Today’s guest is my greatest inspiration and mentor. He is an Emeritus Professor of Education at Bowling Green State University. He served as the Coordinator for the Guidance and Counseling Program and as the Coordinator of Graduate Programs in the School of Teaching and Learning. He retired from the University in 1999 but continues to educate the public by serving as a volunteer docent at the Carl Sandberg home in Hendersonville, North Carolina. He is the author of several books including The Classroom Teacher’s Survival Guide, The Social Studies Teachers Book of Lists, Social Studies Teachers Survival Kit, and Online Social Studies Resources. In this interview, he discusses perfectionism, BGSU in the 1960s, and his teaching philosophy. Please welcome my father, Dr. Ronald L. Partin…_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

The Teaching & Learning Professor

010 ~ Perfectionism ~ Dr. Ronald L. Partin

Guest IntroductionToday’s guest is a professor in the School of Teaching and Learning at Bowling Green State University. He teaches Science Methods for the Inclusive Early Childhood Classroom, Advanced Methods in Elementary School Science, Advanced Pedagogy and Best Practices, Qualitative Approaches to Classroom Inquiry, as well as Issues and Trends in Curriculum and Instruction. His research focuses on “Play” in human and nonhuman primates, lesson study with preservice and inservice teachers, and the acquisition of pedagogical content knowledge. He is a good friend and collogue. Please welcome Dr. Rick Worch._______________________Table of Contents:00:00 - Introduction - Learning Theory & Constructivism07:25 - Interview with Dr. Rich Worch_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Learning Theory & ConstructivismLearning Theory explains how students understand, process, integrate, and retain knowledge throughout learning. Prior experience, environmental factors, cognitive ability, and emotions play a large part in a student’s world view or understanding of the world they live in. The world view influences the way knowledge and skills are acquired, changed, and retained. There are generally 3 contemporary theories of learning teachers use to guide their teaching practices: Cognitivism, Transformative Theory, and Constructivism. CognitivismCognitivism stems from Gestalt Psychology and focuses on the learner and memory. In Gestalt theory, psychologists believe that humans learn by making sense of the relationships between new and old information. The human mind views entities as part of a bigger picture and as components of more complex systems (Cherry 2019). Cognitive theories of learning focus on the learner instead of the environment and have two underlying assumptions: 1) the memory system of the brain is structured and an operational processor of information; 2) prior knowledge plays a key role in learning (Smith 2018). Because each individual has a unique view of the world, humans create their own learning experiences and uniquely decipher information in ways that may differ from others. Transformative TheoryTransformative learning theory explains how people adjust and reinterpret meaning (Taylor 2008).It is related to the mental process of creating change in a frame of reference (Mezirow 1997). A frame of reference defines the way humans view the world and emotions play a large part in creating that view (Illeris 2001). Adults typically reject information that conflicts with their views and understanding of the world. Frame of reference is made up of habits of mind and points of view. Habits of mind (such as mindset or persistence) are very difficult to change but possible, however points of view may change over time as a result of reflection, criticism, or feedback (Mezirow 1997). Transformative Learning occurs when a student critically ponders evidence in support of competing understandings and points of view (Mezirow 1997). ConstructivismConstructivism is a concept often mentioned when discussing science classroom-learning environments. In fact, much of the current science education research and literature has focused on constructivism. Constructivism is a philosophy about how people learn, and specifically addresses how knowledge is acquired and constructed. More specifically, “according to the constructivist view, meaningful learning is a cognitive process in which individuals make sense of the world in relation to the knowledge which they already have constructed, and this sense-making process involves active negotiation and consensus building” (Fraser 1998, p. 13). Science educators may agree that constructivism is ideally more desirable over more traditional methods of instruction, such as direct instruction; however, many debate exactly how knowledge is built. The two primary descriptions of constructivism derive from Jean Piaget’s (1954) theory of cognitive development and Lev Vygotsky’s (1978) social constructivism. Cognitive constructivism focuses on internal cognitive processes (Piaget 1954) and an individual’s attempts to make sense of the world (Von Glasersfeld 1995), whereas social constructivism stresses the significance of society, culture, and language (Lemke 2001), where knowledge is socially constructed and acquired