CETL Class of 1969 Teaching Scholars Project Presentation Dr. 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, BIOL 3600 Evolution Required 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.

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 = p t+1 – p ∆p = (p 2  11 +2pq  12 /  ) – p ∆p = (p/  ) (p  11 +q  12 –  ) where p = frequency of allele A 1, q = frequency of and A 2, and  = p 2  11 +2pq  12 + q 2  22 GenotypeA1A1A1A1 A1A2A1A2 A2A2A2A2 Fitness (survival rate)  11  12  22

Selection against recessive S hemoglobin allele ∆p = (p/  ) (p  11 +q  12 –  ) Hemoglobin GenotypeAAASSS Fitness (survival rate)111 – s Hemoglobin Phenotypenormalmix (normal) sickle cell

Hardy-Weinberg Equilibrium Violations 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 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, collaborative writing 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 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 Presentations Speaker: Paper: Overall score: Scale: Outstanding Excellent Good Fair Inadequate ITEM COMMENTS SCORE DELIVERY: 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 accordingly ORGANIZATION: Logical presentation of ideas. Ability to transfer information in an interesting and accurate way Introduction: Captured audience interest, gave background and importance Body: Described points and arguments of article clearly Closing: Summarized main points, gave interpretations, discussed implications VISUAL 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 study WHAT WAS THE MAIN MESSAGE OF THE TALK? WHAT DID THE SPEAKER DO WELL? WHAT COULD THE SPEAKER IMPROVE?