thomas’m.’dornhoffer’ teachingportfolio’...fungus from nature and bring it to lab next week...
TRANSCRIPT
Thomas M. Dornhoffer Teaching Portfolio Teaching Portfolio Page 1) Teaching Philosophy Statement………………………………..1
2) List of Courses Taught…………………………………………...…3
3) Sample Teaching Materials……………………………...……….6
4) Teaching Initiatives and Recognition………………………...10
5) Teaching Evaluations………………………………….…………....11
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Teaching Philosophy Statement In the age of information, when the entire body of human knowledge is available literally in
the palm of our hands, the role of an education is rapidly changing; what in ages past could be obtained only in the classroom or textbooks is now in reach within seconds. Yet in the 21st century, the role of a teacher as a facilitator of learning has become increasingly crucial. In the sciences, this importance has rarely been more pronounced: the world is replete with ideas and information, but it is impossible to sort those without the broad comprehension achieved through truly deep learning. Therefore, in a world and community confronted with the complex issues of climate change, global food crises, pandemics, genetic engineering, and environmental degradation, science education has never been more important. Indeed, I believe science education is a crucial public service necessary for the cultivation of well-‐rounded and responsible students, citizens, and human beings.
My philosophy of teaching centers around two major realizations derived both from my own experience and from the current scholarship of teaching and learning.
• Deep learning is an active, intellectually rigorous process that requires meaningful
engagement with the material. • Teaching is in and of itself a rigorous intellectual act requiring extensive preparation and
scholarship separate from mastery of the subject material.
Deep or significant learning begins with curiosity, so the first and most important step in encouraging meaningful learning is instilling in my students a sense of genuine, personal curiosity. To achieve this, I begin every lab and lecture with real-‐world, relevant topics that are meaningful to students, such as exploring the oxygenation of early Earth or playing group games to mimic biological processes. Another crucial aspect of deep learning is the personal ownership of learning based on students’ personal experiences, and so the majority of class time centers around students actively investigating and finding the answers to complex issues, even if those answers are already known to science as a whole. This way, students can both truly own the lesson and apply that same inquiry process to more varied and broader problems, which is one of the most powerful aspects of active learning and the flipped classroom. In this teaching framework, my role is to open the door and let my students see the dots, then step back and let them draw the lines between them. The majority of my teaching methods follow inquiry-‐based ideas: rather than giving students answers to complex issues, we work through issues as collaborators, and I step in primarily to expand on critical topics and address major misconceptions.
A key element of effective teaching is thoughtful assessment design, especially the inclusion of a variety of frequent and informal assessment techniques. This means that the vast majority of my assessment consists of asking students to not only present an idea to me, but to explain where that idea comes from, the evidence that supports it, and how it might be applied to new situations. Classroom discussions play an essential role in my assessment of students’ learning, as they allow the entire class to work together towards the solutions to the initial problems or questions of a day’s classroom time. Another aspect of my teaching that has dramatically increased student learning is the explicit consideration of not only my own course but also its role in the entire curriculum, an entirely holistic approach that focuses primarily on developing skills that are expected in higher-‐level classes.
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From both my time in the classroom and an understanding of the science of teaching and learning, I believe that implementing certain key strategies is crucial for creating the best possible undergraduate experience for students to thrive in the 21st century. These key strategies make up the framework of my approach to fostering excellent undergraduate educational experiences:
• Curriculum design within the framework of significant learning, which emphasizes rich
learning experiences, multi-‐faceted learning beyond simple content delivery, and skills-‐based learning goals.
• Strong lines of communication between introductory instructors and higher-‐level instructors so that courses may be designed not as isolated units but as key steps in an integrated program of study, with primary emphasis on skills that will be expected in higher-‐level courses and beyond.
• Rich opportunities for learning experiences outside the classroom, both in terms of service or experiential learning opportunities and research opportunities, including formal mentored research and informal exposure through teaching labs.
