Teaching and Testing Philosophy (UTA); (ASSIGNMENT FOR TCC BIO1408 IS BELOW)
In my three years at UTA I have had time to play with my teaching goals and method. I would like that students come to my class knowing they will have to work hard but will be rewarded quite well. Based on my personal experience as a student and teacher, I believe in a positive reinforcement strategy that makes students familiar before testing them. In normal class situations the students have no time to get wet, but only to swim. I suspect the solution to this problem will be to give daily quizes and teasers and samplers of the final tests that do not have to be counted toward a class grade. This should allow students to get wet with the subject, and then a graded test/exam may be more representative of both the students aptitude and teacher's effort. What I try to achieve in my lab tests whether Biol-1441 or CVA, is to test that you (the student) are working to potential. I test your observation and familiarity of the material, and of the lab text and lecture notes (we don't have much lecture in labs). To pass these tests it is as important to come to class and to work the full class period and to "read the book" (this is the reputation I have; I will give you the answer only if you can show me you tried and could not get it yourself). I expect students to make an attempt (a good one) at finding all anatomical structures on their own with the help of their book. I see my function in the lab as a facilitator to ease some of the anatomy and to assist in the synthesis of the theory and knowledge with the observation. I expect students passing out of this lab to appreciate the diversity of life forms and the basic phylogenetic concepts and to have learnt something about test taking and about being a student (this is after my obervation of the all pervasive scantrons). You are expected to be able to narrate the story of the evolutionary changes in anatomy across the vertebrata, to answer questions to the point with illustrations that are labelled, with identifications and diagnosis. These are a few default requirements I expect you to provide in your test answers - so that you can be sure that I understand what you understand. There are no assignments, as I put the responsibility of your grade on you. Some students prefer teachers who watch over and guide them, I want you to be independent but I will help individually as well.
My goal teaching intro-biology for non-majors is to have students leaving this class with a basic appreciation of biology, and its complexities, to appreciate the diversity and complexity of life forms, and to understand your own biology/physiology/health better. The goal is not to thrust ideas on students but to present the ideas in an easy manner so that you as an indiviual can make the connections of different life forms and their functions, patterns and processes.
Comparative Vertebrate Anatomy
BIO1408 (TCC) - syllabus (1 November 2005)
BIO1408 (TCC) - take home assignment (6 October 2005; download this. the questions are the same as your test. answer them independently with the open book; turn in your scantrons on Tuesday; this assignment will makeup 50% of your first test grade)
BIO1408 (TCC) - Genetics quiz- answers
BIO1408 (TCC) - take home assignment 2, answers
BIO1408 (TCC) - take home assignment 3 (8 December 2005)
email: shreyas