Building Learning Communities of Faculty through Contextual Bioinformatics Internships
Abstract
This session will examine the effectiveness of a scenario-based learning (SBL) tool known as a bioinformatics internship program developed by the Experiential Learning Center (learnpbl.com) using the National Center for Biotechnology Information (NCBI) portal. The experience has been aligned with the delivery of science standards through numerous teachers throughout the US in virtual learning communities (VLC) for the past 3 years. The session will examine how these learning tools and faculty VLCs culminated in improved student achievement both in content knowledge and the coveted, soft skills development. Faculty utilizing the bioinformatics internship program scenario in their classrooms addressed research questions via VLCs to determine the effectiveness of the bioinformatics scenario-based learning tool and how its implementation can be improved in the future. Data collected and analyzed will be presented providing evidence of not only improved student learning, but also value to the teachers through their participation in the VLCs.
Location
Room 1005
Recommended Citation
Gibson, Philip Ph.D. and LaTulippe, Joyce, "Building Learning Communities of Faculty through Contextual Bioinformatics Internships" (2014). SoTL Commons Conference. 104.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/104
Building Learning Communities of Faculty through Contextual Bioinformatics Internships
Room 1005
This session will examine the effectiveness of a scenario-based learning (SBL) tool known as a bioinformatics internship program developed by the Experiential Learning Center (learnpbl.com) using the National Center for Biotechnology Information (NCBI) portal. The experience has been aligned with the delivery of science standards through numerous teachers throughout the US in virtual learning communities (VLC) for the past 3 years. The session will examine how these learning tools and faculty VLCs culminated in improved student achievement both in content knowledge and the coveted, soft skills development. Faculty utilizing the bioinformatics internship program scenario in their classrooms addressed research questions via VLCs to determine the effectiveness of the bioinformatics scenario-based learning tool and how its implementation can be improved in the future. Data collected and analyzed will be presented providing evidence of not only improved student learning, but also value to the teachers through their participation in the VLCs.