• Early and extensive use of the primary literature as a vehicle for key content delivery and real-‐world context.
• Training and dissemination of the scholarship of teaching and learning, best practices, and modern teaching strategies to fellow faculty members so that they may be equally well-‐equipped to foster deep learning in their own classrooms.
When combined into a holistic teaching and curriculum design approach, these key factors have the potential to foster deep and powerful learning that prepares students not only for their degrees and careers, but also for a life beyond the classroom as flexible, self-‐directed learners. In a world characterized by rapid change and complex issues, I firmly believe that is one of the most powerful things that an excellent undergraduate education can offer.
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Description of Courses Taught Organismal Biology Laboratory (BIOL 1104L), University of Georgia Role: Senior Instructor (90% Instructor of Record) Semesters Taught: Fall 2012 – Present Student Profile: 40 – 60 undergraduate non major students and 1 – 3 undergraduate biology teaching interns Course Description: Introduction to diversity of bacteria; protists, fungi, plants, invertebrates; observational and experimental study of aquatic ecosystems; vertebrate physiology. Teaching Details: In this course, I use a laboratory approach to teaching organismal biology to non-‐science majors. In lieu of traditional organismal biology approaches that emphasize organism and structure memorization, I use the 14 weeks of labs to emphasize key themes in biology such as adaptation and environmental context, ecological function, evolutionary history and diversity, and the basis of empiricism in biology, emphasizing an inquiry-‐based, active-‐learning approach encouraging students to investigate the central issues of biology in their own way. Joining me in the course were undergraduate (senior year) biology students whom I mentored and guided in their initial development as biology teachers. Principles of Biology I Laboratory (BIOL 1107L), University of Georgia Role: 90% Instructor of Record Semesters Taught: Summer 2013 Student Profile: 40 undergraduate biology majors Course Description: Introduction to skills, methods, and tools used for biological research concentrating on cellular and molecular approaches. Teaching Details: This course is a laboratory course designed to give students hands-‐on experience with basic biological principles and techniques such as empirical methods, basic equipment use, and molecular biology techniques including PCR, gel electrophoresis, and genetic analysis. I used active-‐learning techniques that posed real-‐world problems to students such as diagnosing genetic disorders or evaluating dietary supplement effectiveness, encouraging students to adapt approaches they learn in lab to tackle new problems. Biology of the Marine Environment (MARS 1020-‐1020L), University of Georgia Role: Graduate Laboratory Instructor Semesters Taught: Spring 2012 – Summer 2012 Student Profile: 20 – 60 undergraduate non major students Course Description: Fundamental biological principles in marine organisms and ecosystems; diversity of marine life; structure and function of marine biological communities;
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biological processes in marine environments; the role of the oceans in global cycles, the effects of human activity on life in the sea. Teaching Details: In this combined lecture-‐laboratory course, I provided first-‐year undergraduates students with hands-‐on experience with marine organisms and experimental methods. Topics included properties of water, satellite tracking data, coastal ecology, fishery exploitation, and diversity of marine life, and were explored with hands-‐on experiments and exercises to complement coverage of the material in a large lecture course. Organismal Biology Laboratory (BIOL 1104L), University of Georgia Role: 90% Instructor of Record Semesters Taught: Fall 2011 Student Profile: 60 undergraduate non major students Course Description: Introduction to diversity of bacteria; protists, fungi, plants, invertebrates; observational and experimental study of aquatic ecosystems; vertebrate physiology. Teaching Details: In this course, I used a laboratory approach to teaching organismal biology to non-‐science majors, emphasizing key themes in biology such as adaptation and environmental context, ecological function, evolutionary history and diversity, and the basis of empiricism in biology. Students explored these central themes and the diversity of life with hands-‐on experimental and observational approaches including experimental design and interactions with living organisms representative of the different taxonomic groups of each week. Zoology (BIOL 220), Hendrix College Role: Tutor Semesters