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Cassie M. Dresser

Teaching Portfolio

March 2014

University of Tennessee Ecology & Evol. Biol. Dept.

569 Dabney Hall Knoxville, TN 37996-1610

 

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    3 Curriculum Vitae

    11 Current Teaching Responsibilities

    12 Teaching Philosophy

    14 Evaluations

    16 Professional Development

    17 Recommendations and Awards

    18 Teaching Goals

    19 Sample Syllabus

    25 Teaching Related Research

 

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CASSIE M. DRESSER Abbreviated CV

Ecology & Evol. Biology Dept. Office Phone: 865-974-6188 University of Tennessee Email: cdresser@vols.utk.edu Knoxville, TN 37996 Webpage: cassiedresser.info EDUCATION Ph.D., Biology, University of Tennessee, Knoxville, TN 2013-2018 M.S., Conservation Biology, Central Michigan University, Mount Pleasant, MI 2010-2013 B.A., Biology, Hartwick College, Oneonta, NY 2006-2010 HSD, South Seneca Central School, Ovid, NY 2002-2006 EXPERIENCE Research Assistant, Dr. Bradley Swanson, Central Michigan University 2013 Field Research Assistant, Dr. Mark Kuhlmann, Hartwick College 2010 Graduate Discussion Instructor, Dr. Stan Guffey, University of Tennessee 2014 Graduate Lecture Assistant, Dr. Sarah Dalrymple, University of Tennessee 2014 Graduate Lecture Assistant, Dr. Elizabeth Schussler, University of Tennessee 2013 Graduate Teaching Assistant, Mr. Daniel Benjamin, Central Michigan University 2010-2013 Student Instructor, Dr. Douglas Hamilton, Hartwick College 2009 State Park Explorer Guide, Pontiac Lake Recreation Area, Michigan DNR 2013 PUBLICATIONS Dresser, C.M. and B.J. Swanson (2013) Preemptive legislation inhibits the anthropogenic spread of an

aquatic invasive species, the rusty crayfish (Orconectes rusticus). Biological Invasions, 15, 1049-1056.

Dresser, C.M. and B.J. Swanson (In Review) Evaluating the role of anthropogenic introductions in the distribution patterns of invasive rusty crayfish (Orconectes rusticus).

Dresser, C.M., M. Kuhlmann, and B.J. Swanson (In Review) Role of abiotic factors on native crayfish behavioral defense against invasive rusty crayfish (Orconectes rusticus).

 

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PRESENTATIONS Dresser, C.M., C.L.F. Landerer, and J.B. Corush (July 2014) Read the room: instructor assumptions

about student perceptions. Poster presentation, Society for the Advancement of Biology Education Research, University of Minnesota, Twin Cities, MN.

Dresser, C.M. and B.J. Swanson (September 2013) Evaluating the role of anthropogenic introductions in the distribution patterns of invasive rusty crayfish (Orconectes rusticus). Poster presentation, South Eastern Population Ecology and Evolutionary Genetics, Mountain Lake Biological Station, University of Virginia, Charlottesville, VA.

Dresser, C.M., M.L. Kuhlmann, and B.J. Swanson (August 2012) Role of abiotic factors on native crayfish behavioral defense against invasive rusty crayfish (Orconectes rusticus). Oral presentation, 97th Annual Meeting for the Ecological Society of America, Portland, OR.

Dresser, C.M. (April 2012) Native crayfish behavioral defense against invasive rusty crayfish. Poster presentation, Student Research and Creative Endeavors Exhibition, Central Michigan University, Mount Pleasant, MI.

Dresser, C.M. and B.J. Swanson (December 2011) They fought the law and the law won: Impact of legislation on the anthropogenic spread of rusty crayfish. Poster presentation, 25th International Congress for Conservation Biology, Auckland, New Zealand.

Dresser, C.M. (May 2010) The sensitive period of temperature-induced variation in coloration of monarch larvae. Oral presentation, Biology Symposium, Hartwick College, Oneonta, NY.

Dresser, C.M. (May 2009) The art of code. Poster presentation, Student Showcase, Hartwick College, Oneonta, NY.

AWARDED GRANTS Conservation Grants Fund ($21,588), Association of Zoos and Aquariums 2014 Ecology & Evol. Biol. Dept. Research Funds ($482), University of Tennessee 2014 Chadwick Lewis Memorial Grant ($500), Tennessee Herpetological Society 2014 Ecology & Evol. Biol. Dept. Research Funds ($428), University of Tennessee 2013 Sigma Xi Grant-in-Aid of Research ($650) 2012 Crustacean Society Fellowship ($1,000) 2012 Graduate Student Research & Creative Endeavors Grant ($700), Central Michigan 2011 Marion Whitney Summer Graduate Scholarship ($950), Central Michigan 2011

 

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CASSIE M. DRESSER Extended CV

Ecology & Evol. Biology Dept. Office Phone: 865-974-6188 University of Tennessee Email: cdresser@vols.utk.edu Knoxville, TN 37996 Webpage: cassiedresser.info EDUCATION Ph.D., Biology, University of Tennessee (UTK), Knoxville, TN 2013-2018

Dissertation title: Monitoring long-term success of bog turtle releases with genetics and telemetry

M.S., Conservation Biology, Central Michigan University (CMU), Mount Pleasant, MI 2010-2013 Thesis title: Mechanisms of rusty crayfish invasion in the Upper Susquehanna River Basin

B.A., Biology, Hartwick College (HC), Oneonta, NY 2006-2010 Thesis title: The sensitive period of temperature-induced variation in coloration of monarch larvae

