Work in a flipped course in genetics and molecular biology

Description: Gain real-world experience in a flipped classroom taught in a technology-enabled active learning space (WisCEL). This is a great chance to get in-depth with problem-based learning, formative and summative assessments, and/or group work dynamics. Semester(s): Fall Institution: UW–Madison Department(s): Bacteriology, Microbiology, Genetics, Biochemistry, Cellular and Molecular Biology Intern background needed: Molecular biology, genetics, and/or biochemistry Course: Microbio 470, Microbial Genetics and Molecular Machines Course info: Upper-level undergraduate course, 50-70 students, delivered in blended/flipped format; instructors spend class time working on problems with students. Assessments include a group work component. Class meets in the WisCEL technology-enabled active learning space. Course time/day: Likely to be Wednesday and Friday, 9:30 – 10:45 am Challenges a project might address include: Balance small stakes assessments from each module with some more comprehensive learning assessments. Potential guest teaching topics/units: Course is divided into modules, so intern could pick from several, and work with instructor to design new Knowledge Check, In-Class, and Assessment problems associated with the chosen module. Teaching strategies currently used: Flipped classroom: In-class time almost exclusively group-based problem solving; lecture capture includes knowledge checks. Real-world examples from active research in the department. Technology: Lecture content is all online; use of Piazza discussion form, Canvas quizzes and atomic assessments for problem-solving. Inclusive approaches include: All content online is accessible including transcripts for videos; after taking an individual assessment students have the opportunity to discuss problems with peers and resubmit answers to questions. Teaching strategy of interest: Expanding on any of the infrastructure described would be helpful – additional problems for a module; exploring better ways to engage students in groups during problem-solving; iterative review of the connection between module objectives and the problems – any of these would be valuable to incorporate into the intern’s teaching plan. Contact: info@delta.wisc.edu