Taught: Spring 2008 – Spring 2009 Student Profile: 30 – 40 undergraduate biology majors Course Description: A survey of the major phyla, classes, and orders of animals, with emphasis on basic body plans and organization, development, phylogenetic relationships, and the structure and function of representative organ systems. Teaching Details: I led twice-‐weekly two hour study sessions in the zoology laboratory to assist students with course material, answer questions, and occasionally lecture over advanced laboratory concepts based on student demand. Based on the success of this pilot tutoring program, Hendrix College established a formal zoology tutoring position that is still extant. Zoology (BIOL 220), Hendrix College Role: Laboratory Assistant Semesters Taught: Fall 2007 – Spring 2008 Student Profile: 30 – 40 undergraduate biology and biochemistry majors
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Course Description: A survey of the major phyla, classes, and orders of animals, with emphasis on basic body plans and organization, development, phylogenetic relationships, and the structure and function of representative organ systems. Teaching Details: I assisted the professor in the laboratory sections of this survey of zoological diversity by handling lab logistics and assisting with student questions, as well as assisting in the design and administration of laboratory practical examinations. Organic Chemistry I & II (CHEM 240, CHEM 250), Hendrix College Role: Laboratory Assistant Semesters Taught: Fall 2007 – Spring 2008 Student Profile: 40 undergraduate chemistry, biology, and biochemistry majors Course Description: The compounds of carbon with an emphasis on structure, nomenclature, stereochemistry, reaction mechanisms, and spectroscopy. Teaching Details: I assisted the professor in the laboratory sections of this broadly-‐required organic chemistry course by handling lab logistics and answering technical questions for students regarding laboratory technique and equipment use. General Chemistry I & II (CHEM 110, CHEM 120) Role: Grader Semesters Taught: Fall 2006 – Spring 2009 Student Profile: 40 – 60 undergraduate chemistry, biology, and biochemistry majors Course Description: Theories of matter with emphasis on environmental applications, reactions and equilibria of environmental significance. Laboratory includes separations, spectroscopy, and analysis of environmental samples. Teaching Details: I graded weekly laboratory reports in cooperation with the course professor and a cohort of 5 additional graders.
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Sample Teaching Materials
Name ________________________ Lab Section (Day/Time) ____________
What’s Going On Here?? This activity replaces the Pre-Lab Assignment for the Fungi and Fungus-like
Protists lab (Lab 7, pp. 155-156). In other words, you are not required to collect a Fungus from Nature and bring it to lab next week (although you are welcome to do so if you wish). This activity will be started in lab this week (Lab 6) and will be completed in lab next week (Lab 7). At the end of Lab 7, you will turn in this activity to be graded; it is worth the same 5 points as the pre-lab it replaces.
Keep this page and bring it to lab with you next week.
In addition to setting up your Partner Aquatic Experiment this week in lab, you will be observing the three J-shaped tubes (labeled A, B, C) that are on your lab bench. (If you handle them for closer observation, be careful not to drop them as they are delicate). They were set up at the beginning of the lab period by your Lab Manager. If you are so inclined, your observations may include a sniff test (there is nothing toxic in the tubes) and/or you are welcome to make a wet mount for observation.
Record your observations below.
As the period draws to a close, work with your teammates to develop a hypothesis to explain your observations. In your hypothesis, include a possible explanation for any differences you have noticed between the tubes. Write your consensus hypothesis in the space below.
What is the common name for this process? __________________
What is the gas that is produced? __________ (Hint: it is the same gas we produce.)
Speculate on the difference(s) (if any) between what is taking place in the tubes and what takes place in our bodies.
Makes notes on the class discussion.
In-‐class Activity: Fermentation The majority of active work in my courses consists of low-‐stakes, discussion-‐ and inquiry-‐oriented assignments. One such assignment that I designed for my non-‐majors’ organismal biology course investigated fermentation by presenting unknown mixtures to students and having them deduce what was going on based on previous course materials including types of metabolism combined with observations (including smell, which is so often neglected in laboratories as a legitimate observation).
