Laboratory activity to effectively teach introductory geomicrobiology concepts to non-geology majors

We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: 1) learn how microbial-induced mineralization (such as calcium carbonate formation) is affected by differential media and growth conditions; 2) understand how bacterial physiology affects any induced in situ or in vitro mineralization; 3) comprehend how growing conditions and bacterial physiologies interrelate, resulting in differential crystal formation. The teaching-learning process was assessed using a pre-/posttest with an increase from 26% to 76% in the number of positive answers from the students. We also measured the students' proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. A final questionnaire was provided with satisfactory evaluations from the students regarding the organization and content of the practices. 84-86% of the students agreed that the exercises improved their knowledge in geomicrobiology and would like to attend similar laboratories in the future. Such response is the best indicator that the laboratory practice can be implemented in any undergraduate/graduate microbiology course to effectively teach basic geomicrobiology concepts to non-geology majors

Profiling our students' learning orchestrations to evaluate the biology curriculum

© 2018, Institute for Innovation in Science and Mathematics Education. We have identified the major shifts in individual student study orchestrations over the first semester of a university biology course. We offer evidence that our curriculum, designed and taught by generalist biologists, has engaged generalist degree students. Professional degree students have not engaged with this course to the same level and many were demonstrably dissonant. At the end of semester, dissonant students, from both generalist and professional degrees, demonstrated little engagement with the curriculum, which is consistent with previous reports of the high degree of disengagement of first year students. The challenge to improve the engagement of students in professional degrees and to address the tendency towards dissonance and disengagement by our first year students is discussed and improvements in engagement are likely to be aided by systems that allow students to assess for themselves their approaches to study and conceptions of discipline development over the course of their degree

Laboratory activity to effectively teach introductory geomicrobiology concepts to non-geology majors

We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: 1) learn how microbial-induced mineralization (such as calcium carbonate formation) is affected by differential media and growth conditions; 2) understand how bacterial physiology affects any induced in situ or in vitro mineralization; 3) comprehend how growing conditions and bacterial physiologies interrelate, resulting in differential crystal formation. The teaching-learning process was assessed using a pre-/posttest with an increase from 26% to 76% in the number of positive answers from the students. We also measured the students' proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. A final questionnaire was provided with satisfactory evaluations from the students regarding the organization and content of the practices. 84-86% of the students agreed that the exercises improved their knowledge in geomicrobiology and would like to attend similar laboratories in the future. Such response is the best indicator that the laboratory practice can be implemented in any undergraduate/graduate microbiology course to effectively teach basic geomicrobiology concepts to non-geology majors

Understanding Students' Experiences After Incorporating Indigenous Perspectives in a Postgraduate Science Communication Subject.

Many Australian universities have recently incorporated Indigenous graduate attributes into their programs, and the University of Technology Sydney (UTS) is no exception. This project aimed to investigate students’ perceptions and experiences of learning about Indigenous Knowledge systems and culture while developing science communication skills. Advanced Communication Skills in Science is a core subject in the Master of Science program at UTS. An existing assessment task, a three-minute thesis style oral presentation, was reworked to include the Indigenous Graduate Attribute (IGA) developed for the Faculty of Science. Students researched an aspect of Indigenous Science, an area of emerging interest for cultural and scientific understanding, and a mechanism for empowering Australia’s diverse first nations peoples. They then presented their key message in three minutes using a single PowerPoint slide. This task allowed students to demonstrate an awareness and appreciation of multiple ways of developing understandings of nature while enhancing their ability to understand the role of science communication in the modern world. Students were surveyed at the beginning and end of the semester to establish their Indigenous Science conceptions and reflect on their experiences. Students demonstrated an outstanding ability to integrate appropriate Aboriginal and Torres Strait Islander knowledges, experience, and analysis into a key message. Most students reported greater familiarity with concepts such as Indigenous Science and provided richer definitions of what this means. When asked if understanding Aboriginal and Torres Strait Islander knowledges and cultural practices might impact their practice as a scientist, many felt their perspective had changed and that reflecting on their cultural values and beliefs had improved their cultural capability. Most students responded that this subject challenged (at least to a degree) some firmly held assumptions, ideas, and beliefs

Informe sobre la mina San Daniel

La Carolina. Memorias e informe

Título: Bando 1740 05 02

Bando dado en Valencia el día 2 de Mayo de 1740Tít. tomado de comienzo de text

Arte de medir tierras excepciones de los agrimensores, ordenanzas para las ciudades, villas y lugares ..., noticia para trazar reloxes orizontales ...,

Sign.:[calderón]4, A-K8, L4Ilustraciones xil. de formas geometricas pegadas a las p. 80, 82, 98, 118 y 12

Palestra particular de los exercicios del Cavallo sus propiedades y estilo de torear y jugar las cañas, con otras diferentes demonstraciones de la cavalleria politica

ColofónSign.: [Calderón]8, A-P8, Q4Port. con orla ti

Developing analytical and academic writing practices through a sustainable blended learning program

Students entering postgraduate coursework degrees transition into content-rich and challenging learning environments, and many are unprepared for the analytical and evaluative skills expected. In the subject ‘Proteomics’, these skills are key for designing an authentic experimental plan, the major assessment. To support our students in developing these critical skills and literacies, we designed, created and embedded three interactive, self-paced H5P online tutorials and two face-to-face writing workshops targeting assignment structure, academic and scientific language, and critical evaluation. Embedding these materials means they are core curriculum and sustainable, supporting a student enhancement rather than a student deficit model (McWilliams & Allen, 2014). In 2020, we adapted our blended design for online delivery by converting the face-to-face workshops into online workshops. Our evaluation showed many students completed the non-assessible online tutorials more than once, suggesting that students used the tutorials to reinforce their understanding of the writing practices presented. Surveys (HREC approved) revealed some students self-reporting increases in confidence in their writing practices, while others remained neutral. Overall, the assignments were better in 2020 than previous years. Our implementation will continue as core content. Ideally, future iterations of the writing workshops will be face-to-face to enable more focussed writing and feedback opportunities. REFERENCES McWilliams, R. & Allen, Q. (2014). Embedding Academic Literacy Skills: Towards a better practice model. Journal of University Teaching & Learning Practice, 11(3), 8