HSD, South Seneca Central School, Ovid, NY 2002-2006 Valedictorian

EXPERIENCE Research Assistant, Dr. Bradley Swanson, CMU 2013

Trained undergraduate and graduate students in laboratory techniques (DNA extractions, PCR, gel electrophoresis, sequencing preparation, and genotyping on ABI); maintenance of ABI Prism 3130 Genetic Analyzer

Field Research Assistant, Dr. Mark Kuhlmann, HC 2010 Surveyed local rivers for crayfish species; conducted experimental trials on shelter competition between crayfish species; developed independent pilot study to evaluate crayfish behavioral syndromes

Graduate Discussion Instructor, Dr. Stan Guffey, UTK 2014 BIOL 150, Introduction to Organismal and Ecological Biology, class size = 200 students; independently provided instruction to three discussion sections (24 students each) to provide students with the skills necessary to read, interpret, and relate scientific articles; facilitated student discussion at various points during each lecture; provided some assistance with exam and assignment preparation; graded two lecture exams; conducted one-on-one meetings with students as needed; proctored exams; developed and presented one lecture

Graduate Lecture Assistant, Dr. Sarah Dalrymple, UTK 2014 BIOL 130, Biodiversity, class size = 150 students; facilitated student discussion at various points during each lecture; provided some assistance with exam and assignment preparation; graded 50% of class assignments, quizzes, and exams; conducted one-on-one meetings with students as needed; proctored exams; developed and presented several lectures

 

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Graduate Lecture Assistant, Dr. Elizabeth Schussler, UTK 2013 BIOL 130, Biodiversity, class size = 200 students; facilitated student discussion at various points during each lecture; provided substantial assistance with exam and assignment preparation; graded 75% of class assignments, quizzes, and exams; conducted one-on-one meetings with students as needed; proctored exams; developed and presented several lectures

Graduate Teaching Assistant, Mr. Daniel Benjamin, CMU 2010-2013 Independently taught 5 semesters of introductory biology lab (3 sections per fall semester and 2 sections per spring semester with a maximum of 24 students per section); served as an temporary assistant to the lab supervisor as the position switched hands (led GTA meetings; developed assignment rubrics; created or updated all PowerPoint lectures for lab GTAs); voluntarily developed and taught an EXCEL workshop for all introductory biology students for 3 semesters

Student Instructor, Dr. Douglas Hamilton, HC 2009 Led study sessions prior to exams for Concepts of Biology course; biology tutor

State Park Explorer Guide, Pontiac Lake Recreation Area, Michigan DNR 2013

Independently designed nature programs for state park visitors (guided hikes, taught visitors how to fish, tours by kayak, crafts, games, contests, scavenger hunts, built bird houses, showed nature videos, aquatic sampling, etc.); advertised programs with flyers and roving the beach area and campground; published perspective essays in the program's newsletter; ordered and organized supplies

PUBLICATIONS Dresser, C.M. and B.J. Swanson (2013) Preemptive legislation inhibits the anthropogenic spread of an

aquatic invasive species, the rusty crayfish (Orconectes rusticus). Biological Invasions, 15, 1049-1056.

Dresser, C.M. and B.J. Swanson (In Review) Evaluating the role of anthropogenic introductions in the distribution patterns of invasive rusty crayfish (Orconectes rusticus).

Dresser, C.M., M. Kuhlmann, and B.J. Swanson (In Review) Role of abiotic factors on native crayfish behavioral defense against invasive rusty crayfish (Orconectes rusticus).

PRESENTATIONS Dresser, C.M., C.L.F. Landerer, and J.B. Corush (July 2014) Read the room: instructor assumptions

about student perceptions. Poster presentation, Society for the Advancement of Biology Education Research, University of Minnesota, Twin Cities, MN.

Dresser, C.M. and B.J. Swanson (September 2013) Evaluating the role of anthropogenic introductions in the distribution patterns of invasive rusty crayfish (Orconectes rusticus). Poster presentation,

 

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South Eastern Population Ecology and Evolutionary Genetics, Mountain Lake Biological Station, University of Virginia, Charlottesville, VA.

Dresser, C.M., M.L. Kuhlmann, and B.J. Swanson (August 2012) Role of abiotic factors on native crayfish behavioral defense against invasive rusty crayfish (Orconectes rusticus). Oral presentation, 97th Annual Meeting for the Ecological Society of America, Portland, OR.

Dresser, C.M. (April 2012) Native crayfish behavioral defense against invasive rusty crayfish. Poster presentation, Student Research and Creative Endeavors Exhibition, Central Michigan University, Mount Pleasant, MI.

Dresser, C.M. and B.J. Swanson (December 2011) They fought the law and the law won: Impact of legislation on the anthropogenic spread of rusty crayfish. Poster presentation, 25th International Congress for Conservation Biology, Auckland, New Zealand.

Dresser, C.M. (May 2010) The sensitive period of temperature-induced variation in coloration of monarch larvae. Oral presentation, Biology Symposium, Hartwick College, Oneonta, NY.

Dresser, C.M. (May 2009) The art of code. Poster presentation, Student Showcase, Hartwick College, Oneonta, NY.