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Project: experimental design and communication in the biological sciences. One of the central goals of my non-‐majors’ organismal biology courses is the exploration of how we know things in the biological sciences, which we explore by designing independent aquatic ecology experiments that students run over the course of the month. In addition to exploring biological empiricism, we also gain firsthand experience in biological sciences communication in the form of a large, formal research paper that students develop through the semester.
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Assessments One of the primary learning tools I use in the classroom is comprehensive examination emphasizing synthesis and analysis using skills learned in the lab. In keeping with the writing-‐intensive component of my courses, students are required to articulate their thoughts and justify answers in order to receive full credit.
Name:&_________________________________________________&&&&Date:&_______________________________&
Biology'1104L'Quiz'#1''
You&will&have&30&minutes&to&complete&this&quiz.&Be&sure&to&read&all&parts&of&the&questions&thoroughly&and&answer&each&portion&completely.&To&receive&full&credit,&I&expect&thorough&explanation&and&reasoning,&but&this&is¬&a&grammar&or&spelling&test.&&1. Your&friend&has&recently&started&keeping&an&aquarium&to&house&his&collection&of&glitterfish,&but&he&is&having&trouble&keeping&the&algae&(photoautotrophic)&population&under&control.&Based&on&what&you&know&of&aquatic&ecosystems,&provide&at'least'two&possible&approaches&to&limit&his&algae&growth&and&explain&why&you&think&they&would&be&effective&based&on&ecosystem&links.&(5&points)&
&2. Many&of&you&included&plants&or&phytoplankton&(plantMlike&plankton)&in&your&ecosystems,&yet&despite&the&presence&of&photosynthetic&organisms&the&dissolved&oxygen&levels&are&declining.&Provide&at'least'two&possible&reasons&this&could&be&occurring,&basing&your&explanations&off&of&ecosystem&links.&(5&points)&
&3. You&have&been&tasked&by&your&company&to&figure&out&which&vitamin&C&supplement&they&should&give&to&their&employees&before&flights&to&prevent&sickness,&and&you&have&narrowed&the&choice&down&to&Vitabite,&Vitamax,&and&Vitastuff.&Design&an&experiment&to&determine&which&of&these&3,&if&any,&is&most&effective&at&preventing&sickness.&You&have&the&following&equipment:&1)&water,&2)&powdered&mix&for&all&3&supplements,&and&3)&60&interns&selected&by&HR.&(4&points&for&experimental&design,&4&points&for&explanation/justification&of&design)&
&4. One&of&the&hooligans&in&the&other&labs&(I.C.A.&Wackaloon)&has&performed&an&experiment&on&photosynthesis&and&generated&the&following&results.&He&claims&his&data&provide&evidence&that&photosynthesis&from&cyanobacteria&can&generate&oxygen&for&an&environment.&Is&his&conclusion&justified,&why&or&why¬?&If¬,&provide&one&possible&alternative&conclusion&(6&points)&
Flask' Initial'DO'(mg/L)' Final'DO'(mg/L)'
Light&plus&cyanobacteria& 5& 6.5&No&light&plus&cyanobacteria& 6& 4.5&Light&plus&nutrient&solution& 5& 7&No&light&plus&nutrient&
solution&5& 5&
&&&
5.&You&are&a&wizard&exploring&the&caves&and&mines&of&Moria.&You&observe&that&the&mines&are&largely&dark,&filled&with&open&pits&and&chasms,&and&devoid&of&plant&life.&Based&on&these&observations,&predict&at&least&two&aspects&of&the&creatures&you&would&find&here&and&explain&your&reasoning.&(6&points)&
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Teaching Initiatives and Recognition Innovative Teaching Initiatives and Roles
• I was and currently am responsible for re-‐writing the BIOL 1104L manual and course at UGA, updating the course to reflect changes in information availability and increasing emphasis on inquiry-‐based learning and conceptual application. This revision has centered around a shift from traditional biological education that emphasizes memorization of facts and organisms towards course goals that reflect the overarching narratives and themes within biology that are relevant on a day-‐to-‐day basis. Over the course of this revision, the emphasis has been on student inquiry and investigation, which has resulted in the addition of a number of novel class activities such as exploration of fermentation (see sample teaching materials above).