in specific social and cultural contexts. Despite their differences, both branches of constructivist thought stress the importance of experiential learning and acknowledge that motivation is crucial for the construction of knowledge and the progression of conceptual change. The literature contains many testimonials and experimental research studies that support the idea that meaningful learning is tied to experience (e.g. Angelo 1990; Bodner 1986; Bybee 1993; Caprio 1994; Lawson 1992; Lawson et al. 1990, 1993; Leonard 1989a, 1989b; Lord 1994; Lorsch & Tobin 1995; Roth 1994; Seymour 1995). The National Research Council’s 1999 Report, How People Learn (Brandsford, Brown, & Cocking 2000), is also in concert with the constructivist view and suggests inquiry-based learning as a way to have students doing real scientific investigations similar to the way in which practicing scientists define problems, formulate and test hypotheses, and draw conclusions. Inquiry-based learning has many nonscience classroom applications as well.Currently there are many models of constructivist learning (e.g., Glasson & Lalik 1993; Hewson & Tabachnick 1999; Nussbaum & Novick 1982). However, David Palmer (2005) examined the extent to which motivational strategies have been considered in the design of existing constructivist informed teaching models and found that existing models were inadequate in explicitly integrating motivation. Palmer also found that some models, in fact, conflict with the currently accepted views of motivation. Thus, new models integrating motivation and constructivism are needed. In a 2012 article by BGSU faculty Partin and Haney such a model is proposed and they discuss implications for further research in this area. References Angelo, T. A. (1990). Classroom assessment: Improving learning quality where it matters most. New Directions for Teaching and Learning, (42), 71-82.Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-878.Bransford, J. D., Brown, A. L., Cocking, R. R. Commission on Behavioral and Social Sciences and Education. (2000). How people learn: Brain, mind, experience, and school. expanded edition. National Academy of Sciences - National Research Council, Washington, DC.Bybee, R. W. (1993). Leadership, responsibility, and reform in science education. Science Educator, 2(1), 1-9.Caprio, M. W. (1994). Easing into constructivism. Journal of College Science Teaching, 23(4), 210.Cherry, K. (2019, November 18). What Impact Did Gestalt Psychology Have? Retrieved from https://www.verywellmind.com/what-is-gestalt-psychology-2795808.Glasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers&#39; beliefs and practices. Journal of Research in Science Teaching, 30(2; 2), 187-207.Hewson, P. W., & Tabachnick, B. R. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247.Illeris, K (April 2001). "Transformative Learning in the Perspective of a Comprehensive Learning Theory". Journal of Transformative Education. 2 (2): 79–89. doi:10.1177/1541344603262315Lawson, A. E. (1992). Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology. Journal of Research in Science Teaching, 29(7), 729-741.Lawson, A. E., Baker, W. P., Didonato, L., Verdi, M. P. and Johnson, M. A. (1993), The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30: 1073–1085.Lawson, A. E., Rissing, S. W., & Faeth, S. H. (1990). An inquiry approach to non-majors’ biology. Journal of College Science Teaching, (May), 340-346.Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.Leonard, W. H. (1989). Research and teaching: Ten years of research on investigative laboratory instruction strategies. Journal of College Science Teaching, 18(5), 304-306.Leonard, W. H. (1989). A review of research on science laboratory instruction at the college level. U.S.; South Carolina:Lord, T. R. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching, 23(6), 346.Lorsbach, A., & Tobin, K. (1995). Toward a critical approach to the study of learning environments in science classrooms. Research in Science Education, 25(1), 19-32.Mezirow, J (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education. Jossey-bass. pp. 5–12.Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11(3), 183.Palmer, D. (2005). A motivational view of constructivist‐informed teaching. International Journal of Science Education, 27(15), 1853-1881.Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environments Research, 15(1), 103–123. doi: 10.1007/s10984-012-9102-xPiaget, J. (1954). The construction of reality in the child. New York: Basic Books.Roth, W. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31(2), 197.Seymour, E. (1995). Revisiting the `problem iceberg&#39;: Science, mathematics, and engineering students still chilled out. Journal of College Science Teaching, 24(6), 392.Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved: 12/12/2019].Taylor, E.W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education. Jossey-Bass. pp. 5–15. Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7-34.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard Univ. Press.Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. Studies in mathematics education series: 6. Bristol, PA: Falmer Press.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

