How to Use Seminars Teaching Tools
- Our goal is to provide teachers with a variety of resources that can help them integrate iBioSeminars into their educational goals. We recognize that iBioSeminars are being used in diverse classroom settings from small undergraduate colleges in the US, Africa and India to more advanced graduate courses in a number of countries. We have developed teaching tools for the subset of iBioSeminars lectures that particularly well suited for this broad range of educational settings (perhaps ideally targeted to upper level undergraduate teaching).
- We outline the Teaching Tools below, recognizing that an individual teacher will not use all of them, but rather can select those that are best suited for their students and teaching style. Teachers also have the option of using the “Introductory” part 1 lecture or a “Research Lecture” (part 2 or 3) or both. In both cases, our opinion is that iBioSeminars are most effective when watched by students individually or in class followed by a group discussion led by a teacher or other facilitator.
- “Lecture Notes” have been provided for the introductory section (Part 1) of each lecture. These may prove useful for students to read as a review of major points.
- Basic “Review Questions” are provided for Part 1 and one of the research lectures. These are straightforward questions, addressed in the seminar. These questions allow teachers to assess how well the students have understood basic points in a lecture.
- “Facilitator Questions” for Parts 1 and 2 or 3 are likely to be the most valuable tool. These questions are designed to be thought provoking and extend beyond the lecture material. The answers may have some ambiguity, as is true of real research. Ideally, these questions would be discussed in class or in a group, with a teacher, graduate student, or post doc acting as a facilitator. (Note: “answers” are provided for facilitators but they are mainly intended to guide a more open-ended discussion).
- The “Explain or Teach these Concepts to a Friend” section provides an opportunity for students to act as teachers and inform their colleagues about a key point or technique. These teaching assignments usually will require the student to do background reading beyond what is presented in the lecture.
- “Research the Literature on your Own” lists topics related to but not explicitly covered, in the lecture. These topics can be used as an assignment or as suggestions for students interested in more in-depth study.
- “Papers for Journal Club” provide ideas for advanced students to read an original research paper related to the lecture and make a presentation.
- We encourage teachers to pick and choose from the material to best suit their needs and the level of their students. We would be happy to hear which types of Teaching Tools were helpful, which need improvement, and new ideas for the future. We also are interested in posting your iBioSeminars teaching experiences, as this helps other teachers by providing ideas on how they can be used in various settings.