• As a senior GLA in biology, one of my additional roles is the mentoring of undergraduate teaching interns who are at the very beginning of a career in teaching. This includes discussions outside of the classroom and during prep sessions that comprise critical feedback and advice, combined with in-‐classroom support and opportunities to teach labs with increasing independence as the semester progresses.
Special Training and professional activities
• Future Faculty Program, University of Georgia, 2014 – 2015: A yearlong professional development program that brings together 15 award-‐winning teaching assistants from across campus to improve upon their teaching while preparing them for the rigors of their first faculty program.
• Junior Division Judge, Georgia Science and Engineering Fair, 2012 • Senior Division Judge, Georgia Science and Engineering Fair, 2013 and 2014
Teaching Awards:
• Office of the Vice President for Instruction’s Outstanding Graduate Teaching Assistant Award, University of Georgia, 2014
• Departmental Teaching and Outreach Award, University of Georgia Marine Sciences, 2013
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Teaching Evaluations Numerical evaluations (on 5 point scale)
1. Dornhoffer was regularly well prepared for class: 4.69 ± 0.2 2. Dornhoffer made good use of class time: 4.48 ± 0.33 3. Dornhoffer presented material in a clear and interesting way: 4.42 ± 0.32 4. Dornhoffer was willing to help students: 4.72 ± 0.24 5. Dornhoffer stimulated my interest in the course: 4.17 ± 0.44 6. Dornhoffer graded the course fairly: 4.64 ± 0.21 7. Overall instructor rating: 4.64 ± 0.27
Written Feedback
• Great Job! Knew your stuff, fluent, and well-‐organized. • I learned a lot from Tommy. He is a clear and interesting speaker. Very impressive! • I owe any good grades in zoology to Tommy. • Tommy was a great teacher. He made me feel at ease in the lab, and I never felt like I couldn't
approach him or ask him a question. He was the fastest email-‐responder I have met at UGA, which was fantastic. He knew his subject and could convey it in an understandable way without getting bogged down in details. I would 100% recommend him to anyone looking to hire him, or anyone looking to take a course with him. I wouldn't change a thing about his teaching style; he made me look forward to lab. Thanks, Tommy!
• Thomas was a great GLA, really enthusiastic about the subject and always willing to help students.
• Mr. Dornhoffer was one of the best TA's I have had at UGA. His lab was very well organized, which was a far cry from my BIO 1103 lab. Tommy was able to keep us focused on our daily challenges while allowing us to enjoy what we were doing. I always looked forward to attending his lab, and I would give Tommy an A+.
• I really enjoyed Tommy as my TA. He was very willing to help us in or out of class and made sure we knew it. He was also very enthusiastic about the material and course itself, attempting to enstill (sic) the same amount of excitement in us. He made the lab a lot better.
• Tommy did a wonderful job with this class. This is the first lab where I felt like I knew what was going on the entire time. He made sure we were active and tried to make it interesting. UGA needs more teachers like Tommy. I have been in labs, and classes, before where I have made better and worse grades and been completely lost. I really appreciated the effort he put into this course. He was always well prepared and showed a tremendous amount of knowledge in the subject. This was the first lab that I wasn't constantly checking my watch. Time seemed to fly by in his class and we usually used the full 2 hours. Give him a full time job and a raise!!!
• Honestly, he was the best teacher I've ever had. Period. His enthusiasm for the material, class, and just life enabled him to be the best instructor I've ever worked with.