{"id":8189,"date":"2021-09-09T14:27:39","date_gmt":"2021-09-09T14:27:39","guid":{"rendered":"https:\/\/esa.org\/ldc\/?page_id=8189"},"modified":"2021-09-29T13:58:56","modified_gmt":"2021-09-29T13:58:56","slug":"education-share-fair-roundtable","status":"publish","type":"page","link":"https:\/\/esa.org\/ldc\/pastconferences\/2021-conference\/2021-program\/education-share-fair-roundtable\/","title":{"rendered":"Education Share Fair Roundtable"},"content":{"rendered":"\n\n\n
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COVID-19 policy for LDC attendees<\/strong><\/h4>\n
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Vaccinations are required for all attendees. Please review the Covid-19 Policy<\/strong><\/a>\u00a0for more details. Please contact ldc@esa.org if you have any questions or concerns.<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Information for LDC Presenters<\/strong><\/a><\/p>\n

What is the Education Share Fair Roundtable?<\/strong><\/h3>\n

The Education Share Fair will be a central event of the Life Discovery \u2013 Doing Science Education conference!<\/p>\n

We know there is a lot of wisdom among our participants!! \u00a0The Education Share Fair is designed for educators to share teaching ideas and resources at any stage of development to receive peer feedback.<\/p>\n

Participants will have the opportunity to provide peer feedback on fresh, preliminary ideas or discover extensions on successful, developed ones. Presentations may highlight ideas for lessons and curriculum design, modern technologies, and new applications of traditional techniques; creative tools, or classroom space design! Discussions can cover issues related to but not restricted to core concepts, teaching methodology, misconceptions, assessments, or educational extensions.<\/p>\n

Each presentation will be at a roundtable with up to 3-5 other participants. All presenters are strongly encouraged to incorporate feedback and publish teaching ideas and classroom-ready scientific resources such as photo collections, figures and charts, case studies, simulations, and datasets, etc. in the LifeDiscoveryEd Digital Library<\/a>\u00a0as a record of conference proceedings. Submissions will be peer-reviewed.<\/p>\n

At the time of arrival at the conference, you will select to join a presentation from Round A and Round B. Each table is limited to 5 persons (including the presenter).<\/p>\n

Roundtable Discussion Descriptions<\/strong><\/h2>\n

Friday, October 1, 2021, 12:45 PM<\/span><\/h3>\n

Room: Emerald Mountain<\/h3>\n

Table:<\/strong> 1<\/p>\n

Curing Plant Blindness: Exploring the effects of an online intervention in a large enrollment majors Biology class<\/span><\/strong><\/p>\n

Presenter: <\/strong>Samiksha Raut, The University of Alabama at Birmingham<\/p>\n

Pedagogical Focus:<\/strong> Collaboration<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>The vision and Change in Undergraduate Biology Education, has emphasized Biological literacy (AAAS 2009). While national attempts have been actively focused on increasing biological literacy, much work needs to be done as regards botanical literacy, especially for non-majors biology students. The problem of botanical literacy is even more profound and has led to the official coining of the phrase Plant Blindness. This proposal explores the impact of an online intervention to cure blindness in a large-enrollment biology class.<\/p>\n

Table:<\/strong> 2<\/p>\n

Creating student \u201ccohorts\u201d to facilitate student-instructor engagement in large courses<\/span><\/strong><\/p>\n

Presenter: <\/strong>Warren Sconiers, University of the Ozarks<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Assessment<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>Courses at larger institutions tend to have fewer student-instructor interactions by nature, while smaller institutions are known for these interactions. I propose implementing cohorts, course-assigned groups of students that complete group assignments to encourage interactions and are TA\/instructor managed.<\/p>\n

Table:<\/strong> 3<\/p>\n

Tree Cover Equity Across Urban Landscape Types<\/span><\/strong><\/p>\n

Presenter: <\/strong>Tamara Basham, Collin County Community College District<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>In this data-focused activity, students use a combination of publicly available and self-generated data to test their hypotheses about tree cover equity across communities in the Dallas, Texas area.<\/p>\n

Table:<\/strong> 4<\/p>\n

Bacterial Fermentation of Carbohydrates<\/span><\/strong><\/p>\n

Presenter: <\/strong>Erin McKenney, North Carolina State University<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>We present a tactile teaching tool to help students (1) compare the structures of different carbohydrates and bacterial fermentative abilities,\u00a0\u00a0 and (2) predict the fermentation products of different bacteria\/diets and their impacts on host health.<\/p>\n

Table:<\/strong> 5<\/p>\n

Scientific Figures: Pairing Data Points with Other BioInteractive Resources<\/span><\/strong><\/p>\n

Presenter: <\/strong>Parks Collins, Mitchell Community College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Assessment, Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>Interpreting figures is essential for scientists, but it is one of the most challenging skills for students to develop. Come learn about a series of resources called\u00a0 Data Points that are geared towards helping students increase quantitative skills.<\/p>\n

Table:<\/strong> 6<\/p>\n

Scientists in Classrooms: PlantingScience Online Mentoring, Barriers and Opportunities<\/strong><\/span><\/p>\n

