Portfolio

My goal for my tenure portfolio will be to form a comprehensive collection of materials that reflect my dedication to teaching, research, and service. It will include syllabi that outline the structure of my courses, along with homework assignments and lab objective packets that guide students through key concepts and experiments. Additionally, I’ll include quizzes, exams, and other assessment tools that demonstrate how I evaluate student understanding and progress. These materials will showcase my commitment to fostering a rich, engaging learning environment, and my ongoing efforts to ensure student success and academic growth. 

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A fun way to encourage students to dig into the details of their notes and book!

I use Nearpods for online lectures! Here is a detailed one on special senses for BIOL 205.

Here is a fun video I play before my 205 class learns about action potentials! It gets them interested; I hope you find it interesting too!

Let’s see if Mentimeter works on websites! Please use your camera on your phone to fill out a survey. This demonstrates how I would use Mentimeter in the classroom.

Here are a few more Nearpods for BIOL 206: Bones & Muscle

Below….Another BIOL 205 Nearpod: Cell Part 1. And an interesting video I play for BIOL 206 about smoking during Respiration.

FAQs

  • It varies from semester to semester, but I typically teach lectures and labs, meet with students, and do most of my planning in the afternoon and night. I love having a few night classes!

  • I absolutely love teaching the neuron action potential, a fundamental concept in neuroscience that illustrates how neurons communicate. This physiological process involves the rapid change in electrical potential across a neuron's membrane, driven by the movement of ions such as sodium and potassium. However, students often find it challenging to grasp due to the complex interplay of ion channels, membrane polarization, and the all-or-nothing nature of action potentials.

    To break down these barriers, I employ a variety of engaging teaching strategies. I use videos to visually illustrate the process and dynamics of action potentials, making it easier to conceptualize. Demonstrations and drawings allow me to show the sequence of events step by step, reinforcing understanding through visual aids. I also incorporate student-teaches-instructor sessions, where students explain concepts to me, fostering peer learning and enhancing their confidence. Additionally, I introduce games and assessments that make the learning process interactive and fun, helping students apply their knowledge in a supportive environment. By employing these diverse methods, I strive to ensure that all students not only understand the action potential but also appreciate its significance in the nervous system.

  • I am passionate about teaching the urinary system and its intricate relationship with pathophysiology and pharmacology. This system plays a crucial role in maintaining homeostasis by regulating fluid balance, electrolytes, and waste elimination. However, students often struggle to understand the complexities of kidney function, the impact of diseases like diabetes and hypertension, and how various medications can affect these processes.

    To help overcome these challenges, I utilize a range of engaging teaching strategies. I incorporate visual aids and diagrams to illustrate the anatomy of the urinary system and the physiological processes involved in urine formation. Case studies allow students to explore real-world scenarios, linking pathophysiology to clinical practice and enhancing their critical thinking skills.

    Additionally, I use interactive demonstrations to explain concepts like filtration, reabsorption, and secretion, making the material more relatable. Student-teaches-instructor sessions encourage peer-to-peer learning and help reinforce their understanding. I also integrate games and assessments to make learning about pharmacological interventions fun and interactive, fostering a deeper grasp of how medications impact urinary health.

    Through these diverse methods, I aim to create an engaging learning environment that empowers students to understand the urinary system and its significance in both health and disease.

  • I absolutely love using Mentimeter as my new favorite teaching tool! It transforms the classroom experience by allowing me to engage students in real time through interactive polls and surveys. I often start the first couple of minutes of class with Mentimeter to wake students' brains up, sparking their curiosity and getting them ready to dive into the day's material.

    I frequently incorporate review questions along with questions that cover material not yet addressed in lecture, drawing from homework or other formats. This approach not only reinforces their understanding but also helps them make connections between concepts. The instant feedback I receive allows me to gauge student comprehension and adjust my teaching on the fly. The visual representations of responses, such as word clouds and bar charts, create an engaging atmosphere that encourages participation and discussion. Overall, Mentimeter has become an invaluable resource in my teaching toolkit, enhancing both my effectiveness as an educator and my students’ learning experiences.