GUEST LECTURES, WORKSHOPS & CERTIFICATIONS Species Interactions & Biogeography; Biodiversity (BIO 130), UTK, March 4th 2014 Speciation; Biodiversity (BIO 130), UTK, February 4th 2014 Invertebrates; Biodiversity (BIO 130), UTK, November 21st 2013 Phylogenies; Biodiversity (BIO 130), UTK, October 15th 2013 Microsoft EXCEL Workshop for Introductory Biology, CMU, once per semester (3) 2012-2013 Collaborative Institutional Training Initiative, Work with Human Subjects Certification 2014 AWARDED GRANTS

Conservation Grants Fund ($21,588), Association of Zoos and Aquariums 2014 Ecology & Evol. Biol. Dept. Research Funds ($482), UTK 2014 Chadwick Lewis Memorial Grant ($500), Tennessee Herpetological Society 2014 Ecology & Evol. Biol. Dept. Research Funds ($428), UTK 2013 Sigma Xi Grant-in-Aid of Research ($650) 2012 Crustacean Society Fellowship ($1,000) 2012 Graduate Student Research & Creative Endeavors Grant ($700), CMU 2011 Marion Whitney Summer Graduate Scholarship ($950), CMU 2011 AWARDS & HONORS University Citation for Extraordinary Professional Promise, UTK 2014

 

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Faculty nominated award presented at the Chancellor's Honors Banquet Andrew B. Saxton Fellow in Biology Award, HC 2009

Faculty nominated award for excellence in biology Dean's List, HC 2006-2010

Awarded each term to students who complete at least 12 academic credits with a grade point average of at least 3.5 and no incompletes.

Philip S. Wilder Jr. Award for Academic Distinction, HC 2006-2009 Faculty and coaching staff nominated award for excellence in athletics and academics achieving a 3.5 GPA or higher while competing in an intercollegiate sport

ACADEMIC ORGANIZATIONS & SERVICE Graduate Researchers in Ecology, Behavior, and Evolution (GREBE), UTK (Secretary) 2013-2014

GREBE is a student run organization that facilitates collaboration between graduate students, provides representation of graduate student interests to the department and college, and awards travel grants; regularly attended GREBE Think-tank, a lunchtime student discussion panel; nominated as GREBE secretary in May 2014

Big Orange Adventure, UTK (Volunteer) 2013-2014 Charity campaign to raise money for library resources; participants race around

campus, searching for clues and completing academic and athletic challenges; developed and worked the biology station requiring participants to correctly place species on a phylogeny

Darwin Day Event Committee, UTK (Contest Coordinator) 2013-2014 Led development of several contests to facilitate community involvement and student participation in Darwin Day festivities; advertised contest; selected winners and awarded prizes

Boo-At-The-Zoo, Knoxville Zoological Gardens, UTK (Volunteer) 2013-2014 An annual Halloween event at the local zoo where UTK graduate students educate zoo visitors about bats; face painting, echolocation challenge, bean-bag insect toss, guessing games, and build-a-bat-house demo

Bio Buds, CMU (Volunteer) 2012-2013 A community outreach organization led by graduate students to teach local 3rd and 4th graders about science within their own classrooms; co-creator of the organization; developed a lesson on crayfish behavior; taught three lessons

Biology Graduate Student Association (BGSA), CMU (Member, Secretary, VP) 2010-2013 BGSA is a student run organization that organizes social events, fundraisers, community outreach events, and awards travel grants. As the Secretary in 2011-2012, I recorded and distributed meeting notes, was responsible for updating the travel grant application, and headed the travel grant committee to select awardees. As the Vice President in 2012-2013, I co-led officer and full member meetings, organized the biannual faculty-graduate student paintball competition, and organized the annual textbook sale. As a member (2010-2013) I volunteered in virtually all BGSA sponsored events (Department mixer, book sale, plant sale, garlic mustard pull, etc.)

 

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Beta Beta Beta, National Biological Honor Society, HC (Member, VP) 2008-2010 Tri-beta is a student organization led by a faculty advisor and requires stringent academic requirements be maintained along with a membership fee for national membership. As Vice President (2009-2010) I organized the annual induction ceremony and co-led meetings. As a member (2008-2010), I volunteered for most Tri-beta sponsored events.

Kappa Mu Epsilon, National Mathematics Honor Society, HC (Member) 2008-2010 Kappa Mu Epsilon is a student organization led by a faculty advisor and requires stringent academic requirements be maintained along with a membership fee for national membership. As a member, I volunteered for most Kappa Mu Epsilon sponsored events, including pie day.

Honors Program, HC 2006-2010 Hartwick College is a member of the National Collegiate Honors Council and provides outstanding students with an additional education opportunity, the Hartwick College Honors Program. Successful completion of this program requires that students maintain a GPA of 3.5 or higher and complete four student designed (but under the guidance of a faculty member) Honors Challenges (such as a research project, presentation of a paper or poster at a national conference, completion of a 4-6 week seminar, completion of a double major, or a semester abroad).

PROFESSIONAL DEVELOPMENT Graduate Teaching Certificate Program, UTK 2014-2015

This 15-18 month program was developed by the Tennessee Teaching and Learning Center (TennTLC) in collaboration with the Graduate School at UTK. Program requirements include, (1) completion of one seminar or course in teaching pedagogy, (2) attendance at all TennTLC sponsored seminars and workshops, and (3) completion of a supervised teaching practicum.

UCLA / La Kretz Workshop in Conservation Genomics, UCLA 2014 This weeklong workshop provides instruction in traditional conservation genetics, next generation platforms, data management pipelines, quality control, data storage, organization and analysis, SNPs, sequences, handling large data sets, functional genomic data, genomic data and GIS, and conservation phylogenomics. Admission is highly competitive and is based on academic qualifications and relevance of research interests.

Best Practices in Teaching Graduate Program, UTK 2014 The program discusses teaching-related issues over the course of seven sessions; successful competition requires attendance at each session, submission of a response paper for each session, and completion of a teaching portfolio.

SMART Sympodium I Workshop, Office of Technology, UTK 2014 A two-hour workshop on how to use the interactive features of the SMART Sympodium (an interactive electronic lectern with an electromagnetic stylus) to meet diverse learner needs.

 

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Turning Point Technology Workshop, Office of Technology, UTK 2014 A two-hour workshop on the use of Turning Point software and student response clickers to engage and assess student learning in the classroom.