Presenter:\u00a0<\/strong>Jennifer Hartley and Catrina Adams, Botanical Society of America<\/p>\n

Pedagogical Focus:<\/strong>\u00a0Active Learning, Hands-On, Collaboration<\/p>\n

Audience:<\/strong>\u00a0Grades 6-12, Undergraduate: Lower Division<\/p>\n

Abstract:<\/strong> PlantingScience is a free NSF-supported student-teacher-scientist partnership program where small teams of students in classrooms design and implement their own science investigations on one of several big themes in biology, while communicating online with a volunteer scientist mentor. We\u2019ll discuss features of PlantingScience, how teachers have implemented particular modules within different kinds of courses, and barriers to successful implementation. We\u2019d like feedback on ways the program can address teacher and district concerns and overcome barriers in order to reach more teachers and students.\u00a0<\/p>\n

Table:<\/strong> 7<\/p>\n

UEL: A framework for an undergraduate-focused urban ecology research community<\/span><\/strong><\/p>\n

Presenter: <\/strong>Maria Stanko, New Jersey Institute of Technology<\/p>\n

Pedagogical Focus:<\/strong> Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>The UEL is a research community established to train leaders in urban ecology and ensure that they reflect the communities they serve. We outline our research projects and discuss strategies for securing funding, recruiting students, and developing a mentoring framework.<\/p>\n

Table:<\/strong> 8<\/p>\n

Multiple Projects, One Plant: The Saguaro Cactus<\/span><\/strong><\/p>\n

Presenter: <\/strong>Karen Wellner, Chandler-Gilbert Community College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>The saguaro cactus represents different things to different cultures. We examine the importance of this cactus by integrating field work, climate change, ecosystem services, geospatial technologies, and microbiology sampling in a project-based learning experience utilizing the saguaros on our campus.<\/p>\n

Table:<\/strong> 9<\/p>\n

Tracking antibiotic resistance through a sexual network<\/span><\/strong><\/p>\n

Presenter: <\/strong>Gabriela Hamerlinck, University of Florida<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>This resource is a hands-on simulation game of how antibiotic-resistant gonorrhea might develop and spread through a sexual network.<\/p>\n

Table:<\/strong> 10<\/p>\n

Phenology Protocols in Development for the Milkweed Adaptation Research and Education Network<\/span><\/strong><\/p>\n

Presenter: <\/strong>Emily Mohl, St. Olaf College<\/p>\n

Pedagogical Focus:<\/strong> Data-centric<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>We will discuss a draft of newly revised protocols for a distributed investigation of common milkweed plants and their interactions with herbivores, including monarchs, to help students predict the potential for shifting phenology (timing of development) to disrupt species interactions.<\/p>\n

Table:<\/strong> 11<\/p>\n

What do scientists do?<\/span><\/strong><\/p>\n

Presenter: <\/strong>Laura Gonzalez, University of Texas at Austin<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>What do scientists do? is a series of scaffolded assignments designed to teach students how to ask and answer scientific questions. The objective of the experiential learning activity is for students to develop a collaborative independent scientific proposal tackling an ecological question of their own choosing.<\/p>\n

Table:\u00a0<\/b>12<\/p>\n

Assessing forest community diversity<\/b><\/span><\/p>\n

Presenter: Andrew Kozich, Keweenaw Bay Ojibwa Community College<\/b><\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract:<\/strong> Students in introductory environmental science courses benefit from hands-on learning in outdoor settings. This presentation describes a hands-on activity for students to learn basic ecological concepts about forested ecosystems and gain skills in data collection and analysis.<\/p>\n

\n

Saturday, October 2, 2021, 2:30 PM<\/span><\/h3>\n

Room: Emerald Mountain<\/h3>\n

Table:\u00a0<\/strong>1<\/p>\n

\u00a0All hands-on all the time?<\/strong><\/span><\/p>\n

Presenter: <\/strong>Brent Voels, Cankdeska Cikana Community College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>Successes and challenges during the COVID-19 pandemic.\u00a0 Could the move to online learning create new opportunities in how STEM education is delivered?<\/p>\n

Table:<\/strong> 2<\/p>\n

Constructing a multi-media active learning project in biology education<\/span><\/strong><\/p>\n

Presenter: <\/strong>Chinyere Knight, Tuskegee University<\/p>\n

Pedagogical Focus:<\/strong> Active Learning<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

\u00a0<\/strong>Abstract: <\/strong>Students have integrated advanced understanding of biology, technology, and art by creating multi-media videos as final projects in a general ecology course during the virtual transition 2019\/2020. Students incorporated animations, news broadcasts, interviews, and bio documentaries formats for content dissemination.<\/p>\n

Table: <\/strong>3<\/p>\n

Field Sampling Methods: Impact of Invasive Species<\/strong><\/span><\/p>\n

Presenter: <\/strong>John Starnes, Southcentral Kentucky Community and Technical College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>This field-based resource is for use in a non-majors ecology laboratory.\u00a0 It will explore field sampling methods and the impacts that invasive species have on the environment.<\/p>\n