009 ~ Constructivism ~ Dr. Rick Worch

Today’s guest has built a lab that attracts both thriving graduate and undergraduate students. He currently oversees a doctoral student, 3 master’s students, and a few advanced undergraduates. The lab studies how human alteration of environmental factors influences the dynamics of animals in terrestrial and aquatic food webs and ecosystems using integrative approaches. Their work investigates basic ecological questions that have importance for achieving sustainable environmental management in a changing world. Their four key research areas include Terrestrial Water Webs, Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages, Urbanization and Climate Change, and Riverine Macrosystems.Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and colleague. Please welcome Dr. Kevin McCluney._______________________Table of Contents:00:00 - Introduction - Academic Tenure, Undergraduate Research, & Sense of Community10:19 - Interview with Dr. Kevin McCluney_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Introduction In the United States, a tenured faculty position is an academic appointment that can only be dismissed for misconduct, or in rare cases, lack of funding or program discontinuation. The purpose of tenure is to allow academic freedom without the threat of losing one’s employment for promoting controversial ideas, such as evolutionary biology or contentious literature. The view is that academic freedom is crucial in teaching and research; and society will benefit if scholars are free to explore a variety of topics, questions, and opinions. It also prevents schools from replacing more expensive seasoned teachers with less expensive novice teachers to save money. However, some believe that the tenure system doesn’t provide an incentive for faculty to remain productive after they are tenured. Tenure Track vs Non-Tenure Track The tenure process is rigorous and it can be brutal. New “tenure-track” faculty members typically have a limited amount of time to produce an adequate record in teaching, research (grants & publications), and service (committees, advising, program administration, etc.). At BGSU Assistant-Professors (1st rank) have 5 years. At that time, they must either be tenured and promoted to Associate-Professor (2nd rank) or dismissed from the university. In other words, they must “publish or perish”. The 3rd and final rank for tenure-track faculty is Professor or Full-Professor. At BGSU we also have full-time “non-tenure track” faculty, who are ineligible for tenure. We call these faculty members Qualified Rank Faculty (QRF). Their ranks parallel the tenure-track ranks progressing from Assistant Teaching-Professor, to Associate Teaching-Professor, and finally Teaching-Professor. Typically, non-tenure track faculty do not have a research commitment, but they have higher teaching loads along with a service commitment. Colleges and universities also hire part-time teachers called Adjunct-Faculty. Adjuncts are typically paid on a “per-course” basis and they do not work enough hours to be eligible for health insurance, retirement plans, or other employee benefits. Graduate Faculty There are varying levels of Graduate Faculty Statuses along with increasing amounts of privileges. At BGSU the highest level (Level 1) may allow a faculty member to chair a doctoral dissertation or master’s thesis committee, participate as a member of a thesis or dissertation committee and all other graduate responsibilities associated with both the master’s and doctoral level of graduate study and teach graduate courses of any level. They may also participate as a Graduate Faculty Representative (GFR) on dissertation committees and represent a graduate program at The Graduate Council. In the Department of Biological Sciences at BGSU, maintaining graduate faculty status is extremely important to many tenure-track faculty since we have masters and doctoral programs, and tenure-track faculty run their own lab full of graduate students. The professors train the graduate students, help them define their projects, and ideally help them publish their research. The professors also write grants to fund their labs and often times to pay graduate student stipends. Grants may also pay for Post-Doctoral researchers to work in their labs. Undergraduate Research Undergraduate students are encouraged to work along-side graduate students, post-doctoral scholars, and professors in the various biology labs at BGSU. Undergraduates must volunteer their time and sometimes the work is tedious, however, the rewards are invaluable. Ideally, the undergraduate will find a mentor in the lab who will teach them how to become a productive scientist, illuminate the cultural nuances of academia, and explain theory, philosophy, and concepts. Participating in a graduate lab as an undergraduate will also allow for socialization to occur where the undergraduate has opportunities to meet other students, scientists, and researchers working in the field. If the undergraduate feels accepted into the lab, they may gain a very powerful sense of community. Sense of Community McMillan & Chavis (1986) define sense of community as "a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members&#39; needs will be met through their commitment to be together." According to Distinguished Syracuse University Sociology Professor Vincent Tinto (1975) for students to persist in college, they must become socially and academically integrated into the university and the associated communities found within. In fact, according to professor and chair of the doctoral programs in higher education at Azusa Pacific University, Laurie Schreiner (2013) developing a sense of community among college students has been shown to be a strong predictor of a student’s success and it is the absolute best way to help all students thrive on campus. She defines thriving as being “fully engaged intellectually, socially, and emotionally in the college experience” (Schreiner, 2010, p. 4). Success is typically measured as academic performance or graduation. However, Schreiner looks far beyond that and states that students who are thriving “are engaged in the learning process, invest effort to reach important educational goals, manage their time and commitments effectively, connect in healthy ways to other people, are optimistic about their future and positive about their present choices, and are committed to making a meaningful difference in the world around them” (Schreiner, 2010, p. 41). Guest IntroductionMcCluney Lab&#39;s four key research areas include:Terrestrial Water Webs: Studying the direct effects of animal water balance (sources and losses) on trophic interactions and food webs (which they have named "water webs"). For instance, previous work has shown that spiders and crickets will "drink" their food under dry conditions, consuming large amounts in order to meet water requirements rather than energy or nutrients. Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages: Studying how changes in water quantity and quality influence the reciprocal feedbacks between adjacent aquatic and terrestrial ecosystems. For instance, they have shown strong effects of river drying on streamside animals. They are also investigating the influence of variation in macronutrients, like phosphate, or trace chemicals, like caffeine, on rates of emergence of aquatic insects and how changes to fluxes influence streamside spiders and birds.Urbanization and Climate Change: People are increasingly moving to cities and altering those environments. Cities in mesic regions are becoming warmer and drier in ways that can mimic the projected effects of climate change. Cities in xeric areas become wetter and may become cooler, at least at some times, in some areas. They are studying how alteration of environmental factors in cities influences animal ecology in ways that may indicate the potential effects of climate change. Moreover, their research will inform management decisions in cities that could maximize ecosystem services and minimize disservices in the key places where most people live.Riverine Macrosystems: Rivers are dynamic, connected systems, both in space and in time. Because of this, examining the ecology of a single stream reach, at a single time point, may provide little information about plant and animal population fluctuations. Taking a broader view, it becomes apparent that animal populations in unaltered river systems demonstrate great resistance and resilience to year-to-year environmental fluctuations, due to the summed effects of asynchronous population dynamics in variable habitats. But human alterations to these river systems can reduce the resistance and resilience. They study how the spatial arrangement of these human alterations can influence broad-scale, long-term population dynamics, thus connecting management decisions to riverine ecosystem services and disservices.Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and collogue. Please welcome Dr. Kevin McCluney.References Mcmillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. doi: 10.1002/1520-6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i Schreiner, L. “The ‘Thriving Quotient’: A New Vision for Student Success.” About Campus, 2010, 15(2), 2–10. Schreiner, L. A. (2013). Thriving in College. New Directions for Student Services, 2013(143), 41–52. doi: 10.1002/ss.20059 The Status of Non-Tenure-Track Faculty. (n.d.). Retrieved December 3, 2019, from https://www.aaup.org/report/status-non-tenure-track-faculty. Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45(1), 89. doi: 10.2307/1170024Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

