Areas
Several issues have been identified by the Steering Committee such as implementing the lab safety guidelines, community colleges issues, online teaching, Meet the JMBE Board, curriculum guidelines, and more.  If you have a topic for an interest group, please email us at This email address is being protected from spambots. You need JavaScript enabled to view it.

Saturday - Breakfast by Location
ASM's supports thirty-five Branches organized by geographical territories that are defined by one or more states and/or zip code areas. On site, attendees will receive information about their branch and region and be encouraged to meet others in the same vicinity. International attendees will have an opportunity to meet as well.

Sunday - Free for All!
You are on your own! Take a chance. Sit at a table where you recognize no one. Experienced faculty, introduce yourself to a first-timer. First-timers, hobnob with a speaker or ASM leader. Go outside your comfort zone! You never know, you may meet a collaborator or a friend for life. Many close friendships were born and nurtured at an ASMCUE meeting. 


Microbrew Session: Mixing Ideas for Successful Teaching Strategies in Microbiology

These sessions provide a forum for attendees to share ideas and thoughts on best practices in microbiology and biology education. Oral presenters are selected from attendees submitting abstracts for consideration in the Microbrew categories and give 15 minutes "chalk-talks" in which they share their activity.


Poster Presentation Session

The poster abstracts are organized by both content and pedagogy. The content themes are evolution, cell structure and function, metabolic pathways, information flow and genetics, microbial systems, and impact of microorganisms. For the purposes of ASMCUE, a seventh concept, advancing STEM education and research has been added to the abstract in order to identify authors working in this broader-scoped area. The pedagogy themes are organized into five categories: course design, hands-on projects, student learning, teaching approaches, and teaching tools.

 

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