Tim, Ricky, and Allison talk to Dr. Dawn Cecil, Professor and Campus Chair of Criminology at Univ... more Tim, Ricky, and Allison talk to Dr. Dawn Cecil, Professor and Campus Chair of Criminology at University of South Florida St. Petersburg campus. We discuss her research, teaching, and her new book, Fear, Justice & Modern True Crime.https://digitalcommons.usf.edu/faculty_on_tap/1002/thumbnail.jp
In this episode of Faculty on Tap, Tim, Ricky, and Allison, the hosts, introduce themselves and t... more In this episode of Faculty on Tap, Tim, Ricky, and Allison, the hosts, introduce themselves and the podcast.https://digitalcommons.usf.edu/faculty_on_tap/1000/thumbnail.jp
Tim, Ricky, and Allison talk to Dr. Thomas Hallock, Professor of English, Literature & Cultur... more Tim, Ricky, and Allison talk to Dr. Thomas Hallock, Professor of English, Literature & Cultural Studies at University of South Florida St. Petersburg campus. We discuss his research, teaching, and his new book, A Road Course in Early American Literature: Travel and Teaching from Atzlán to Amherst.https://digitalcommons.usf.edu/faculty_on_tap/1001/thumbnail.jp
Sponge morphological plasticity has been a long-standing source of taxonomic difficulty. In the C... more Sponge morphological plasticity has been a long-standing source of taxonomic difficulty. In the Caribbean, several morphotypes of the sponge Callyspongia vaginalis have been observed. To determine the taxonomic status of three of these morphotypes and their relationship with the congeneric species C. plicifera and C. fallax, we compared the spicule composition, spongin fiber skeleton and sequenced fragments of the mitochondrial genes 16S and COI and nuclear genes 28S and 18S ribosomal RNA. Phylogenetic analyses with ribosomal markers 18S and 28S rRNA confirmed the position of our sequences within the Callyspongiidae. None of the genetic markers provided evidence for consistent differentiation among the three morphotypes of C. vaginalis and C. fallax, and only C. plicifera stood as a distinct species. The 16S mtDNA gene was the most variable molecular marker for this group, presenting a nucleotide variability (p = 0.024) higher than that reported for COI. Unlike recent studies for other sponge genera, our results indicate that species in the genus Callyspongia maintain a high degree of phenotypic plasticity, and that morphological characteristics may not reflect reproductive boundaries in C. vaginalis.
Fundamental theories of resource allocation for terrestrial plants predict that species investing... more Fundamental theories of resource allocation for terrestrial plants predict that species investing in chemical defenses should be slow growing or less fecund, while undefended species should mitigate consumer effects by diverting energy to growth and reproduction, thereby also enhancing their ability to colonize open space. As for some plant communities, sponges on Caribbean coral reefs include chemically defended species and undefended species that tolerate consumer damage. We surveyed the sponge community on the 155 m long wreck of the USS 'Spiegel Grove' (~1583 m 2 deck surface), which was intentionally sunk 4 yr previously in 2002 as an artificial reef off Key Largo, Florida, USA, to determine the relative abundance of undefended and defended species on previously uncolonized habitat compared to an adjacent reef at a similar depth and with similar topography. As predicted by theory, chemically undefended sponge species were significantly more abundant (96.0%) and larger on the shipwreck than on adjacent coral reef (15.2%; G-test, p < 0.0001). On a subsequent survey 18 mo later, the first recruits of 6 chemically defended sponge species were discovered, suggesting that the sponge community on the wreck is in transition toward that occurring on adjacent reefs. Although more definitive replicated experiments remain to be performed, these results corroborate the resource trade-off hypothesis as applied to the evolution of chemical defenses among sponge species on Caribbean reefs.
