Assessments and course syllabi are 2 of the most student-facing course components, and as such, if designed well, create great opportunities for learning. This series provides participants with the opportunity to learn about current assessment techniques/topics important to undergraduate STEM educators, share ideas and engage in dialogue with colleagues. Sessions will include a brief overview of a topic, an interactive portion for participants to get feedback on their ideas and a summary/de-brief of the topic.
Webinar Series Learning Goals
After the completion of the webinar series, participants will be able to:
- Consider how to adjust assessments in light of new technologies, like artificial intelligence.
- Weigh the benefits and difficulties of alternative assessment approaches for students, such as ungrading.
- Use concept inventories to assess student conceptual learning.
- Build a syllabus as a means to direct your assessments.
- Use principles of inclusive teaching to design more effective assessments for undergraduate biology.
- Feel more confident to prepare formative and summative assessments.
How will you learn in this series?
- Seven 60-minute interactive webinars presented by active researchers in the field. Webinars are recorded for later viewing in case of conflicts.
- Participate in live activities and Q&A sessions with presenters.
- Complete pre-webinar assignments.
- Engage in weekly small group mentoring discussions with other course participants.
Wednesday, May 31, 1-2 p.m. ET | Artificial Intelligence: Pedagogy and Practice
Generative AI, particularly tools such as ChatGPT, have recently captured the attention of the public. AI can have immediate impacts on how educators consider assessments. How do these tools work? How can they be used effectively by teachers and students alike? And what potential abuses might they introduce? Our panel of experts will discuss these issues with an eye toward equipping educators to adapt to the changes introduced by AI development. This live event is a panel discussion.
Brian G. Gentry, Ph.D.
Drake University College of Pharmacy and Health Sciences
- Heidi Mannetter, Drake University.
- James McNab, Drake University.
- Clayton Mitchell, Drake University.
- Christopher Porter, Drake University.
Wednesday, June 7, 1-2 p.m. ET | Using Student Engagement Activities To Align Formative Assessments With ASM Curriculum Guidelines.
Participants will build curriculum maps for student engagement activities as a tool for determining course content that is aligned with ASM Undergraduate Microbiology Curriculum Guidelines. They will also learn strategies for using student engagement activities as formative assessments.
Mary E. Allen, Ph.D.
Wednesday, June 14, 1-2 p.m. ET | Advancing Engagement, Inclusion, and Equity in Your Course Through Transparency
In this session, we will explore why transparency in course and assignment design is an essential element in achieving equity in student learning and success. You will learn about inclusive and equity-minded principles that guided the creation of 2 checklist inventories for examining transparency and inclusion in our syllabi and assignments. Finally, you will have the opportunity to use these checklists to advance engagement, inclusion and equity in the design of your course and assignments.
- Anne Spain, Director, Office of Teaching and Learning, Bridgewater State University.
Wednesday, June 21, 1-2 p.m. ET | Ungrading
This webinar will explore ways of reframing teaching in the context of empathy and inclusion, specifically by using pedagogical practices, such as ungrading, that increase course access for students with attributes that might disadvantage them in the traditional classroom.
Miriam Segura-Totten, Ph.D.
University of North Georgia
Wednesday, June 28, 2-3 p.m. ET | Using Concept Inventories To Measure Student Understanding
Concept inventories can be used to assess an activity, course or curriculum. In this session, we will highlight existing concept inventories, describe best practices for concept inventory implementation and discuss potential uses for concept inventory data.
Nancy Boury, Ph.D.
Iowa State University
Wednesday, July 12, 1-2 p.m. ET | Why Don’t Students Read My Syllabus? Equitizing Your Syllabus To Promote Inclusion
Syllabi provide students with important course information and resources to assist them in their learning. Faculty report students rarely use the syllabus as a course resource. In this session, we will consider the purpose of a course syllabus and ways to equitize a traditional syllabus. The principles of demystifying language, creating a sense of student-faculty partnership and affirming students’ belonging in higher education will be explored. Sample syllabi will be shared and reviewed.
Loretta Brancaccio-Taras, Ph.D.
Kingsborough Community College
Wednesday, July 19, 1-2 p.m. ET | Course Experience Analysis - A Conceptual Model for Unpacking the Role All Stakeholders Play in an Equity-Minded Classroom
In this talk we will discuss the rationale for moving away from the traditional course assessment model that tends to shoulder the measure of success of the course on student effort and/or student opinion. We examine strategies to hold all aspects of the course experience accountable, including our own teaching approaches, as we iterate toward an even greater, more equity-minded classroom.
Bryan Dewsbury, Ph.D.
Florida International University
EligibilityFaculty (at any career stage) and postdocs interested in undergraduate teaching careers, who satisfy these prerequisites:
Prior to registration, participants should be able to...
- Distinguish student-centered teaching from instructor-centered teaching.
- Use Backward Design or other evidence-based framework for designing biology courses.
- List characteristics of effective learning experiences.
- Use learning outcomes to align summative assessments with active learning activities.
- Membership to ASM and/or SABER is not required, but members of both organizations are eligible for a member discount. Membership status will be verified during the application process.
- If you are a member of SABER, prior to registering, email proof of current membership to email@example.com for the discount.
- Use your existing ASM account or create a new, free ASM account.
- All sales are final. No refunds will be issued.
- All registrants will be given access to recordings of all webinars through December 31, 2023.
ASM Members (All Categories Except Supporting Members) And SABER Members
Course Cost: $375
ASM Supporting Members and Non-members
Course Cost: $475