Concurrent Pre-Conference Workshops

Friday, June 25 | 11 a.m. - 4 p.m. EDT (UTC -04:00)

Workshop #1: Integrating Testing and Learning by HHMI BioInteractive and ASK-BIO

Heather Seitz, Ph.D., Johnson County Community College 
Jacqueline Washington, Ph.D., Nyack College 

Workshop full. Registration is now closed.
 
Machine gradable questions are a popular option for assessing student learning. These questions are easy to grade, provide opportunities for students to practice problem solving and are commonly found on high-stakes assessments. If only they weren’t so hard to write!  

In this workshop, we will review some common mistakes that faculty make when writing these types of questions, review psychometric guidelines for writing effective machine-gradable questions and provide attendees with an opportunity to work in small groups to identify and correct mistakes in questions.

You are encouraged to bring  test questions to review and correct, but sample questions will be available. Participants will learn how to create a test map and will walk away with a peer-reviewed checklist of best practices for writing selected response items prepared by assessment experts that they can put into practice immediately following the session. 

Attendee Learning Outcomes

At the end of this workshop, participants will be able to do the following: 
  • Utilize learning outcomes to map and create a fair test.  
  • Learn how to write selected response questions to assess learning outcomes 
  • Utilize an evaluation checklist to improve assessment items. 
  • Evaluate test performance to determine the quality of test items and overall test to ensure effectiveness and fairness.
Additional Information: The ASK-BIO (Advancing Assessment Skills in BIOlogy) Network is an NSF sponsored project (#2018322) designed to provide support for faculty developing assessment items.

Cost: Free with conference registration.
Audience: Educators at any career stage.

Workshop #2: Publishing your evidence-based teaching activity in CourseSource: A step by step workshop for preparing your lesson manuscript

Erin Vinson, University of Maine and CourseSource 
Carlos Goller, Ph.D., North Carolina State University Biotechnology Program 

Workshop full. Registration is now closed. 

CourseSource is a peer-reviewed, open-access journal that publishes tested, evidence-based undergraduate biology activities. The articles include details in a format, style and voice that supports replicability. Publishing activities in CourseSource provides authors with recognition of the creativity, experience and time needed to develop effective classroom materials, while also supporting the dissemination of evidence-based teaching practices. Authors can list CourseSource articles in the peer-reviewed publication section of their curriculum vitae and use them as evidence for excellence in teaching. 

In this workshop series, we will help prospective CourseSource authors learn about the journal and submission guidelines. The majority of the workshop will focus on participants writing their CourseSource Lesson manuscript for publication. Participants will learn about each section of the manuscript, have time to work in breakout rooms with partners to discuss and write manuscript ideas, receive feedback from peers and have ample opportunity to ask questions. 

Attendee Learning Outcomes

At the end of this workshop, participants will be able to do the following: 
  • Draft sections of a CourseSource manuscript and receive feedback from peers [the majority of the workshop time will be spent on this learning objective]. 
  • Finish writing their lesson manuscript and submit that manuscript to CourseSource. 
  • Have an action plan for highlighting their publication in job applications and/or promotion materials. 
  • Describe common author pitfalls and avoid using them during the preparation of their manuscript. 

Cost: Free with conference registration.
Audience: Educators at any career stage who have designed original biology lesson plans and want to prepare them for a peer-reviewed publication. 


Workshop #3: From Practice to Scholarship: Leveraging Students’ Cultural Wealth to Transform STEM Teaching and Mentoring

Anthony DePass, Ph.D., Louis Stokes Regional Center of Excellence for the Study of STEM Interventions
Terrell Morton, Ph.D., University of Missouri-Columbia

Workshop full. Registration is now closed.
 
This workshop introduces Community Cultural Wealth (Yosso, 2005) as a critical, strengths-based conceptual framework, and demonstrates how it can be utilized to transform STEM teaching and mentoring practices in both classroom and research spaces. Workshop participants will learn about CCW and through active participation, learn about its implementation in hypothesis-based interventions for student engagement in broadening participation in science, and strategies for generating scholarship from such activities. Participants will engage various activities and discussion breakouts that explore the need, development and strategies for transformation of STEM learning environments that rely less on models of deficiency and more on student empowerment. We will explore CCW as one such model and how it can be used as an anchor for teaching and mentoring practices in ways that cultivate and empower minoritized and marginalized students in STEM.

Citation: Yosso, TJ (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education 8(1): 69-91. 

Attendee Learning Outcomes

At the end of this workshop, participants will be able to do the following: 
  • Identify structural, environmental challenges with facilitating minoritized students’ success, retention, and matriculation in STEM.  
  • Learn about Community Cultural Wealth and its various components.  
  • Learn how to leverage CCW as a framework to conceptualize teaching and mentoring pedagogies and practices that cultivate and empower minoritized students in STEM.  

Cost: Free with conference registration.
Audience: Educators at any career stage.


Workshop #4: Writing a grant proposal for the NSF-ATE (Advanced Technological Education) Program. 

Eligibility: Faculty teaching at 2-year or Associate's Colleges only.

Pushpa Ramakrishna, Ph.D., National Science Foundation 
Celeste Carter, Ph.D., National Science Foundation 
 
This workshop steps through the National Science Foundation (NSF) proposal review process from submission of a proposal to award or decline, touching on elements of a good review, NSF intellectual merit and broader impact criteria, elements of a good proposal and volunteering to review proposals. NSF receives approximately 50,000 proposals each year for research, education and training projects, of which approximately 12,000 are funded. Identifying a transformative project, writing a proposal that addresses a solicitation and convincing reviewers of the merit and feasibility of the project are challenging tasks.  

The participants will be provided with an opportunity to learn about the multiple facets of the NSF ATE program. The interactive session will discuss the following: You identify the NSF ATE program that supports proposals for an idea, and then what? What goes through the minds of reviewers once a proposal is submitted? What prompts one proposal to be recommended for funding while another is declined? The participants will be provided an opportunity to develop the prototype for a new proposal idea for technician education through an interactive exercise and mock review session. Participants gain insight into writing a good review and improving one's own proposal writing.  

Attendee Learning Outcomes

After this workshop, participants will be able to do the following: 
  • Be more confident and better prepared to write strong NSF-Advanced Technological Education proposals. 
  • Engage in a review session.
  • Explain the intricacies of the proposal review process. 

Cost: Free with conference registration.
Audience: Faculty at any career stage who are at U.S.-based 2-year institutions and are interested in preparing grant proposals for the NSF-ATE program.