Today’s guest has built a lab that attracts both thriving graduate and undergraduate students. He currently oversees a doctoral student, 3 master’s students, and a few advanced undergraduates. The lab studies how human alteration of environmental factors influences the dynamics of animals in terrestrial and aquatic food webs and ecosystems using integrative approaches. Their work investigates basic ecological questions that have importance for achieving sustainable environmental management in a changing world. Their four key research areas include Terrestrial Water Webs, Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages, Urbanization and Climate Change, and Riverine Macrosystems.Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and colleague. Please welcome Dr. Kevin McCluney._______________________Table of Contents:00:00 - Introduction - Academic Tenure, Undergraduate Research, & Sense of Community10:19 - Interview with Dr. Kevin McCluney_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Introduction In the United States, a tenured faculty position is an academic appointment that can only be dismissed for misconduct, or in rare cases, lack of funding or program discontinuation. The purpose of tenure is to allow academic freedom without the threat of losing one’s employment for promoting controversial ideas, such as evolutionary biology or contentious literature. The view is that academic freedom is crucial in teaching and research; and society will benefit if scholars are free to explore a variety of topics, questions, and opinions. It also prevents schools from replacing more expensive seasoned teachers with less expensive novice teachers to save money. However, some believe that the tenure system doesn’t provide an incentive for faculty to remain productive after they are tenured. Tenure Track vs Non-Tenure Track The tenure process is rigorous and it can be brutal. New “tenure-track” faculty members typically have a limited amount of time to produce an adequate record in teaching, research (grants & publications), and service (committees, advising, program administration, etc.). At BGSU Assistant-Professors (1st rank) have 5 years. At that time, they must either be tenured and promoted to Associate-Professor (2nd rank) or dismissed from the university. In other words, they must “publish or perish”. The 3rd and final rank for tenure-track faculty is Professor or Full-Professor. At BGSU we also have full-time “non-tenure track” faculty, who are ineligible for tenure. We call these faculty members Qualified Rank Faculty (QRF). Their ranks parallel the tenure-track ranks progressing from Assistant Teaching-Professor, to Associate Teaching-Professor, and finally Teaching-Professor. Typically, non-tenure track faculty do not have a research commitment, but they have higher teaching loads along with a service commitment. Colleges and universities also hire part-time teachers called Adjunct-Faculty. Adjuncts are typically paid on a “per-course” basis and they do not work enough hours to be eligible for health insurance, retirement plans, or other employee benefits. Graduate Faculty There are varying levels of Graduate Faculty Statuses along with increasing amounts of privileges. At BGSU the highest level (Level 1) may allow a faculty member to chair a doctoral dissertation or master’s thesis committee, participate as a member of a thesis or dissertation committee and all other graduate responsibilities associated with both the master’s and doctoral level of graduate study and teach graduate courses of any level. They may also participate as a Graduate Faculty Representative (GFR) on dissertation committees and represent a graduate program at The Graduate Council. In the Department of Biological Sciences at BGSU, maintaining graduate faculty status is extremely important to many tenure-track faculty since we have masters and doctoral programs, and tenure-track faculty run their own lab full of graduate students. The professors train the graduate students, help them define their projects, and ideally help them publish their research. The professors also write grants to fund their labs and often times to pay graduate student stipends. Grants may also pay for Post-Doctoral researchers to work in their labs. Undergraduate Research Undergraduate students are encouraged to work along-side graduate students, post-doctoral scholars, and professors in the various biology labs at BGSU. Undergraduates must volunteer their time and sometimes the work is tedious, however, the rewards are invaluable. Ideally, the undergraduate will find a mentor in the lab who will teach them how to become a productive scientist, illuminate the cultural nuances of academia, and explain theory, philosophy, and concepts. Participating in a graduate lab as an undergraduate will also allow for socialization to occur where the undergraduate has opportunities to meet other students, scientists, and researchers working in the field. If the undergraduate feels accepted into the lab, they may gain a very powerful sense of community. Sense of Community McMillan & Chavis (1986) define sense of community as "a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members&#39; needs will be met through their commitment to be together." According to Distinguished Syracuse University Sociology Professor Vincent Tinto (1975) for students to persist in college, they must become socially and academically integrated into the university and the associated communities found within. In fact, according to professor and chair of the doctoral programs in higher education at Azusa Pacific University, Laurie Schreiner (2013) developing a sense of community among college students has been shown to be a strong predictor of a student’s success and it is the absolute best way to help all students thrive on campus. She defines thriving as being “fully engaged intellectually, socially, and emotionally in the college experience” (Schreiner, 2010, p. 4). Success is typically measured as academic performance or graduation. However, Schreiner looks far beyond that and states that students who are thriving “are engaged in the learning process, invest effort to reach important educational goals, manage their time and commitments effectively, connect in healthy ways to other people, are optimistic about their future and positive about their present choices, and are committed to making a meaningful difference in the world around them” (Schreiner, 2010, p. 41). Guest IntroductionMcCluney Lab&#39;s four key research areas include:Terrestrial Water Webs: Studying the direct effects of animal water balance (sources and losses) on trophic interactions and food webs (which they have named "water webs"). For instance, previous work has shown that spiders and crickets will "drink" their food under dry conditions, consuming large amounts in order to meet water requirements rather than energy or nutrients. Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages: Studying how changes in water quantity and quality influence the reciprocal feedbacks between adjacent aquatic and terrestrial ecosystems. For instance, they have shown strong effects of river drying on streamside animals. They are also investigating the influence of variation in macronutrients, like phosphate, or trace chemicals, like caffeine, on rates of emergence of aquatic insects and how changes to fluxes influence streamside spiders and birds.Urbanization and Climate Change: People are increasingly moving to cities and altering those environments. Cities in mesic regions are becoming warmer and drier in ways that can mimic the projected effects of climate change. Cities in xeric areas become wetter and may become cooler, at least at some times, in some areas. They are studying how alteration of environmental factors in cities influences animal ecology in ways that may indicate the potential effects of climate change. Moreover, their research will inform management decisions in cities that could maximize ecosystem services and minimize disservices in the key places where most people live.Riverine Macrosystems: Rivers are dynamic, connected systems, both in space and in time. Because of this, examining the ecology of a single stream reach, at a single time point, may provide little information about plant and animal population fluctuations. Taking a broader view, it becomes apparent that animal populations in unaltered river systems demonstrate great resistance and resilience to year-to-year environmental fluctuations, due to the summed effects of asynchronous population dynamics in variable habitats. But human alterations to these river systems can reduce the resistance and resilience. They study how the spatial arrangement of these human alterations can influence broad-scale, long-term population dynamics, thus connecting management decisions to riverine ecosystem services and disservices.Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and collogue. Please welcome Dr. Kevin McCluney.References Mcmillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. doi: 10.1002/1520-6629(198601)14:13.0.co;2-i Schreiner, L. “The ‘Thriving Quotient’: A New Vision for Student Success.” About Campus, 2010, 15(2), 2–10. Schreiner, L. A. (2013). Thriving in College. New Directions for Student Services, 2013(143), 41–52. doi: 10.1002/ss.20059 The Status of Non-Tenure-Track Faculty. (n.d.). Retrieved December 3, 2019, from https://www.aaup.org/report/status-non-tenure-track-faculty. Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45(1), 89. doi: 10.2307/1170024Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