MasteringTM Learning Platform Updates Session, Pearson, UTK 2014 A two-hour session hosted by a Pearson technology representative that provides instruction on how to use the new Mastering Biology features, such as the Dynamic Study Modules, Adaptive Follow-up, and Learning Catalytics.

Teaching and Learning Collective Conference, CMU 2011 A one-day conference on the best practices for improving student learning that includes several lecture seminars and small group activities and discussions.

ADDITIONAL PROFESSIONAL CONFERENCES & MEETINGS Project Bog Turtle Meeting, Asheboro, NC 2013 South Eastern Population Ecology & Evolutionary Genetics, Charlottesville, VA 2013 Tennessee Herpetological Society, Harrogate, TN 2013

 

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Current Teaching Responsibilities

Position Title: Graduate Lecture Assistant

Department / Institution: Biology, University of Tennessee Duration of Position: Janurary 9th - May 5th, 2014 Supervisor / Major Lecturer: Dr. Sarah Dalrymple Course: Biodiversity (BIO 130)

Course Description: Introductory biology course for biology majors (or related

majors) comprised of a twice a week lecture component and once a week laboratory component. Course Objectives: Provide students with the skills necessary to explain how

scientists define and study biodiversity, as well as how the Five Big Ideas (Systems, Structure and Function, Transformations of Energy and Matter, Evolution, and Information Flow and Storage) -- published by Visions of Change (AAAS) -- relate to biodiversity. Students will also be equipped with the following competencies: (1) develop hypotheses and design scientific investigations, (2) create and interpret tables, figures, phylogenies, and other scientific representations, (3) read and evaluate the claims and evidence presented in scientific publications and create personal claims based on empirical data, and (4) explain why science is dependable, while also being tentative, creative, and subjective. Class Size: 144 students Lecture Assistant Responsibilities:

1. Attend all lectures 2. Interact with students when discussion questions are presented in lecture 3. Assist students via email and by appointment 4. Develop class activities when necessary 5. Assist with grading of quizzes, exams, papers, and other assignments 6. Enter grades on BlackBoard 7. Provide scenarios and questions for exams as needed 8. Proof-read exams 9. Check Mastering Biology homework responses for student understanding

prior to lecture 10. Present lecture when major professor is absent 11. Create and present special topic lectures

 

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Teaching Philosophy Statement

Goals for student learning: My approach to teaching and student learning is grounded by my desire to teach my students how to think rather than what to think. Certainly, I provide students with basic knowledge and comprehension in the focal study area, but I also encourage my students to apply and critically evaluate the material presented to them (analogous to Bloom's hierarchy of cognitive learning). A classroom of students with diverse backgrounds provides an ideal microcosm in which to obtain a variety of critical perspectives, which I encourage students to utilize. Additionally, I try to expose students to a wide breadth of opportunities within and beyond the field of biology by introducing them to current research and how such research is pertinent in other disciplines, ranging from the medical sciences all the way to political science (which likely spans the future career aspirations of many students).

Implementation: I implement my teaching goals in a variety of ways, but my ability

to do so is largely determined by how I present the material rather than what particular method I use (i.e. PowerPoint, class discussion, etc.). I have found that my enthusiasm, clarity and conciseness, preparedness, and ability to personalize lectures have been well received by students and maximize the likelihood of achieving my teaching goals. One way I personalize lectures is by demonstrating concepts using particular attributes of a class, such as demonstrating the concept of genetic drift by pretending university athletes (whom I know always sit together) are individuals of a particular phenotype that are eliminated by a random event, such as two large lights crashing down from the ceiling. I also modify my PowerPoints and I-clicker questions based on results from Mastering Biology homework assignments due prior to class, by clarifying and re-testing students on questions they missed. One strategy I use to teach students how to think is by giving them opportunities to practice both inside and outside the classroom. I incorporate short, but frequent group discussions into the lecture that ask them to provide the scientific theory or method driving a biological pattern, rather than having them passively listen to me provide the answer (e.g. asking students if they can think of a specific mechanism that would prevent the production of viable offspring vs. me listing the prezygotic and postzygotic fertilization barriers for them). Outside of class, I assign scientific papers on empirical studies for students to read and critically evaluate, providing questions to prompt critical thought on the first assignment.

 

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Assessment: In addition to the I-clicker questions, Mastering Biology homework, and writing assignments, I also assess student learning through quizzes and exams. I typically provide lecture review questions after every lecture, so students can prepare for exams in advance and gain exposure to the types of questions I will ask. I have found that students don't realize they don't fully understand a concept until they try to articulate it in writing, so the review questions are all short essay questions, which will better prepare them for one of my exams. I favor scenario-based exams, which are comprised of 3-6 biological scenarios, each followed by a series of multiple choice and short answer questions that ask them to apply their knowledge, rather than simply regurgitate it. Lastly, and most important to me is providing thorough and immediate (or within a relevant timeframe) feedback to students. I feel that students appreciate and benefit greatly from such feedback and are more likely to leave my class having achieved the learning goals initially set.

 

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Teaching Evaluations Summary / Highlights

Course: Biodiversity (BIO 130) Term: Fall 2013 Class Size: 209 students

Number of Respondents: 99 Class Composition: 85% Freshman, 11% Sophomore, 3% Junior Quantitative Responses: (Excellent - Very Good - Good - Fair - Poor - Very Poor)

• Effectiveness in teaching material 80% good or better (35% Excellent, 21% Very Good, 24% Good)

• Clarity of instructors voice 89% good or better (40% Excellent, 32% Very Good, 17% Good)

• Use of examples and illustrations 85% good or better (36% Excellent, 34% Very Good, 15% Good)

• Students' confidence in instructor's knowledge 83% good or better (38% Excellent, 27% Very Good, 18% Good)

• Instructor's enthusiasm 92% good or better (43% Excellent, 36% Very Good, 13% Good)

• Availability of extra help when needed 85% good or better (36% Excellent, 33% Very Good, 16% Good)

• Interest in whether students learned 84% good or better (40% Excellent, 30% Very Good, 14% Good) Student Comments:

"She did an excellent job expanding on what was on the lecture notes. Being able to print them off and add to them was very helpful." "Cassie was very clear and concise with her explanations of phylogenies and other material within the course. Very knowledgable and kind!" " Cassie was an amazing TA helping students in her free time, even when it was not her office hours. She would break down complex subjects giving scenarios that helped in every aspect of the class."

