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BIOLOGY 1: Biodiversity, Evolution and Ecology (Lab) |

Research Proposal • Gallery Walk • Active Learning

Reflection on Instructional Change:

One of the practices I implemented was [Aligning Activities and Assignments With Course Outcomes (DC3)]. I designed an acticity & a large assignment to go with two of the course objectives: [By the end of this course, you should be able to: Develop and test hypotheses using the science methods. (CO10)] & [By the end of this course, you should be able to: Read and understand scientific literature critically. (CO11)]. The major assignment was to write a research proposal (25/200 points) that would be due on week 15. The activity occurred during lab 5 (on week 7). I briefly introduced students to the why, what, & how of proposal writing. The following activity procedures put students in an active learning environment. Students were asked to come up with a list of components to be included in a proposal, first individually. Then, as groups, they discussed & put together a list/flowchart on a large poster paper on their lab bench. Student groups then gallery walked/rotated to comment on other groups' lists/flowcharts.

Students were very engaged in the activity & became critical of what should be included in a research proposal. After the activity, students were introduced to the details of the assignment. I broke the large proposal assignment down to 4 smaller assignments. They would, step by step, lead students through [the observation of nature & formation of research question], [the scope of questions & formation of hypotheses], [the design of experiments], & the final [research proposal]. The students have so far turned in the first 3 of the 4 assinments. I am quite satified with their efforts so far.

The [Practice and Reflect Written Assignment] was the most helpful component of ACUE, it forced me to critically rethink my old approaches weekly, but I must say I appreciate all ACUE modules and the posts/comments from colleague. I'd say this is one of the turning points of my teaching career. Thank you!

The video I used in the [Observe and Analyze] is here: [Kirk Lin ACUE video 1] (in Google Drive).

I greatly appreciate the comments from colleagues Elena D., Ronald C. Farshid Z. & Mary MH. during the observe & analyze session on 10/14/2022. The main comments I received were to increase 'wait time' for students responding to my questions and (my aha moments) to allow students critique examples of research proposals. With all the changes I have made and will make, I hope students will feel that the course (& the instructor) welcomes & values everyone and wants to help every student to succeed in class.

**Evidence of Instructional Change**
Me giving instruction guiding students to think about the components of a research proposal.	Student groups "gallery walk" to give comments to other groups.	Two Learning outcomes related to the 'Research Proposal Components' activity.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	Hi, I am an ecologist. Here I am with three of the organisms I have studied: Taiwan vole (on forehead), Rice paddy frog tadpole (on hair), and Agamid lizard (by my cheek). I am extremely fortunate to be living in Sacramento, at the center of one of global biodiversity hot spots: the 'California Floristic Province'. In my classes, I try to bring students closer to the wonderful natural world.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.