008 ~ Academic Tenure, Undergraduate Research, & Sense of Community ~ Dr. Kevin McCluney

Intended for students working in the BGSU Marine Lab. This guide covers basic marine lab husbandry.________________________Table of Contents:00:18 - Marine Lab Handbook00:26 - BGSU Marine Laboratory04:24 - History05:32 - Table of Contents05:33 - Safety Precautions09:24 - General Rules13:32 - Marine Lab Position Hierarchy16:51 - Marine Lab Positions20:28 - Assistant Coordinator Positions23:22 - How to mix Saltwater29:08 -33:41 - Tank Checks34:56 - Freshwater Tank Procedures38:53 - Saltwater Tank Procedures44:06 -47:56 - Coral Systems52:18 -54:05 - Coral Husbandry59:47 -01:04:05 -01:09:37 -01:14:59 - Feeding01:18:01 -01:20:43 - Tank Maintenance01:24:26 - Filtration01:28:54 - General Aquarium Maintance01:31:00 -01:34:58 - Tours01:36:11 -01:39:05 -01:40:42 -01:40:45 - Salinity Chart01:41:43 - Nitrogen Cycle01:42:30 -01:42:34 -01:42:59 -01:43:03 -01:43:15 -01:43:18 -________________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/orhttps://blogs.bgsu.edu/teachingandlearningprofessor________________________Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

