Library
Research Guide
On
the first day of class, college reference librarians and I introduce students
to a web-based bibliographic research guide, since bibliographical research
is required for all five projects. This practical comprehensive resource
helps students throughout the semester with their search for and acquisition
of articles and books. It also provides links to useful scientific databases,
information for citing online or print journals and web-based information
and tips for various types of science writing and oral presentation.
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Peer Teacher
 |
I
actively employ peer-based supplemental instruction, a well-established
teaching and learning support system used in many undergraduate institutions.
In spring 2002, I selected two peer teachers (who were academically superior
students familiar with my pedagogy). These two paid students underwent
formal on-the-job training in peer instruction at Lake Forest College's
Learning and Teaching Center. They attended all lectures and weekly lab
sections and held optional weekly supplemental instruction sessions with
my students, which I did not attend. These peer-guided self-help sessions
were designed to reinforce key concepts taught in lecture and lab.
Peer teachers also played active instructional roles in laboratory, where
I provided them direct opportunities for instruction. Most relevant to
the five projects, peer teachers held two research communication skills
workshops targeted to further educate students on how to master the projects.
They described in detail the specific requirements of each project (reinforcing
information that I initially provided via the syllabus workshop and written
syllabus). They also showed and discussed past examples of good and excellent
papers and PowerPoint presentations from past students and provided lists
of Do's and Don'ts for each project. Project grading sheets were reviewed
to give students insight into what I most look for in their final products.
I did not attend these workshops because I believe that my absence allowed
peer teachers to more confidently and freely teach the ropes of success. |
| Svetla
Stamenova '02, a Biology major and
is currently a research technician with Dr. Linda Hicke in the Department
of Biochemistry, Molecular Biology, and Biochemistry at Northwestern University
(Evanston, IL) and is considering graduate school in the near future. |
|
Angela
Eakley'03, a native of Mequon (Wisconsin),
is a Biology
and
Art senior at Lake Forest College and is considering graduate
school
in the near future. |
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Writing
Consultant
 |
I
also employed a student to serve as a paid writing consultant in this course.
Three of the five projects (Projects 2, 3 and 5) require submitting papers,
each a distinct form of science writing. To help students meet the
strong writing emphasis, I identified an academically outstanding senior
biology senior with superior writing skills to be a tutor at the collegeâs
Writing Center. I encouraged students to have drafts of all three papers
reviewed by this consultant. For students who need most help with writing,
I encouraged additional visits. In spring 2002, all seven student
groups met with the writing consultant for the two group-based writing
projects (Projects 3 and 5); seventeen student used the writing consultant
for the individual assignment (Project 2).
|
Jen McGuire'02,
a native of San Francisco (CA), graduated
as
a biology and french double major and is currently a res
earch
associate with Dr. Karen Kirk in Lake Forest College's
Biology
Department and is considering graduate school in
the
near future. |
|
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| Rewarding
Resource Use & Collaborative Preparation
I instituted
Resource Use and Collaboration Points into the grading scheme of the course,
so that students receive credit for utilizing the several resources put
in place, since I consider the process students take in developing each
project an important aspect of building their process skills. Students
earn these points by
1) attending
the two peer communication skills workshops
2) getting
drafts of the three written assignments for Projects 2, 3, and 5 critiqued
by the writing consultant
3) attending
mandatory group meetings with the instructor to discuss research progress
4) meeting
project bibliography deadlines
5) practicing
their two talks for Projects 2 and 4 in front of peers
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