The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ece3.6915

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond.

This essay is part of an educational project of the American Society of Zoologists that will make proposals for improving the first-year biology course inthe universities. The detailed suggestions emphasize the importance of the conceptual framework of the biological sciences. The topic for this year is Evolutionary Biology and it is developed largely by the hypothetico-deductive method emphasizing that science, in addition to its store of information, is a way of knowing. Other topics will be considered in future years in the ongoing project.

Science as a Way of Knowing: Evolutionary Biology.

Field experiences are a fundamental and well-loved tool for teaching in the natural sciences. However, a number of concerns threaten continued incorporation of field experiences into courses, inclu...

More than fun in the sun: The pedagogy of field trips improves student learning in higher education

Due to the COVID-19 pandemic we were confronted with the transition of a large, on-campus introductory soil science course into an online setting. This created several challenges, such as providing meaningful learning experiences to engage first- and second-year students, and restructuring course content for the online environment. The objective of our article is to document the transition from on-campus to online teaching and learning, through the consolidation of existing course material and the development of new resources to engage students in an introductory soil science course. We compare on-campus, distance education, and online blended teaching and learning approaches for the same course, and provide lessons learned that may be applicable to other large introductory science courses. Our experience included the use of virtual laboratories, traditional online course materials, synchronous and asynchronous discussions, and the use of question banks for online exams. Recognizing the narrow preparation window, we focused on developing resources that provide benefits beyond COVID-19.

Lessons learned teaching during the COVID-19 pandemic: Incorporating change for future large science courses

Behavior courses face numerous challenges when moving to an online environment, as has been made necessary by the COVID-19 pandemic. These challenges occur largely because behavior courses, like most organismal biology courses, often stress experiential learning through laboratories that involve live animals, as well as a lecture component that emphasizes formative assessment, discussion, and critical thinking. Although online behavior courses may be remote, they can still be interactive and social, and designed with inclusive pedagogy. Here, we discuss some of the key decisions that instructors should consider, provide recommendations, and point out new opportunities for student learning that stem directly from the move to online instruction. Specific topics include challenges related to generating an inclusive and engaging online learning environment, synchronous versus asynchronous formats, assignments that enhance student learning, testing format and execution, grade schemes, design of laboratory experiences including opportunities for community science, design of synthetic student projects, and workload balance for students and instructors. We designed this primer both for animal behavior instructors who need to quickly transition to online teaching in the midst of a pandemic, and for those facing such transitions in upcoming terms. Much of the manuscript's content should also be of general interest and value to instructors from all areas of organismal biology who are attempting to quickly transition to online teaching.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/eth.13096

Teaching animal behavior online: A primer for the pandemic and beyond.

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underrepresented in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper we offer strategies and techniques that weave together active and inclusive teaching practices and challenge faculty to commit to making small changes in the fall as a first step to more inclusive teaching in ecology and evolutionary biology courses.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

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From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.