007 ~ Marine Lab Handbook

Today’s guest is a Professor in the Department of Biological Sciences at BGSU. He was formerly the Director of the BGSU Marine Biology Program from 1994-1999, the Director of the Center for Neuroscience, Mind & Behavior from 2000-2002, and the Director of the University Honors Program from 2002-2012.Today’s guest has also been the Director of the Laboratory for Sensory Ecology since 1994. The Laboratory for Sensory Ecology is a multi-disciplinary lab that is interested in any questions concerning sensory behavior, evolution, physiology, and ecology. Most of their current projects are centered on understanding the role that chemical signals play in an organism&#39;s ecological role. They have projects that range from understanding the physics behind antennae design, predator avoidance, selection of habitats and mates, dominance hierarchies and other social behaviors to analyzing the chemical composition of these signals.He is a former professor of mine, a colleague, friend, and mentor. Please Welcome Dr. Paul Moore._______________________Table of Contents:00:00 - Introduction - Undergraduate Research & Mentoring05:40 - Interview with Dr. Paul Moore_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________URE vs CUREUndergraduate Research Experiences (UREs) and Course-based Undergraduate Research Experiences (CUREs) have recently become very popular among STEM disciplines in colleges and universities in the United States. UREs are usually limited to few students and competitive. Students who apply for UREs are typically highly interested in research, high achieving, and motivated. Students work closely with faculty, post-doctoral researchers, or graduate students during a summer, semester, year, or longer. CUREs are embedded in a course as part of the curriculum and typically only last for one semester, but they may span 2 or more courses. However, CUREs may put a strain on the professor teaching the course because they need to oversee many student’s simultaneously.BenefitsUndergraduate research offers opportunities for independent research, experience in the field of study, and professional mentoring. There is evidence suggesting that undergraduate research benefits students by preparing them to become scientists and the experience may retain students in the sciences (Graham, et al., 2013). Furthermore, the results of an undergraduate research project may be published in a peer-reviewed journal with the student as a coauthor. Today’s guest will talk about the process and benefits of publishing.MentorsHowever, Linn et al. (2015) believe the benefits of undergraduate research have been poorly studied and that positive outcomes may be due primarily to mentoring. They state that mentoring is essential for undergraduates considering careers in the sciences and one of the main benefits of undergraduate research may be undergraduates close proximity to faculty, postdoctoral researchers, and other members of the lab who help mentor the students. Mentors may serve as guides who orient the undergraduates and help them make connections among their experiences. They may also serve as role models, provide professional socialization, and facilitate the undergraduate’s professional identity as a scientist.Mentor BenefitsLinn et al. (2015) back up their claims by citing a several studies including one indicating that students who feel they are supported by faculty are more likely to attend graduate school (Eagan et al., 2013) and a study indicating higher rates of attrition among students with inadequate interactions with mentors (Thiry, et al., 2011). They also cite a study indicating that student’s confidence in science proficiency and their likelihood to pursue a research career correlates with the number of mentor meetings (Taraban & Logue, 2012).How Long?In self-report surveys, students typically rate their UREs and CUREs highly. However, in a 2011 paper by Thiry, et al., the authors explain that continuous participation in a URE of three or more semesters is required for a student to build identity as a scientist. They also explain that short-term or patchy URE involvement could have negative outcomes (Thiry, et al., 2011).At Least a YearIt seems that many students need at least a year to gain an adequate appreciation of concepts and techniques used in a particular lab. Linn et al. (2015) explain that during the first year of a URE, students spend most of their time setting up and conducting an experiment. That leaves little or no time devoted to understanding theory, philosophy, or concepts. Furthermore, students may not be adequately trained to interpret their results.CUREs may be the CureThe level of student understanding of underlying theories and concepts may be higher in CUREs than in UREs (Thiry, et al.,2012). CUREs typically incorporate lectures and readings with the study of a particular research question. The added formal instruction may allow students to make connections with prior knowledge, spend more time studying the topic, and more opportunities to ask questions. However, without adequate contact time between the student and professor, the student may not view the professor as a mentor.______________________REFERENCESEagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a Difference in Science Education. American Educational Research Journal, 50(4), 683–713. doi: 10.3102/0002831213482038Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How Well Do Undergraduate Research Programs Promote Engagement and Success of Students? CBE—Life Sciences Education, 10(2), 156–163. doi: 10.1187/cbe.10-10-0130Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing Persistence of College Students in STEM. Science, 341(6153), 1455–1456. doi: 10.1126/science.1240487Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. doi: 10.1126/science.1261757Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences. Journal of Educational Psychology, 104(2), 499–514. doi: 10.1037/a0026851Thiry, H., Laursen, S. L., & Hunter, A.-B. (2011). What Experiences Help Students Become Scientists?: A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates. The Journal of Higher Education, 82(4), 357–388. doi: 10.1353/jhe.2011.0023Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A.-B. (2012). The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research. CBE—Life Sciences Education, 11(3), 260–272. doi: 10.1187/cbe.11-11-0098Thompson, S. K., Neill, C. J., Wiederhoeft, E., & Cotner, S. (2016). A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting †. Journal of Microbiology & Biology Education, 17(3), 469–471. doi: 10.1128/jmbe.v17i3.1142Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

006 ~ Undergraduate Research / Publishing ~ Dr. Paul Moore

This is a description of the Marine and Aquatic Biology Program at Bowling Green State University in Ohio.Table of Contents:00:00 - Intro00:32 - Marine Biology at BGSU00:53 - History02:58 - Marine Lab Hierarchy05:04 - Dr. Sylvia Earle06:23 - Marine & Aquatic Biology Specialization08:49 - Field Experience10:18 - Study Abroad11:40 - Other Opportunities at BGSU16:17 - T-Shirts & Sweat Shirts16:21 - Marine & Aquatic Biology Checksheet_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

005 ~ Marine Biology College Program in Ohio?

