CETL Class of 1969 Teaching Scholars

Project PresentationDr. Mirjana M. Brockett

Case Study Assignments in the Evolutionary Biology Lecture

• Goals of this project:• Engagement of students with the material• Application of theory into problem solving or

practice• Transition from classic to problem based

learning• Development of written and oral

communication skills

100,000

100

BIOL 3600 EvolutionRequired course for majors, multidimensional discipline with broad

applications .

The Teaching Problem and one of the Course Objectives

• Students should be able to use Hardy-Weinberg Principle as a null model for the mathematical treatment of evolutionary processes and to apply these concepts in their problem solving experience.

http://facebook.com/SimBio.Interactive.Learning

Model case study:Use of presentations to help students articulate the concepts they are learning.

Groups sign up on the T-square early in January, with 4-5 students/group.Overdominance

Natural selection: genotypes have different fitness

• ∆p = pt+1 – p

• ∆p = (p211 +2pq12 / ) – p

• ∆p = (p/ ) • (p11 +q12 – )

where p = frequency of allele A1, q = frequency of and A2, and = p211 +2pq12 + q222

Genotype A1A1 A1A2 A2A2Fitness (survival rate) 11 12 22

Selection against recessive S hemoglobin allele

• ∆p = (p/ ) • (p11 +q12 – )

Hemoglobin Genotype AA AS SS

Fitness (survival rate) 1 1 1 – s

Hemoglobin Phenotype normal mix (normal)

sickle cell

Hardy-Weinberg EquilibriumViolations of the rule help explain and predict the following factors of

evolution: selection, mutation, migration, drift.

• Sickle-cell anemia- Malaria evolutionary study teaches the mathematical concepts of overdominance and underdominance:

• Overdominance

http://nitro.biosci.arizona.edu/courses/EEB320-2005/Lecture45/lecture45.html

Underdominance

1. Use of the library resources, papers and videos (e.g. History of Life series). This includes a packet of research papers early in the semester.

2. Identification of a case study, collaborativewriting and group presentation

3. Use of virtual labs to help strengthen the mathematical concepts

ASSESMENT • 1. Test scores• a) Comparing the scores in my Evolution class, on Module 1 test in

the Spring 2013 with scores of Spring 2012 and 2011. Compare with peer tutoring /sessions, which I have implemented in 2011 in two sections . There was an evidence of improved student learning.

• b)Comparing my class results with other Evolution classes with questions that address the same learning objective .

• 2. Target assessment• a) Class data for all students : After exam reflection ,midterm and

post class questioner. Survey questions.• b) Class data for case study presenters:• Student opinion survey: “In what ways did this assignments helped

me learn the mechanisms of evolution”

Grading rubric for the case study assignment presentation

Name: __________________________________________ Date: ___________________-------------------------------------------------------------------------------------------------------------------------------------------------------------Evaluation Form for Oral PresentationsSpeaker:Paper:Overall score:Scale: 100 90 80 70 60 Outstanding Excellent Good Fair InadequateITEM COMMENTS SCOREDELIVERY: Poised, well-rehearsed, good eye contact, no distracting mannerisms, loud and clear, not too fast or slow, stayed on time, used scientific language, recognized audience reaction and adjusted delivery accordinglyORGANIZATION: Logical presentation of ideas. Ability to transfer information in an interesting and accurate wayIntroduction: Captured audience interest, gave background and importanceBody: Described points and arguments of article clearlyClosing: Summarized main points, gave interpretations, discussed implicationsVISUAL AIDS: Simple, legible, organized logically, important point stood out, made appropriate use of technology

THOROUGHNESS OF RESEARCH: Showed knowledge of the subject, cited prior and subsequent studies, accurately put article in larger context, able to answer questions, understood ethical importance of studyWHAT WAS THE MAIN MESSAGE OF THE TALK?WHAT DID THE SPEAKER DO WELL? WHAT COULD THE SPEAKER IMPROVE?