Table: <\/strong>4<\/p>\n

Case Study: Pine Barrens Ecology and Human Dimensions<\/strong><\/span><\/p>\n

Presenter: <\/strong>Joanna Lumbsden-Pinto, SUNY ESF<\/p>\n

Pedagogical Focus:<\/strong> Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division\u00a0<\/strong><\/p>\n

Abstract: <\/strong>Pine barrens require fire to stay healthy and provide ecosystem services users enjoy. Nevertheless, fire can jeopardize properties and people. Therefore, we can help people understand the pine barren\u2019s ecology and change their attitude towards managing forests with fire.<\/p>\n

Table: <\/strong>5<\/p>\n

Effects of Environmental Stress on Parasite \u2013 Host Interactions<\/span><\/strong><\/p>\n

Presenter: <\/strong>Tyrell Carr, Saint Augustine\u2019s University<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Assessment, Collaboration, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>A Case Study \u2013 Course-based Undergraduate Research Experience (CURE) for Non-Biology Majors and Biology Majors is being developed for the Biology Program at Saint Augustine\u2019s University \u2013 Raleigh, North Carolina by Khadijah Payne and Dr. Tyrell Carr. The Case Study \u2013 CURE is centered on parasite-host interactions for studies in BIOL 131 \u2013 Fundamentals of Biology and BIOL 132 \u2013 Introduction to Environmental Science.<\/p>\n

Table: <\/strong>6<\/p>\n

Scientific Communication in STEM: Exploring foodborne pathogens, Elements, and Healthy Eating<\/strong><\/span><\/p>\n

Presenter:<\/strong> Florastina Payton-Stewart<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Data-centric<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

Abstract: <\/strong>How can we improve scientific communication among STEM and non-STEM?\u00a0 Food is a universal language.\u00a0 The objective is to expose students to case studies and discussions to enhance their science communication skills related to food.\u00a0<\/p>\n

Table: 7<\/strong>\u00a0<\/p>\n

Online Ecological Education via Jupyter Notebooks and NEON data<\/span><\/strong><\/p>\n

Presenter: <\/strong>John Sutor, SciTeens \/ FSU<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Data-centric<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>SciTeens Inc. (501(c)3) engages title one high school students in STEM through online data science curriculums and research collaboration. Educators will learn about novel technologies and project-based teaching strategies adopted for a Jupyter Notebook-based curriculum.<\/p>\n

Table: <\/strong>8<\/p>\n

Hanging on Your Every Word: Ecology for Everyone with AAAS\u2019s Science in the Classroom (SitC)<\/strong><\/span><\/p>\n

Presenter: <\/strong>Anne Fernald Cross, Tulsa Community College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Assessment, Collaboration<\/p>\n

Audience:<\/strong> Grades 9-12, Undergraduate: Lower Division, Undergraduate: Upper Division<\/p>\n

\u00a0<\/strong>Abstract: <\/strong>This lesson introduces students to the value of scientific literature using the AAAS website Science in the Classroom. We examine the science behind the emerging infectious disease, white-nose syndrome (WNS) in the Little Brown Bat (Myotis lucifugus).<\/p>\n

Table: <\/strong>9<\/p>\n

Exploring Citizen Science for All Learners<\/strong><\/span><\/p>\n

Presenter: <\/strong>Kathryn Bender, Albemarle County Public Schools\/Monticello High School<\/p>\n

Pedagogical Focus:<\/strong> Active Learning, Assessment, Data-centric<\/p>\n

Audience:<\/strong> Grades 9-12<\/p>\n

\u00a0<\/strong>Abstract: <\/strong>Planning citizen science projects for use in the classroom can be overwhelming.\u00a0 Let\u2019s break it down into practical ways you can differentiate a lesson into a standards-aligned, authentic, and accessible learning experience all students can engage in and benefit from.<\/p>\n

Table: <\/strong>10<\/p>\n

Indigenous Science<\/span><\/strong><\/p>\n

Presenter: <\/strong>Kaitlyn Haskie, Din\u00e9\u00a0College<\/p>\n

Pedagogical Focus:<\/strong> Active Learning<\/p>\n

Audience:<\/strong> Undergraduate: Lower Division<\/p>\n

Abstract: <\/strong>Indigenous Science refers to the scientific knowledge of peoples who as participants in their culture have traditional wisdom, values, and decision-making that inform how they interact with the world. This project draws on Navajo knowledge of traditional food systems and how effective those foods are in providing nutrition.<\/p>\n

\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

COVID-19 policy for LDC attendees Vaccinations are required for all attendees. Please review the Covid-19 Policy\u00a0for more details. Please contact ldc@esa.org if you have any questions or concerns. Information for LDC Presenters What is the Education Share Fair Roundtable? The Education Share Fair will be a central event of the Life Discovery \u2013 Doing Science Education conference! We know there…<\/p>\n","protected":false},"author":1878,"featured_media":0,"parent":4501,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8189","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/pages\/8189","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/users\/1878"}],"replies":[{"embeddable":true,"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/comments?post=8189"}],"version-history":[{"count":0,"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/pages\/8189\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/pages\/4501"}],"wp:attachment":[{"href":"https:\/\/esa.org\/ldc\/wp-json\/wp\/v2\/media?parent=8189"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}