1) Developmental Genetics: the role of cell signaling in constraining proliferation of developmental fields within tissues during development;
2) The effects of CLIC (Cinematic Lectures and Inverted Classes) on undergraduate Biology learning outcomes.
David, Tom Jack suggested moving the link for the rubrics so that it is higher on the page...... Other than that no other TtP folks had comments. So if you could please make that change and then post the page that would be great! Thanks!
David, Thanks for creating this page so quickly! I have sent the URL to my TtP group to solicit their comments prior to my approval. I have asked them to respond to me by 5 pm Pacific this Wed. Will let you know their thoughts after that! Cheers, Pam
David, I am the PI for the TtP EAGER grant. We are funded to pilot the certification process. Not sure how much detail you want about the project, but here is the link to the abstract on the NSF awards page.
There is also a timeline in the grant (am adding this after viewing the timeline on your Ambassador page). Timeline attached below. The dates in the timeline are approximate and and most will probably be pushed by 2 weeks to one month. If you have more questions or need more info, please let me know. Thanks, Pam
David - Glad to hear that you're interested. The RCN-UBE would develop a network of biologists with experience/interest in faculty professional development. If you'd like to hear more, please some dates/times when you'd be free to talk.
Hi David- I noticed your post on transforming the lecture, and wanted to let you know that "Dale's Cone of Experience" has been debunked: there is no empirical evidence to support the visual you posted in the discussion thread. One snippet from a listserv conversation in higher ed:
"Yes, we believe it to be accurate - but no, we do not any longer have - nor can we find - the original research that supports the numbers. We get many inquiries every month about this - and many, many people have searched for the original research and have come up empty handed. We know that in 1954 a similar pyramid with slightly different numbers appeared on p. 43 of a book called Audio-Visual Methods in Teaching, published by the Edgar Dale Dryden Press in New York. Yet the Learning Pyramid as such seems to have been modified and always has been attributed to NTL Institute."
"The reference they site is by Edgar Dale and the figure they refer to is Dale's cone of experience which includes NO NUMBERS.
"...With a little further investigation I found that Michael Molenda of Indiana University has spent quite a bit of time investigating this and states "...yes, I do support the claim that the “retention chart” is largely bogus. What is particularly bogus is the attempt to link it to various sources, including Edgar Dale, Jerome Bruner, and other legitimate authorities. Totally BOGUS."
As a result of this information I've chosen to use the divisions (with no numbers) to talk about learning in a more anecdotal/intuitve way. I believe that using the unsubstantiated percentages can only weaken the case..."
Just saw your comment on resource development and let's make sure we continue to touch base as both our teams move forward. I also firmly believe that this resource is critical for large scale, national adoption of VC.
If you are an undergraduate life science educator, department chair, or administrator, we invite you to join PULSE and make your department a model of Vision and Change in undergraduate life science education!