*Full Student Assessment of Instruction System available as a PDF document upon request

 

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Course: Biodiversity (BIO 130) Term: Spring 2014

Class Size: 144 students Number of Respondents: 26 Class Composition: Mostly freshman

*Informal anonymous survey issued to students following a guest lecture Student Comments:

"She had a great energy and enthusiasm about presenting the material that drew my attention. I appreciated her concise way of explaining concepts and I loved all the examples. They helped solidify the concepts for me. I felt confident answering the questions. Also, the clicker questions were very straightforward." "She used a lot of examples and even got the class involved which not only made it more interesting, but easier to remember." "I like how she smiles a lot! Even though I don't agree with all of the evolutionary theories that this course teaches, I did appreciate that she tried to present good examples to us and she is always very willing to answer questions." "There were way too many discussion sessions. But, that's more a personal thing about wanting lectures than discussions." "I really liked your style! I think overall the lecture was as good as any professor I have encountered so far. Biology, even though it is very interesting, can be a dry subject thanks for giving some life to the lecture." "I like how she used a sense of humor during the lecture. It really helped to keep me interested in what was being said." "She is meant to be a teacher!"

 

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Professional Development in Teaching Graduate Teaching Certificate Program, UTK 2014-2015

This 15-18 month program was developed by the Tennessee Teaching and Learning Center (TennTLC) in collaboration with the Graduate School at UTK. Program requirements include, (1) completion of one seminar or course in teaching pedagogy, (2) attendance at all TennTLC sponsored seminars and workshops, and (3) completion of a supervised teaching practicum.

Best Practices in Teaching Graduate Program, UTK 2014 The program discusses teaching-related issues over the course of seven sessions; successful competition requires attendance at each session, submission of a response paper for each session, and completion of a teaching portfolio.

SMART Sympodium I Workshop, Office of Technology, UTK 2014 A two-hour workshop on how to use the interactive features of the SMART Sympodium (an interactive electronic lectern with an electromagnetic stylus) to meet diverse learner needs.

Turning Point Technology Workshop, Office of Technology, UTK 2014 A two-hour workshop on the use of Turning Point software and student response clickers to engage and assess student learning in the classroom.

MasteringTM Learning Platform Updates Session, Pearson, UTK 2014 A two-hour session hosted by a Pearson technology representative that provides instruction on how to use the new Mastering Biology features, such as the Dynamic Study Modules, Adaptive Follow-up, and Learning Catalytics.

Teaching and Learning Collective Conference, CMU 2011 A one-day conference on the best practices for improving student learning that includes several lecture seminars and small group activities and discussions.

Undergraduate Mentoring, CMU 2011-2012

Mentored four undergraduate biology students in aquatic field techniques and practical application of the scientific method for two months during the summer of 2011 or 2012. Mentees were also provided with advice regarding academic and career aspirations.

 

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Recommendations

Dr. Elizabeth Schussler Mr. Daniel Benjamin

Major Lecturer for BIO 130 GTA Supervisor Assistant Professor Retired Intro. Biol. Lab Coordinator Director of Biol. Teaching & Learning Biology Department University of Tennessee Central Michigan University (865) 974-6825 (989) 773-5442 (Cell) eschussl@utk.edu benja1dw@cmich.edu Dr. Sarah Dalrymple Dr. Bradley Swanson Major Lecturer for BIO 130 Master's Thesis Advisor Postdoctoral Associate Professor Biol. Teaching & Learning Biology Department University of Tennessee Central Michigan University (865) 974-3188 (989) 774-3377 sdalrymp@utk.edu brad.swanson@cmich.edu Dr. Mark Kuhlmann Mr. David Ruth

Summer Research Supervisor High school teacher Professor Retired Teacher Biology Department South Seneca Central School Hartwick College, NY Ovid, NY 14521 (607) 431-4768 Dcr7@cornell.edu kuhlmannm@hartwick.edu Kylie Hool Lena Hunt

Mentee / Field Assistant Mentee / Field Assistant Previous Undergraduate Previous Undergraduate Central Michigan University Loyola Marymount University (616) 225-4523 (518) 410-8318 (Cell) K_hool@yahoo.com lena.m.hunt@gmail.com

Awards & Recognitions Forthcoming*

*Graduate Teaching Assistants ineligible for teaching related awards at Central Michigan University and the University of Tennessee

 

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Teaching Goals

Short-term Goals: (within 3 years)

• Broaden teaching experience to include a variety of upper level undergraduate biology courses, such as ecology, animal behavior, genetics, and/or aquatic biology.

• Advance teaching experience within large introductory biology courses by teaching a larger component of the lecture and -- as permitted by my current institution -- an entire lecture section.

