3G: Reflection “How has your internship experience influenced your understanding of teaching-as-research, learning-through-diversity and learning communities?” Overall, my experience as a Delta intern at the Wisconsin Institute has been valuable in learning about many facets of teaching. First, and foremost I was able to investigate teaching-as-research which allowed me think critically about the classroom setting. Prior to being involved in Delta I had never considered teaching “as-research.” In fact, I thought it was a linear process of information transferring from one person to the next. Now I understand it is a more circular process, as you are transferring knowledge to the student and they can transfer back to you. No matter if it’s learning what teaching methods are effective or how a student understands material you are describing. I’ve gained a new importance for learning how to teaching and teaching so people can learn, and learning from them.
In terms of learning communities, I have a new found respect for them. I saw how helpful it was for students to work together in the classroom. For the students, they had a common goal of completing the tasks given and learning the material. By allowing them to work together they could learn through each other’s misunderstandings and draw conclusions through combining ideas. I think there is great power in allowing students to teach each other.
Lastly, learning through diversity is something that I have now incorporated into my own teaching. I had not considered all the different levels of diversity in the classroom. I now consider learning style and background styles on of the biggest factors when I prepare to see students. I believe that by becoming more aware of the diversity in the classroom, you become more plastic as an instructor. You can be more prepared for the unexpected. For example, some children in the classroom tended to not have the same attention or focus as others so when I would ask a question; I may get the same answer given more than once. I had to be able to think quick and not make the child, who was eager to participate but didn’t hear or understand the first time the answer was given, a positive answer and keep them involved. I found it rewarding that students seemed to (as a whole) enjoy the experience as much as I did and I felt that I handled the diverse classroom well thanks to my training from Delta.
3.H References: AAAS Science Assessment-Project 2061. (2012). Retrieved from http://assessment.aaas.org/.
Cartier J. and Stewart J. (2000) Teaching the Nature of Inquiry: Further Development in a High School Genetics Curriculum. Science and Education 9:247-67.
Dougherty M.J., Pleasants C., Solow L., Wong A., and Zhang H. (2011) A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace With Modern Genetics? CBE-Life Science Education 10:318-27.
Marx R.W., Blumenfeld P.C., Krajcik J.S., Fishman B., Soloway E., Geier R., and Tali Tal R. (2004) Inquiry-Based science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching 41:1063-80.
Mills Shaw K.R., Van Horne K., Zhang H., and Boughman J. (2008) Essay Contests Reveals Misconceptions of High School Students in Genetics. Genetics 178:1157-68.
Myers M. and Burgess A. (2003) Inquiry-based Laboratory Course Improves Student’s Ability to Design Experiments and Interpret Data. Advanced Physiology Education. 27:26-33.
Next generation science standards. (2012). Retrieved from www.nextgenscience.com
O’Sullivan C.Y., Lauko M.A., Grigg W.S., Oian J., and Zhang J. 2003. The Nation’s Report Card: Science 2000 (NCES 2003-453). U.S. Department of Education,
National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office.
Artifact 4: Participating in the Teaching and Learning in the Animal Sciences Conference June 19-22nd, 2012. I was fortunate to be able to participate in a unique national conference held at the University of Wisconsin-Madison during the summer of 2012. The conference titled, “Teaching and Learning in the Animal Sciences” brought together students and faculty to discuss critical issues in teaching and how to improve practices. I was additionally fortunate to be a breakout session facilitator and discuss the incorporation of technology in the classroom. Namely, to discuss how the evolution of technology (i.e.- Smartphones, iPads, E-mail, etc.) has altered communication with students in and out of the classroom.
During the hour-long breakout session I had the participants break into small groups and actively discuss specific topics for about 30 minutes. Then, I brought the groups together to review their findings and facilitated questions and more thought-provoking discussion regarding these topics.
It was extremely satisfying to see the participants work together to create interesting and thought-provoking conclusions. In addition, it was really rewarding to have such discussions as each individual (there were approximately 20 in attendance to this session) had a different point of view. Thus, providing a type of “learning community” where discussion was fostered between those interested in teaching to share experiences and examine current methods and practices.
After the smaller session the conference would re-convene and discuss conclusions from each group. This really provided an avenue to progress from a small learning community to a rather large group. Everyone had a common goal or sentiment to improve teaching and the discussions allowed for collaboration and deep reflection. It was extremely helpful and motivating to see all of the different individuals participate and input opinions and methods. I really hope to see a continuation in events such as these as the overall conference provided a new network of instructors and persons with interest in teaching and serves as a stepping-stone to better and more effective teaching for our students.