Why people believe things Education Research: Call for Controls L. DESLAURIERS AND COLLEAGUES ("I... more Why people believe things Education Research: Call for Controls L. DESLAURIERS AND COLLEAGUES ("IMPROVED learning in a large-enrollment physics class," Reports, 13 May, p. 862) report a significant advantage for a nontraditional method of teaching physics compared with a traditional method. However, the design of their study appears to contain a number of scientifi c problems. A randomized controlled trial is the experimental design best suited to evaluating the effectiveness of an intervention (1). Randomization creates groups that are equivalent in all known and unknown variables. Because Deslauriers et al. did not use randomization, their groups may have differed in an unmeasured variable that could have been responsible for the observed differences.
Challenges in training faculty in inquiry-based, learner-centered instruction include empirically... more Challenges in training faculty in inquiry-based, learner-centered instruction include empirically evaluating the efficacy of training in teaching and sustaining long-term support for change. We developed the Faculty Institutes for Reforming Science Teaching (FIRST IV) model to provide new approaches to professional development in biology instruction for postdoctoral scholars. The goal was to develop early-career faculty who value and implement evidence-based pedagogies that facilitate learning. We report the activities and outcomes of FIRST IV, using comprehensive evidence derived from expert reviews of participants' teaching, self-reported data from participants and students, and comparisons with non-project faculty. Participants completed a workshop twice in two years, followed by teaching an entire or partial course at their institution and sustained mentoring by STEM education experts. Postdocs showed belief in learner-centered teaching, and 74% taught using primarily learner-centered practices. We followed a subset of participants into their first faculty positions and quantified how their instructional design and student assessments differed from a colleague at the same institution. External review of teaching indicated that FIRST IV faculty practiced significantly more learner-centered instruction and used more collaborative learning than their colleagues. We conclude that the FIRST IV model offers significant and unique contributions to current challenges in professional development in STEM education I. Subject/Problem Introduction In recent years, the growing emphasis on improving the state of undergraduate education in the sciences (e.g., Anderson et al. 2011, Brewer and Smith 2011, President's Council of Advisors on Science and Technology 2012, Association of American Universities 2014) calls for a transformation of undergraduate science courses. The transformation of STEM education requires a fundamental change in how college instructors approach teaching and learning, moving from a teacher-centered to a learner-centered model (Weimer 2002). In response,
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a pr... more We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices
Tim, Ricky, and Allison talk to Dr. Dawn Cecil, Professor and Campus Chair of Criminology at Univ... more Tim, Ricky, and Allison talk to Dr. Dawn Cecil, Professor and Campus Chair of Criminology at University of South Florida St. Petersburg campus. We discuss her research, teaching, and her new book, Fear, Justice & Modern True Crime.https://digitalcommons.usf.edu/faculty_on_tap/1002/thumbnail.jp
In this episode of Faculty on Tap, Tim, Ricky, and Allison, the hosts, introduce themselves and t... more In this episode of Faculty on Tap, Tim, Ricky, and Allison, the hosts, introduce themselves and the podcast.https://digitalcommons.usf.edu/faculty_on_tap/1000/thumbnail.jp
Tim, Ricky, and Allison talk to Dr. Thomas Hallock, Professor of English, Literature & Cultur... more Tim, Ricky, and Allison talk to Dr. Thomas Hallock, Professor of English, Literature & Cultural Studies at University of South Florida St. Petersburg campus. We discuss his research, teaching, and his new book, A Road Course in Early American Literature: Travel and Teaching from Atzlán to Amherst.https://digitalcommons.usf.edu/faculty_on_tap/1001/thumbnail.jp
Sponge morphological plasticity has been a long-standing source of taxonomic difficulty. In the C... more Sponge morphological plasticity has been a long-standing source of taxonomic difficulty. In the Caribbean, several morphotypes of the sponge Callyspongia vaginalis have been observed. To determine the taxonomic status of three of these morphotypes and their relationship with the congeneric species C. plicifera and C. fallax, we compared the spicule composition, spongin fiber skeleton and sequenced fragments of the mitochondrial genes 16S and COI and nuclear genes 28S and 18S ribosomal RNA. Phylogenetic analyses with ribosomal markers 18S and 28S rRNA confirmed the position of our sequences within the Callyspongiidae. None of the genetic markers provided evidence for consistent differentiation among the three morphotypes of C. vaginalis and C. fallax, and only C. plicifera stood as a distinct species. The 16S mtDNA gene was the most variable molecular marker for this group, presenting a nucleotide variability (p = 0.024) higher than that reported for COI. Unlike recent studies for other sponge genera, our results indicate that species in the genus Callyspongia maintain a high degree of phenotypic plasticity, and that morphological characteristics may not reflect reproductive boundaries in C. vaginalis.