• Continue to read literature in education research and adjust teaching practices to incorporate knew knowledge

• Implement/test various technological tools in the classroom and assess implications on student learning

• Attend professional conferences, such as SABER

• Expand current teaching related research project Long-term Goals: (within 15 years)

• Obtain a postdoctoral teaching position or tenure-track position at a college or university

• Publish several studies in education research

• Teach several courses as a major professor • Mentor several undergraduates

• Develop and teach a new course in conservation biology and/or animal behavior

• Develop a new study-abroad course in field ecology

• Continue to read literature in education research and adjust teaching practices to incorporate knew knowledge

• Become more involved in biology education research societies; become a committee member

• Regularly attend workshops in teaching practices and technological advances to maintain and learn new skills

 

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BIO 491: Inspiring Conservation Stories University of Tennessee, Spring 2015

Lecture: Monday & Friday 11:15-12:05, Hesler 430 (3 credits) Field Trips / Workshops: Saturday, Feb. 7th, Feb. 28th, April 11th Instructor: Ms. Cassie Dresser (cdresser@utk.edu) Office: Hesler 435 Office Hours: Wednesday 11:00-12:00; Thursday 2:30-3:30; or by appointment Anonymous Feedback: http://www.cassiedresser.info/feedback

You will evaluate the course at the end of the semester, but if you see a way to improve your learning at any point during the semester, feel free to let me know.

Course Description: The study of conservation biology is often plagued with the gloom and doom associated with biodiversity loss, species extinctions, and habitat destruction, but this course will highlight the success stories in conservation. Case studies will range from species-specific to ecosystem level conservation and particular attention will be given to theoretical and empirical research. Other special topics will include: law and policy, genetics, zoos, and corridors. Scheduled field trips and workshops will introduce students to real-world conservation programs and personnel, as well as, hands-on experience with computer programs used in conservation. *Recommended Prerequisites: Introductory Biology (BIO 130 or BIO 140) and Genetics (250); biology and non-biology majors welcome Course Website: http://bblearn.utk.edu/ (Blackboard, i.e. BB) Required Texts & Materials: REQUIRED - Goodall, Jane. 2011. Hope for Animals and Their World: How Endangered Species Are

Being Rescued from the Brink (HOPE). (Available on Amazon in hardcover, paperback, or on Kindle for $2-$12)

STRONGLY RECOMMENDED - Frankham, Richard; Jonathan D. Ballou; David A. Briscoe. 2010. 2nd Edition. Introduction to Conservation Genetics. (Available on Amazon for rent, purchase used or new for $17-$65)

REQUIRED - Notebook; (A Rite in the Rain Notebook for $3-$12 is recommended for field trips) *Other readings will be provided on BlackBoard, including essays and chapters from Groome et al.

2006 Principles of Conservation Biology (PCB) - 3rd edition Learning Objectives:

• Acquire knowledge and understanding of the challenges facing conservationists • Apply conservation principles to develop a conservation plan for a species or area • Improve scientific communication skills (reading, writing, and presenting) • Gain contacts with various conservation agencies and personnel

Sample syllabus for a course I hope to teach in the future

 

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Course Schedule: Date Day Topic/Question Reading (complete before class)

Jan. 12 M Introduction to Conservation, Course Overview https://www.youtube.com/watch?v=0ZmqwdBeuKs Syllabus

Jan. 16 F Final Project Overview & Pre-interviews* Jan. 19 M Review: Biodiversity Patterns Gaston 2000 (Nature)

Jan. 23 F Review: Threats to Biodiversity Crisis of Life Videos (1-4) https://www.youtube.com/watch?v=xBwg9xT7iIw

Jan. 26 M BIG QUIZ & Video Discussion: "Kilowatt Ours"

Jan. 30 F Core concepts: What is a species? Mallet 1995 (TREE); Harrington & Rizzo 1999 (Stru.Dyn.Fung.Pops) *Mini HW 1

Feb. 2 M Case study: Florida Panther Roelke et al. 1993 (Curr.Biol.)

Feb. 6 F The ESA and the IUCN Red List Rodrigues et al. 2006 (TRENDS); Utter 2011 (Can.J.Fish.Aquat.Sc.)

Feb. 7 S Workshop: Population Viability Analysis *Workshop Pre-assignment

Feb. 9 M Core concepts: Species Recovery Plans

Dodson et al. 1998 (Can.J.Fish.Aquat.Sc.); Shilling 1997 (Science) *Mini HW 2

Feb. 13 F Case study: Black-Footed Ferret

HOPE (p.7-17) http://www.blackfootedferret.org/ *Field Trip Post-assignment

Feb. 16 M Case study: Black-Footed Ferret Recovery Plan (2013)

Feb. 20 F Case study: Whooping Crane

HOPE (p.105-120) https://www.savingcranes.org/whooping-crane-conservation.html

Feb. 23 M Case study: Whooping Crane International Recovery Plan (2007)

Feb. 27 F Case study: Bog Turtles Recovery Plan (2001) *MIDTERM assigned

Feb. 28 S Field Trip: Knoxville Zoo Herpetological Department *Field Trip Pre-assignment

Mar. 2 M Core concepts: Conservation Genetics Amos & Balmford 2001 (Hered.); Frankham 1995 (Con.Gen.) *Mini HW 3

Mar. 6 F Case study: Cheetah (Inbreeding Depression) Merola 1994 (Con.Biol.) *Field Trip Post-assignment

Mar. 9 M Case study: Common Deerweed / California Broom (Outbreeding Depression)

Montalvo & Ellstrand 2001 (Amer.J.Bot.)