Today’s guest is an associate professor of biological sciences at BGSU. She&#39;s been faculty at BGSU since 1985 and the director of the BGSU Herpetarium since 1997. Her research interests include developmental genetics, reptile and amphibian husbandry, egg incubation, as well as student engagement and attitudes. She is a good friend and mentor. Please welcome Dr. Eileen Underwood.____________________Table of Contents:00:00 - Introduction05:41 - Interview with Dr. Eileen Underwood24:34 - Video Outage26:25 - Video Back_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I&#39;m using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_____________________       MATT              Testing… Testing… 123 Testing…          INNER DIALOGUE MATT              Hi Matt! Did you remember to push the record button? Last time              you forgot and you had to rerecord the entire introduction.          MATT              Who said that?          INNER DIALOGUE MATT              Me. I&#39;m your inner dialogue. You can call me at IDM.              Short for INNER DIALOGUE MATT.          MATT              OK. Hi IDM. If you’ll excuse me I’m recording an              introduction to a podcast.          INNER DIALOGUE MATT              I know. Do you realize that you are terrible at podcasting?              You&#39;re obviously reading a script and you look like a              deer caught in headlights. Maybe you should try mixing              it up a little bit.          MATT              OK. Like how?          INNER DIALOGUE MATT              You&#39;ll think of something. Before you record, why don&#39;t              you tell me about your topic.          MATT              I am talking about Learning Communities. I&#39;m also              talking about the Marine Lab and the Herpetarium.          INNER DIALOGUE MATT              Sounds kind of interesting. What is a Learning              Community?          MATT              Nobody can say for sure.          INNER DIALOGUE MATT              What?! So, you don’t actually know what a Learning Community              is?          MATT              There really isn&#39;t a good clean definition that everyone              can agree on, but basically, it’s a group of people who              have common academic goals and attitudes. They have              become very popular in colleges and universities in the              United States. There are residential learning              communities and non-residential learning communities.        INNER DIALOGUE MATT              Don’t tell me. Tell the camera. (MATT NOW TALKS TO THE CAMERA)        MATT              In residential learning communities, students live together              and share common extra-curricular activities. Today we’ll              be talking about the non-residential learning              communities. According to a 1999 paper by George Washington              University professor Karen Kellogg, there are five types of              non-residential learning communities commonly found throughout              the literature. The first type, are linked courses, where              groups of students take the same two courses together. Usually              one is content-based and the other is application based. We do              this at BGSU.              For example, many of our freshman biology majors will              take a biology course and a psychology or philosophy              course together, so they see the same people in both              classes and hopefully get to know each other better. The              second type is called learning clusters, where groups of              students take three or four courses linked together. The              third type is called freshman interest groups, which are              similar to linked courses but also includes a peer              advising component. An upperclassman serves as a peer              advisor and meets with the freshman weekly. The fourth              type it&#39;s called federated learning communities, where              students take linked courses and a professor from a              different discipline called a master learner takes the              courses with the students. The master learner meets with              the students regularly to discuss the courses. The fifth              type is called coordinated studies, where a group of              students and faculty work together on a full-time block              of courses which may last an entire year.          INNER DIALOGUE MATT              There are just 5 types of non-residential              learning-communities?          MATT              No. There’s actually many more types of non-residential              learning communities. We have two live animal labs here              in the biology department at BGSU and that I would like to              talk about today. They don’t fit into any of the 5 common              categories I just listed, but they are definitely learning              communities, bringing faculty and students together on a              regular basis to peruse the same academic goals.              In the Marine Lab students take care of aquariums              and work on aquatic research projects. In the              herpetarium or reptile lab students take care of              reptiles and do reptile research projects. There are              also Professional Learning Communities, Where              like-minded professionals get together and talk about              topics related to their profession. I’ve facilitated a              bunch of professional learning communities for faculty              where we got together and talked about all aspects of              Teaching and Learning.          INNER DIALOGUE MATT              Sounds interesting, but are there any benefits to              learning communities? It sounds like a complicated              scheduling nightmare.          MATT              Scheduling can be difficult, but there is a huge body of              literature around this              indicating a huge number of benefits. According to Karen              Kellog (1999), benefits for students include “increases              in academic achievement, retention, motivation,              intellectual development, learning, and involvement in              community.” Faculty can be re-energized, empowered, feel              valued, become more creative, and more committed to the              college or university. Distinguished Syracuse University              sociology professor Vincent Tinto (1994) studied student              retention and learning communities. In a 1994 paper, he              explains that              learning communities provide a strong sense of belonging              for students and a strong sense of belonging is key to              student retention in a college or university.          INNER DIALOGUE MATT              Nice job! It looks like you found a fairly interesting              topic and you have done your homework. Now quit wasting              everybody&#39;s time and introduce your guest. _______________________ ReferencesGolde, C. M., & Pribbenow, D. A. (n.d.). Understanding Faculty Involvement in Residential Learning Communities, Journal of College Student Development. Retrieved November 12, 2019, from http://chris.golde.org/filecabinet/facultyinvolvement.html. Kellog, K. (1999) Learning Communities. ERIC Digest. Washington, D.C.: ERIC Clearinghouse on Higher Education. Tinto, V. (2003). Learning Better Together: The Impact of Learning Communities on Student Success. In Promoting Student Success in College, Higher Education Monograph Series (pp. 1-8). Syracuse, NY: Syracuse University.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

