Class observations from the University of Hawai‘i at Mānoa highlight the need for active learning strategies to support diverse students in large classes

[EN] Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.This project is supported by the US NSF‟s Research Infrastructure Improvement (RII) Track-1: „Ike Wai: Securing Hawai„i‟s Water Future‟ Award #NSF/OIA-1557349; and by Improving Undergraduate STEM Education (IUSE) Award #NSF/GEO-1565950. The research protocol was approved as exempt the UH Institutional Review Board (#2017- 003518).Engels, J.; Bruno, B.; Dasalla, N.; Böttjer-Wilson, D. (2019). Class observations from the University of Hawai‘i at Mānoa highlight the need for active learning strategies to support diverse students in large classes. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 539-547. https://doi.org/10.4995/HEAD19.2019.9547OCS53954

Effects of nutrient enrichments on oligotrophic phytoplankton communities: a mesocosm experiment near Hawai‘i, USA

A large-volume mesocosm-based nutrient perturbation experiment was conducted off the island of Hawai‘I, USA, to investigate the response of surface ocean phytoplankton communities to nutrient addition of macronutrients, trace metals, and vitamins and to assess the feasibility of using mesocosms in the open ocean. Three free-drifting mesocosms (~60 m3) were deployed: one mesocosm served as a control (no nutrient amendments), a second (termed +P) was amended with nitrate (N), silicate (Si), phosphate (P) and a trace metal + vitamin mixture, and a third (termed -P) was amended with N, Si, and a trace metal + vitamin mixture but no P. These mesocosms were unreplicated due to logistical constraints and hence differences between treatments are qualitative. After 6 d, the largest response of the phytoplankton community was observed in the +P mesocosm where chlorophyll a (chl a) and 14C-based primary production were 2–3× greater than the -P mesocosm and 4–6× greater than the control. Comparison between mesocosm and ‘microcosm’ incubations (20 l) revealed differences in the magnitude and timing of production and marked differences in community structure with a reduced response of diatoms in microcosm treatments. Notably, we also observed pronounced declines in Prochlorococcus populations in all treatments: although these were greater in microcosms (up to 99%). Overall, this study confirmed the feasibility of deploying free-drifting mesocosms in the open ocean as a potentially powerful tool to investigate ecological impacts of nutrient perturbations and constitutes a valuable first step towards scaling plankton manipulation experiments