Fundamental theories of resource allocation for terrestrial plants predict that species investing... more Fundamental theories of resource allocation for terrestrial plants predict that species investing in chemical defenses should be slow growing or less fecund, while undefended species should mitigate consumer effects by diverting energy to growth and reproduction, thereby also enhancing their ability to colonize open space. As for some plant communities, sponges on Caribbean coral reefs include chemically defended species and undefended species that tolerate consumer damage. We surveyed the sponge community on the 155 m long wreck of the USS 'Spiegel Grove' (~1583 m 2 deck surface), which was intentionally sunk 4 yr previously in 2002 as an artificial reef off Key Largo, Florida, USA, to determine the relative abundance of undefended and defended species on previously uncolonized habitat compared to an adjacent reef at a similar depth and with similar topography. As predicted by theory, chemically undefended sponge species were significantly more abundant (96.0%) and larger on the shipwreck than on adjacent coral reef (15.2%; G-test, p < 0.0001). On a subsequent survey 18 mo later, the first recruits of 6 chemically defended sponge species were discovered, suggesting that the sponge community on the wreck is in transition toward that occurring on adjacent reefs. Although more definitive replicated experiments remain to be performed, these results corroborate the resource trade-off hypothesis as applied to the evolution of chemical defenses among sponge species on Caribbean reefs.
Why people believe things Education Research: Call for Controls L. DESLAURIERS AND COLLEAGUES ("I... more Why people believe things Education Research: Call for Controls L. DESLAURIERS AND COLLEAGUES ("IMPROVED learning in a large-enrollment physics class," Reports, 13 May, p. 862) report a significant advantage for a nontraditional method of teaching physics compared with a traditional method. However, the design of their study appears to contain a number of scientifi c problems. A randomized controlled trial is the experimental design best suited to evaluating the effectiveness of an intervention (1). Randomization creates groups that are equivalent in all known and unknown variables. Because Deslauriers et al. did not use randomization, their groups may have differed in an unmeasured variable that could have been responsible for the observed differences.
Challenges in training faculty in inquiry-based, learner-centered instruction include empirically... more Challenges in training faculty in inquiry-based, learner-centered instruction include empirically evaluating the efficacy of training in teaching and sustaining long-term support for change. We developed the Faculty Institutes for Reforming Science Teaching (FIRST IV) model to provide new approaches to professional development in biology instruction for postdoctoral scholars. The goal was to develop early-career faculty who value and implement evidence-based pedagogies that facilitate learning. We report the activities and outcomes of FIRST IV, using comprehensive evidence derived from expert reviews of participants' teaching, self-reported data from participants and students, and comparisons with non-project faculty. Participants completed a workshop twice in two years, followed by teaching an entire or partial course at their institution and sustained mentoring by STEM education experts. Postdocs showed belief in learner-centered teaching, and 74% taught using primarily learner-centered practices. We followed a subset of participants into their first faculty positions and quantified how their instructional design and student assessments differed from a colleague at the same institution. External review of teaching indicated that FIRST IV faculty practiced significantly more learner-centered instruction and used more collaborative learning than their colleagues. We conclude that the FIRST IV model offers significant and unique contributions to current challenges in professional development in STEM education I. Subject/Problem Introduction In recent years, the growing emphasis on improving the state of undergraduate education in the sciences (e.g., Anderson et al. 2011, Brewer and Smith 2011, President's Council of Advisors on Science and Technology 2012, Association of American Universities 2014) calls for a transformation of undergraduate science courses. The transformation of STEM education requires a fundamental change in how college instructors approach teaching and learning, moving from a teacher-centered to a learner-centered model (Weimer 2002). In response,
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a pr... more We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices
Uploads
Papers by Timothy Henkel