004 ~ Learning Communities ~ Eileen Underwood

To help us explore these topics further, I have invited Dr. Bob Midden to talk with us today. Dr. Midden is an Associate Professor of Chemistry and the Associate Vice Provost for Experiential and Innovative Learning here at BGSU. He came to BGSU in 1987 to join a team of scientists to build a new Ph.D. program in photochemical sciences and established BGSU as a national leader in photochemical sciences research. Since then his research interests have shifted from bioorganic photochemistry to finding ways to reform education at all levels. The recipient of more than $18 million in grants from federal and state agencies and private foundations, he has led multiple intercollegiate teams in efforts to improve K-12 as well as undergraduate and graduate instruction in the sciences, technology, engineering, and mathematics (or STEM) fields.Dr. Midden was the director of the Chapman Learning Community, which was the first comprehensive residential learning community at BGSU. He developed alternative learning experiences and actively engaged students with projects serving the surrounding communities. He also spearheaded an initiative to integrate service-learning into the undergraduate curriculum and to document the many ways in which faculty create such opportunities for their students.Dr. Midden was also the Director of the Northwest Ohio Center for Excellence in STEM Education (or NWO) with the mission of advancing STEM education for people of all ages. NWO serves the 29 counties of the northwest quadrant of Ohio and involves partnerships with most of the higher education institutions, many K-12 school districts, as well as numerous businesses and non-profit organizations throughout the region. NWO provides a variety of services to the region including K-12 and college faculty professional development, hosting annual symposia and student STEM competitions, administering multiple STEM college student scholarship programs, fostering the development of a new Learning Sciences doctoral program, and sponsoring other events aimed at promoting interest and success in STEM disciplines.In addition to his work as NWO Director, Dr. Midden lead a scientific research project investigating major issues threatening the environmental integrity and economic vitality of Lake Erie and other Ohio lakes, rivers, and streams. This project has involved more than 40 undergraduate and graduate students over the last five years and involves collaboration with several government agencies and scientists from throughout the region in addressing one of the most pressing environmental issues in Ohio.Bob is a colleague and good friend of mine. He helped me facilitate several learning communities and lead many teaching and learning workshops. He is someone who teaches me something new or presents a complicated concept with a fresh perspective every single time I talk to him. Please welcome Dr. Bob Midden._______________________Table of Contents:00:00 - Introduction - Locus of Control, Growth Mindset, and Control of Learning Beliefs07:15 - Interview with Dr. Bob Midden_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________ Today’s theme centers around 3 closely related concepts: 1) Locus of Control, 2) Growth Mindset, and 3) Control of Learning Beliefs. This episode will address several questions about these topics including What are they? What is the difference between them? Why are they important? and How do these concepts affect teaching and learning?The First Concept- Locus of Control was developed in 1954 by Julian B. Rotter who was a psychology professor at The Ohio State University and later the University of Connecticut. Locus of Control refers to a person’s belief in how much control they have over the outcomes in their life. Locus of control can be internal or external. Someone with a strong internal locus of control tends to believe that incidents in their life stem predominantly from their own actions. For example, the results of a high scoring exam, stem from their own effort or ability… In other words, they did well on an exam because they studied a lot or they are just highly intelligent. On the other hand, the student may believe they did poorly on an exam because they didn’t study enough.Someone with a strong external locus of control may be inclined to praise or blame external factors for their exam grade, such as the teacher was terrible or the exam itself was too hard or too confusing.The Second Concept- Growth Mindset was described in a 2006 book by Carol Dweck called “Mindset: The New Psychology of Success”. She was a psychology professor at Columbia University, Harvard University, the University of Illinois, and most recently Stanford University.Deweck explains that mindsets can be described as a continuum between fixed mindsets and growth mindsets. Students with a fixed mindset believe that physical or mental abilities are predominantly constant (or fixed) and view the cause of their failures as the lack of essential proficiencies. They may give up on a difficult task quickly, because they believe they don’t have the required skills for success. They believe that they have a certain amount of intelligence and it cannot change. Their goal may become to “appear smart at all costs and to not look dumb”. They tend to avoid difficult problems and view a “wrong answer” as a failure.Students with a growth mindset believe that they can acquire about any new skill or ability if they invest enough time or effort into learning how to do it. They tend to choose more difficult problems to work on if given the choice and see “wrong answers” as an opportunity to learn. They tend to persist much longer at a difficult task than students with a fixed mindset and tend to be more successful.The Third Concept- Control of Learning Beliefs comes from a theory called Self-Regulated Learning (SLR). This theory states that learning is guided by 3 things 1) metacognition (thinking about one’s thinking), 2) strategic action (planning, monitoring, and assessing advancement in skill level), and 3) motivation (intrinsic, extrinsic, self-efficacy). It is believed that self-regulated learners are aware of their academic strengths and weaknesses. They have a selection of strategies they use to overcome typical academic tasks. They most likely believe intelligence can be gained and it is not fixed. They also tend to attribute their success or failures to things within their control.To make a long story short, self-regulated learners believe that academic achievement will result from opportunities to take on difficult assignments, practicing new skills, acquiring a profound understanding of a topic, and putting effort into learning. They are successful because they control their learning environment. They apply this control by aligning their actions toward their learning goals and regulating their progress._________________Support this podcast at RedCircle— DONATE TODAY!!I’m using your donations to buy a new microphone and studio equipment to improve my sound. I need coffee too ? ________________Alotaibi, K. (2017). The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Education Journal, 6(1), 28. doi: 10.11648/j.edu.20170601.14Growth Mindset vs. Fixed Key Takeaways From Dweck&#39;s Book. (2019, July 4). Retrieved from https://positivepsychology.com/growth-mindset-vs-fixed-mindset/.James Clear. (2018, October 24). Fixed Mindset vs Growth Mindset: How Your Beliefs Change Your Behavior. Retrieved from https://jamesclear.com/fixed-mindset-vs-growth-mindset.Joelson, R. B. (2017, August 2). Locus of Control. Retrieved November 6, 2019, from https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control.Lee, Y.-H., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming Mindsets: Implicit Theories in Serious Game Learning. Cyberpsychology, Behavior, and Social Networking, 15(4), 190–194. doi: 10.1089/cyber.2011.0328Perry, N.E., Phillips, L., & Hutchinson, L.R. (2006). Preparing student teachers to support for self-regulated learning. Elementary School Journal, 106, 237-254.Self-regulated learning. (n.d.). Retrieved from https://en.academic.ru/dic.nsf/enwiki/1280924.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

003 ~ Locus of Control, Growth Mindset, & Control of Learning Beliefs ~ Bob Midden

Hello and welcome to “The Teaching & Learning Professor”, where you will find interviews of college faculty, staff, administrators, students, and alumni every week. Topics cover all aspects of formal and informal learning in higher education. The goal of this podcast is to help faculty understand the best ways to teach and for students to understand the best ways to learn. Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations

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