Mar. 13 F Midterm Workday (no class) *MIDTERM due by 11:59 PM Mar. 16 M SPRING BREAK (no class) Mar. 20 F

Mar. 23 M Core concepts: A Multidisciplinary Science Soule 1985 (BioSci) *Mini HW 4

Mar. 27 F U.S. Gov't Agencies & NGOs in Conservation Clark 2006 (PCB p.13); Fuller 2006 (PCB p. 16)

Mar. 30 M Case study: Giant Panda (Zoos) HOPE (p.169-177)

April 3 F Role of Academia and Private Landowners Fleishman 2006 (PCB p.8); McDonald 2006 (PCB p.21)

April 6 M Case study: Texas Songbirds (Landowner Incentives) Sorice et al. 2011 (Con.Biol.) April 10 F Case study: Golden Lion Tamarin (Community Involvement) HOPE (p.67-75)

 

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April 11 S Field Trip: US Fish & Wildlife Service *Field Trip Pre-assignment

April 13 M Core concepts: Habitat Conservation Plans Harding et al. 2001 (Con.Biol.); Lin 1996 (Ecology) *Mini HW 5

April 17 F Case study: Tiritiri Matangi, NZ http://www.tiritirimatangi.org.nz/ *Field Trip Post-assignment

April 20 M Case study: Marine Reserves Gell & Roberts 2003 (TRENDS); Halpern 2003 (Ecol.App.)

April 24 F Case study: Detroit River **Guest Speaker http://www.environmentalcouncil.org/priorities/article.php?x=13

April 27 M Corridors (Pros and Cons) Berges et al. 2010 (Sc.Eaux.Terr.); Hess 1994 (Con.Biol.)

May 1 F BIG QUIZ & Post-interviews *Course Reflection Survey May 4? M FINAL PROJECT PRESENTATIONS

*  Content  and  readings  subject  to  change  as  deemed  necessary  by  the  professor      Mini Homework List: Please submit a typed, free-write response to the appropriate question below (100-300 words).

1. What is a species (how can one be defined)? Why is a clear definition important in conservation?

2. What information should be included in a species recovery (i.e. conservation) plan? Make a generic table of contents.

3. Why might increasing population sizes alone not be enough to save a species? Why is genetics important?

4. Why are multiple disciplinary perspectives important in conservation biology? 5. Which are better, species-specific recovery plans or habitat conservation plans? Support your

answer.

Field Trips / Workshops: There are three required Saturday classes (1 workshop and 2 field trips). Events are expected to start at 8:30 AM and end at 12 PM, but specific times are dependent on host flexibility and travel time. Transportation will be provided. Pre and post assignment instructions will be provided one week before the scheduled trip. Pre assignments are due the morning of the workshop or field trip (hardcopy) and post assignments are due the following Friday (BB).

Midterm: You will be given two weeks to complete the take-home midterm exam. The exam will require substantial scientific literature searches and a good deal of writing. You are permitted and encouraged to use your notes, Internet resources, and books, but you may NOT discuss the exam with any other human being. Individuals violating this restriction will be given a zero.

Final Project: All conservation work requires collaboration, thus this project must be completed in groups of 3-4 people (no individual projects will be accepted). Project guidelines will be provided on the second day of class and due at the scheduled final day/time.

Pre and Post Interviews: Individual interviews will be conducted during the first and last week of the semester. The interviews are not graded and completely voluntary. Pre-interview responses will serve to better structure the course content to reflect knowledge gaps and/or topics of particular interest to you. Post-interview responses will be compared to pre-interview responses to see if and how your opinions and understanding of conservation biology changed as a result of taking this course.

 

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Assessment: Quizzes, exams, and assignments are vital components of the learning process. Studies have shown that frequent assessment, greater variety in assessment methods, and active participation result in higher-level understanding of material. Therefore, your grade will be determined as follows: Big Quiz (50 pts. each) ............................................. 100 pts. (12.5%) Midterm .................................................................... 200 pts. (25.0%) Final Project ............................................................. 150 pts. (18.8%) Presentation of Final Project ..................................... 50 pts. (6.25%) Workshop / Field Trip Assignments (30 pts. each)... 90 pts. (11.3%) Mini HW Assignments (5-7 pts. each) ..................... 35 pts. (4.37%) Participation (5-6 pts. per day)................................... 150 pts. (18.8%) Course Reflection Survey ......................................... 25 pts. (3.12%) 800 pts. Final letter grades will be determined by the total percentage of 800 points accumulated as follows:

A 93 – 100% B- 80 – 82% D+ 67 – 69% A- 90 – 92% C+ 77 – 79% D 63 – 66% B+ 87 – 89% C 73 – 76% D- 60 – 62% B 83 – 86% C- 70 – 72% F <60%

Technology: In the interest of facilitating a healthy and productive learning environment for yourself and your peers... Cell phone use is strictly prohibited during class. Laptops and tablets are welcome in class, but may only be used for class purposes (i.e. note taking and/or viewing assigned readings). Violation of either policy will result in a daily participation grade of zero for the violator and an extra writing assignment for the entire class. Communications:

• If you need to meet and can't make office hours, please email me using your UTK e-mail with a list of 3 days/times that you are available.

• I am happy to answer specific questions via e-mail, but please allow up to 24 hours for a response. NOTE: any emails received after 4 PM on Friday may not receive a response until Monday.

• If you require a more prompt response post your question on the course discussion board on BB. I will still receive an email about it, but someone else may be able to answer you sooner. Furthermore, posted answers will be available to everyone. The discussion board may NOT be used for questions related to the midterm.

Make-ups, Extensions and Extra Credit:

• NO make-ups are provided for quizzes or exams without a valid and documented excuse. Emergencies do happen, but you MUST contact me prior to the start of class via email, a phone call, or a note on my office door (make sure to include your full name, e-mail, and phone number where I can contact you). NOTE: Intercollegiate athletes and musicians must provide documentation of all departure dates and times for university sponsored events that occur during the semester (provide schedule within the first two weeks of the term).

 

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• One make-up for a missed field trip or workshop will be permitted if the professor is notified at least 1 week in advance (or in the case of an emergency as instructed in the first bulleted point above). The make-up will take the place of pre and post-assignments and the day’s participation points. A scientific critique paper will serve as the make-up, as assigned by the professor and will be due at the same time as the post-assignment.