Ashley M. Driver
Education: Postdoctoral Fellow (2012-present)
Cincinnati Children’s Hospital
Division of Human Genetics
Focus of study: Molecular mechanisms of embryonic and postnatal brain development using forward genetics
Graduate school- Ph.D. (2008-2012)
Trained in methods of in vitro fertilization and morphological grading. In addition, experience has been gained in polymerase chain reaction (PCR), restriction enzyme digestion, sequencing, quantitative real-time PCR, and next generation sequencing (RNA-seq). Currently working with RNA interference (via microinjection) and bisulfite sequencing methods.
Mentoring Experience: U.R.S. Research Mentor (Fall 2009-Spring 2010)
University of Wisconsin-Madison
Mentored an incoming freshman student from the Undergraduate Research Scholars (U.R.S.) program for one academic year.
Research Mentor (Spring 2009)
University of Wisconsin-Madison
Was responsible for the oversight of an undergraduate student who completed an independent project.
“In-depth RNA-Seq comparison uncovers transcriptomic variation between morphologically similar in-vivo and vitro derived bovine embryos.” Student speaker presentation at the Endocrinology Reproductive-Physiology Symposium on April 12th, 2012. Madison, WI.
“In-depth RNA-Seq comparison uncovers transcriptomic variation between morphologically similar in-vivo and vitro derived bovine embryos.” Presented for a poster session during the Accelerate Science through Collaboration Symposium by Promega at the Wisconsin Institute for Discovery on November 9th, 2011. Madison, WI.
“The transcriptomic analysis of imprinted genes during early embryonic development in cattle.” Presented for a poster session at the annual University of Wisconsin-Madison Endocrinology Reproductive-Physiology Symposium on April 13th, 2011. Madison, WI.
“Determining the effects of imprinted genes on bovine pre-implantation development.” Workshop talk and poster at the International Plant and Animal Genome Conference in San Diego, CA held January 15-19th, 2011.
University Services: Seminar Committee (Fall 2010)
University of Wisconsin-Madison Endocrinology Reproductive-Physiology Program
Welcomed and escorted guest speakers for the program’s seminar series.
University of Wisconsin-Madison Dairy Science Department
Selected seminar topics/speakers for the graduate student seminar.
Professional Activities: Invited reviewer
Animal: An International Journal of Animal Bioscience (2011-current)
Journal of Animal Science (2012-current)
Break-out Session Facilitator
Teaching and Learning in the Animal Sciences Conference. June 19-22nd, 2012 in Madison, WI.
Publications: Driver A.M., Huang W., Kropp J., Peñagaricano F., and Khatib H. Knockdown of CDKN1C (p57kip2) and PHLDA2 results in developmental changes in bovine pre-implantation embryos" PloS ONE. [currently under review]
Driver A. (2013) Embryo Genomics, in Animal genetics (ed H. Khatib), Chapter 24.
Driver A.M. and Khatib H. “Heat shock proteins: potentially powerful markers for fertility in livestock species.” J Animal Sci. [E-pub ahead of print].
Driver A.M., Peñagaricano F., Huang W., Ahmad K.R., Hackbart K.S., Wiltbank M.C., and Khatib H. “RNA-Seq analysis uncovers transcriptomic variations between morphologically similar in vivo- and in vitro-derived bovine blastocysts” BMC Genom 13:118. [e-pub ahead of print] Highly accessed. Driver A., Huang W. and Khatib H. (2012) Roles of Imprinted Genes in Fertility and Promises of the Genome-Wide Technologies, in Livestock Epigenetics (ed H. Khatib), Wiley-Blackwell, Oxford, UK.
Laporta J., Driver A.M., and Khatib H. (2011) “Short Communication: Expression and alternative splicing of POU1F1 pathway genes in pre-implantation bovine embryos.” J Dairy Sci. 94(8): 4220-3.
Zhang B., Peñagaricano F., Driver A.M., Chen H., and Khatib H. (2011) “Differential expression of heat shock protein genes and their splice variants in bovine pre-implantation embryos.” J Dairy Sci. 94(8): 4174-82.
Driver A.M., Huang W., Gajic S., Monson R.L., Rosa G.J., and Khatib H. (2009) “Short communication: Effects of the progesterone receptor variants on fertility traits in cattle.” J Dairy Sci. 92(8): 4082-5.
Miletic G., Driver A.M., Miyabe-Nishiwaki T., and Miletic V. (2009) “Early changes in Homer1 proteins in the spinal dorsal horn are associated with loose ligation of the rat sciatic nerve.” Anesth Analg. 109(6): 2000-7.