ACUE PAL1 and CTL logo image

Biology 10: Basic Biological Concepts

Active Group Learning, Engaged, Interactive

Reflection on Instructional Change:

I am really working on student engagement. I have been checking in with them more with little surveys and in -class opportunities for participation at low-stakes (informal assessment). In Biology 10, we've had big problems with course attendance so I've really been working on adding activities that give motivation for them to come and learn. Here's some techniques I learned in ACUE PAL:

Begin with an engagement trigger and end with an effective closing; I have tried this and also ending with learning objectives since I learned that the first few minutes and last few minutes of class are the best learning opportunities for students.
Chunk or segment information: I’m trying to take breaks or different activities for only 15- 20 minutes. When I go over, I notice students start zoning out.
Plan engaging visuals and relevant examples: I do this and am exploring more options for videos, though I already do a lot of these.

My students gave me feedback that they REALLY like the review and learning objectives, especially. It helps them focus. I also took surveys in quizzes, last Spring, when I began implementing these strategies, including THINK - PAIR - SHARE in groups and got lots of positive responses, also highlighted in my Teaching Evaluations, gathered by my department.

Example(s): "In the beginning of the course we took a learning style test to show and explain studying and learning options for each one and throughout class she would encourage students to ask questions or tell her when we didn't understand a topic. The last half of the semester we began working in groups and having more discussion based review of the topics which I really enjoyed!" - Anonymous Student 1 Sp25 Bio 10

"Aspects of the class that were beneficial to my learning was that the lectures were tailored to all different types of learning approaches like videos from visual learners and more stuff like that....Also talking about the learning objectives with our peers." -Anonymous Student Response 2 Sp25 Biology 10

"Dr. K encouraged a lot of group discussions and analysis on topics covered in class, which I really appreciated. This was HUGE for my
learning and growth. She also had tons of videos and games, and other resources that were cool to explore and helped me so much! She
was also really great about tying material to real-life aspects, which was great!" -Anonymous Student 3 Sp25 Biology 10

Reflection on Effective ACUE Lessons and Sessions from PAL1

Demonstration Videos: Videos of faculty effectively teaching online

I am have a dominant active learning style, myself. In the VARK survey (a tool that can be used to asses learning style: Visual Aural Read/Write and/or Kinesthetic), I usually find I am a primarily kinesthetic learner; I learn by doing or by example. Thus, the videos of instructors who were trying the PAL techniques, either successfully or not as successfully gave me some examples of how to do things in class.

Practice and Reflect Written Assignment

I also found it helpful to reflect on what I had done as I was doing it and implementing strategies in class last Spring. Some worked, some didn't. Writing about it helped me process what I was doing and what I had learned from each portion of the ACUE course.

CTL "Observe and Analyze" synchronous zoom session with colleagues

I found it was helpful to connect with colleagues about what they were doing as a result of taking this ACUE course. I realized "aha" that I was doing a great job engaging students! It was nice to receive that feedback from peers.

Evidence of Instructional Change

Table illustrating assignments using techniques I learned in ACUE PAL1
To help provide (low-stakes) motivation, I have students self-grade their discussions of Learning Objectives, Problems, and Concepts in Class.	Example of group work during our Genetics Unit. I go over Punnett Squares then allow students to work together to solve in-class examples to engage learning of Mendelian and non-Mendelian Genetic mechanisms of gene transfer.	I completed the ACUE PAL1 course! Curriculum included: Demonstration Videos Implementation Resources ACUE Observe and Analyze Videos Online Discussion Forums Practice and Reflect Written Assignments

Practice and Reflect on: Facilitating Active In-Class Discussions

- - Facilitating Engaging Class Discussions

Course Syllabus: Bio 10 TR Syllabus and Schedule_Sp25_S5(updated).docx

Course Syllabus: Post FLC Bio 10 Syllabus and Schedule_Fa25 S6_FINALupdate.docx

Faculty Bio

Lecturer Biography and Photo(s)
	I have been a Lecturer here at CSUS for ~8 years and hold a Ph.D. from University of California, Davis (UCD) in Molecular Cellular and Integrative Physiology (fish physiology) and a B.S. from studies in Biology and Environmental Studies from Tufts University. I spent ~5 years as a post-doctoral fellow after graduate school at UCD. I now often teach Introductory Biology courses which have students with different learning styles and diverse backgrounds, so this course was especially helpful to gain knowledge of useful tools. When I’m not working on teaching, I spend time with my family to include my 3 y.o. son, Wallace, and partner, Jake. We love to garden and be outside, especially near the river. While aquatic ecosystems dominated my years of research and post-doctoral projects, they now are included in the things I teach my son, such as how to swim and look for fishes.

Funding Support for ACUE PAL1 CTL 2025 Course
	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, and 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.