• NO extensions will be permitted for any assignment (i.e. homework, field-trip/workshop assignments, projects, exams, etc.). Late work will not be accepted, not even for partial credit. Only in extreme circumstances -- as deemed by the professor -- will this policy be waived.

• I DO NOT offer extra credit. Instead, there are an extra 50 points built into the course to allow for missing class or a homework assignment (i.e. I will assign 850 points, but you can only receive a maximum of 800 points, which effectively drops your lowest participation grades or in the case of perfect attendance, your lowest homework assignment grade).

Academic integrity: Academic dishonesty of any sort will not be tolerated. Plagiarism includes the copying of phrases, portions of sentences or the main ideas from ANYONE (including a classmate) on ANY work submitted for a grade (exams, assignments, quizzes, etc.). Academic dishonesty also includes assisting other students on quizzes or exams. You are expected to abide by The University of Tennessee honor statement in Biology 491 and in all of your university activities as pledged in the honor code:

“An essential feature of the University of Tennessee, Knoxville, is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity.”(2012-2013 Undergraduate Catalog)

Depending on the offence, penalties for academic dishonesty range from a minimum of a zero for the assignment, to an F for the course, to the filing of formal academic dishonesty charges seeking dismissal from The University of Tennessee. These choices are at the discretion of the instructor, and can occur in either the lecture or the lab portion of the class. NOTE: You should be familiar with the requisites of academic honesty and what constitutes academic dishonesty as outlined in the UT Undergraduate Catalog (http://catalog.utk.edu/). Disability Services: If you need course adaptations or accommodations because of a documented disability, or if you have questions or concerns about disabilities or emergency information to share, please contact Disability Services: 2227 Dunford Hall; 974-6807; Email: ods@utk.edu; Website: http://ods.utk.edu/). Counseling Center: http://counselingcenter.utk.edu/ (900 Volunteer Boulevard; 865-974-2196; Email: counselingcenter@utk.edu) Academic Assistance:

• Tutoring: The Division of Biology does not offer tutoring services. Contact the Student Success Center and the Academic Support Unit of The Office of Minority Student Affairs for information about tutoring opportunities.

 

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• Student Success Center: The comprehensive source for information, services, and resources to assist your success at UT: http://studentsuccess.tennessee.edu/studentsuccesscenter/ (1817 Melrose Avenue, and 812 Volunteer Boulevard, 865 974-6641, Email: studentsuccess@utk.edu)

• Academic Support Unit of The Office of Minority Student Affairs offers some tutoring services available to all students, but openings are limited and are filled quickly. The office offers other types academic assistance and support as well: http://omsa.utk.edu/services/ (1800 Melrose Avenue, 865 974-6861, Email: omsa@utk.edu)

Study Rooms: 417 Hesler is a quiet study room for majors in Biology. It can also be reserved for group study. There is also a student study room in Neyland Biology Annex, room 103. Technical Assistance: Blackboard or general information technology assistance:

• http://remedy.utk.edu/contact/ • Help Desk: 865-974-9900 (M – F, 8:00 – 5:00) • OIT Computer Support Service Center and Walk-In Help Desk: Commons South, 2nd

floor Hodges Library

HOW TO SUCCEED IN BIO 491:

1. Come prepared (do readings, bring questions / comments)

2. Participate (ask questions, make comments, look engaged in discussion)

3. Don't procrastinate (set mini deadlines for midterm)

4. Review content regularly (Core concepts!)

5. Use your resources (office hours, email, peers, google, etc.)

 

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Current Teaching Related Research

Title: Instructor  assumptions  about  student  perceptions:  Are  they  accurate?  

Abstract: One  aspect  of  improving  student  learning  requires  instructors  to  correctly  interpret  student  perceptions  and  subsequently  make  adjustments  based  on  those  interpretations.  The  main  objective  of  this  study  was  to  determine  if  instructor  assumptions  of  student  perceptions  match  the  true  perceptions  of  students.  Simultaneously,  we  developed  a  computer  program  that  anonymously  pairs  instructor  and  student  surveys  and  automatically  compares  responses.      For  this  preliminary  study  we  issued  surveys  with  questions  pertaining  to  course  content  and  instructor  performance  to  students  in  four  introductory  biology  labs.  The  graduate  teaching  assistants  (GTAs)  for  these  labs  were  then  instructed  to  fill  out  a  survey  for  each  student  predicting  the  perceptions  of  each.  The  GTA  surveys  were  then  compared  with  the  survey  responses  of  their  students.      Preliminary  results  reveal  substantial  variation  among  the  four  labs  and  across  survey  questions.  Often,  instructor  assumptions  were  not  significantly  correlated  with  student  perceptions,  suggesting  that  GTAs  may  not  be  able  to  accurately  predict  student  perceptions.  For  a  survey  question  on  the  adequacy  of  evaluation  methods,  the  assumptions  made  by  one  GTA  were  exactly  the  opposite  of  their  students'  perceptions.  Alternatively,  for  a  survey  question  concerning  student  engagement,  all  GTAs'  assumptions  correctly  matched  student  perceptions.      We  feel  studies  such  as  these  could  increase  awareness  of  inaccurate  assumptions  made  by  instructors  regarding  student  perceptions  and  help  instructors  to  better  "read"  their  classrooms.  In  the  future,  we  would  like  to  expand  this  study  to  include  multiple  introductory  biology  labs  from  many  universities  to  determine  if  there  are  general  patterns  regarding  instructor  assumptions  and  student  perceptions.  We  believe  our  computer  program  can  be  widely  used  by  SABER  participants  to  issue  surveys  and  improve  instruction.