For over two decades, I have focused my pedagogical efforts on developing inquiry-driven curricula and activities to improve student learning outcomes. The foundation of this approach is my conviction that all students are capable of learning science, and that engaging critically with challenging problems is vital to their becoming life-long learners. These decades of experience in and out of the classroom are what I will bring to your organization. I am comfortable working with your institution to develop curricula ranging from faculty training programs to semester-long or degree-driven courses for diverse audiences. The approach I use in all curriculum and assessment planning is to first work with stakeholders to determine the goals – desired outcomes – for the experience, and to make sure that all activities and assessments are supportive of learner growth towards those goals.
My experience spans the range from face-to-face through hybrid and blended to fully on-line courses. I use research and collaboration to develop outcomes driven, inquiry-based courses and curricula to help young adults better understand their responsibility for their own learning. Course and curriculum design is collaborative with faculty and other instructional staff, because only they understand their abilities, institutional limitations, and student needs. Importantly, I enjoy planning curricular development that includes professional development to empower faculty to monitor and modify courses as needed to match students’ abilities and needs.
In order for faculty to ascertain the effectiveness of their classroom activities, I help facilitate the design of formative assessment plans enabling the reflective practitioner to evaluate the efficacy of different teaching techniques both qualitatively and quantitatively, and adjust content and technique as necessary. Assessments in this strategy are frequent, proficiency based, appropriate to the discipline, and empowering to the students. More recently, I have developed workshops for graduate teaching fellows and faculty that convey some of the “tricks” for facilitating student reflection to stimulate learning through understanding.
- Over 25 years using learner-centered curriculum and instructional techniques, specializing in teaching non-majors biology for high-school students and traditional and non-traditional college students.
- Developed an outcome-focused educational model based upon cognitive development models, behavioral models, and empirical evidence of effective practices.
- Mentored original research by students; worked with student authors to prepare manuscripts and reports.
- Design and administer instructional web sites, including grading rubrics, interactive formative quizzes, and on-line collaborative assignments.
- Implement a wide range of assessment tools including proficiency-based informal and formal assessments to evaluate activities and align them with student background and skill level.
- Develop and implement self-design science experiments for students of all levels.