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Michael Crawford1
Florida Doci2
David Johnston1
Biological Sciences
1University of Windsor2University of Ottawa
Biology Courses – Upper Year
• Larger classes, fewer faculty
• Greater internationalization
• UG
• Teaching Assistants (Graduate Students)
• Less prepared = lower literacy
• Domestic
• International
• Less writing / more multiple choice examination
• Less writing ~
• Less “big picture” critical thinking
• Less complex reasoning
• Underdeveloped rhetorical skills
Peer Review
How many use peer-review in class?
Did it work?
Was it satisfying from the perspective of
the reviewer, the reviewed, and teacher
perspectives?
Would you use it more , less, again etc.?
Group Assignments
Perils/ benefits of group assignments?
Challenges:
• Writing and reviewing competence (Topping, 1998)
• Value of reviews to writer
• Value pedagogically (to reviewer and writer)
• Peer anxiety (Rogers and Feller, 2016)
• Perceived value (Mulder et al., 2014)
• Sharing of responsibility / duties / grades
• Degree of commitment
Collaborative or Team-Based Learning
Academic literacy – Bakhtinian approach (Lillis, 2003)
Monologic Dialogic
Reproduction of Challenging, playful
official discourse Opening to examination
Resolution Open-ended?
Collaboration most effective when :
• Formal team interactions are short
• Group presentations are minimized
• Students are interdependent
(Tomcho and Foels, 2012)
We Inherit Traits and transmit
them
Nature
• Genetics
Nurture
• Environment
• Social memes
We now know that the two talk
Genomic Imprinting =
Epigenetics
First Semester
Assembled References
Parsed them into likely chapter sections
Assignments related to:
• Assembling additional refs
• Annotated bibliography
• Seminar/respondent
• Rough draft
• Peer review
• Network to decide what parts fit together best
• Work in chapter-specific groups and horse-trade
• Final chapter with figures and tables
Second Semester
1. Abstract of chapter
• Coherent structure?
• Identify problems
• Propose possible solutions
2. Presentation – summary and critique
3. Chapter outline with explicit solutions
4. Formal proposal and fact-checking
5. Swap meet/editorial meetings
6. Formatting to style, new artwork, re-submit with letter
7. Identification of reviewers
8. Identification of recipients and communication strategy
9. Proposal of table of contents (chapter names), bookends
Pedagogical potency, relevance, and marketable skills
Published November 2015
University of Windsor, Emerging Scholars’ Press
ISBN 9780920233726
Free:
• Kindle
• ePub
• Screen show
For Cost:
Amazon Publish on Demand
Windsor Downloads ~ 350
Does not include:
Google Books, Academic repositories
Free book sources
Referenced during medical and professional school
interviews
Peer reviewed chapter for author CVs
Institutional repute
Newspaper stories
Referee enthusiasm
Adjudication Panel visibility
• scholarship award panels
• professional school application reviewers
Supported by:
Centred on Learning Innovation Fund (CLIF)
Faculty of Science
Department of Biology
Interfaculty Program of Arts and Science
Office of Provost, University of Windsor
Leddy Library
AMAZING Students!