Teaching ecology at university—Inspiration for change

Nordlund, Lina Mtwana

doi:10.1016/j.gecco.2016.06.008

Cited by 11 publications

(12 citation statements)

References 30 publications

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Section: Lec Tu Re Smentioning

confidence: 99%

“…Lectures remain the primary means of delivering content to students in STEM (and may other) subjects, and most courses will have at least some lecturing component (Bligh, 2000; Nordlund, 2016). The changes and challenges discussed below will relate to more than just ecology and aligned disciplines but they also represent a very important component of teaching within these disciplines.…”

Section: Lecturesmentioning

confidence: 99%

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Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

Bacon

Peacock

2021

Ecology and Evolution

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The challenges facing higher education in response to COVID‐19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology‐aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID‐19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis.

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Section: Lec Tu Re Smentioning

confidence: 99%

Section: Lecturesmentioning

confidence: 99%

Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

Bacon

Peacock

2021

Ecology and Evolution

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“…Examples of non-traditional, creative teaching approaches to consider trying in the classroom (dependent on class size and subject area). Also see Nordlund (2016) for a useful set of examples for ecology courses.…”

Section: Discussionmentioning

confidence: 99%

“…Chief among these aspects are the assessment components (i.e., how students are graded). Assessment methods should be given careful thought in terms of their effectiveness for learning (for examples of diverse, evidence-based assessment techniques, see Nordlund 2016). Choosing assessment methods should also involve consideration of the burden they will place on the students and instructor(s) and may benefit from consult-ation with experts (section 2.1).…”

Section: Carefully Design and Refine Your Course Syllabusmentioning

confidence: 99%

Teaching Post-Secondary Students in Ecology and Evolution: Strategies for Early-Career Researchers

Raby

Chapman²,

Bruijn³

et al. 2020

IEE

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Teaching can be a rewarding, yet challenging, experience for early career researchers (ECRs) in fields like ecology and evolution. Much of this challenge arises from the reality that ECRs in ecology and evolution typically receive little, if any, pedagogical training or advice on how to balance teaching, research (which can include extended field work), and other demands on their time. Here, we aim to provide accessible, pragmatic advice for ECRs in ecology and evolution who are given the opportunity to teach (as instructor of record). The advice is based on the authors’ collective experiences teaching in ecology and evolution as ECRs and is meant to help ECRs address two challenges: a) balancing the demands of teaching against one’s research, service, and personal life, and b) being effective in the classroom while doing so. The guidance we provide includes practical steps to take when teaching for the first time, including carefully refining the syllabus (course planning), adopting ‘non-traditional’ teaching methods, and taking advantage of free teaching resources. We also discuss a range of ‘soft skills’ to consider including guarding against imposter syndrome (i.e., self-doubt and fear of being exposed as a fraud), managing expectations, being empathetic, compassionate, authentic, and fostering an inclusive classroom. Lastly, we emphasize the need to focus on developing students’ critical thinking skills, integrating research and teaching where possible, and setting limits on class preparation time to maintain balance with your research and personal life. Collectively, we hope the examples provided herein offer a useful guide to ECRs new to teaching.

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“…incorporate themes related with the Brundtland Report (1987) and the Agenda 21 (1992) themes. Whereas developed countries have been improving their school systems and acquiring experience in teaching and creating experiences related with biodiversity and sustainability, debating about science and ecology, which are complex issues for kids, teenagers and even adults (Vale, 2013;Nordlund, 2016), developing countries are struggling to bring more children to school, to build better schools, to train more teachers and to improve subjects' curricula (see "progress of goal 4 in 2017(see "progress of goal 4 in " at SDG 4 (2015 https://sustainabledevelopment.un.org/sdg4). Because people's future will depend on how they relate to ecosystems, it is urgent to provide strategies to empower teachers and learners on a global basis.…”

Section: Introductionmentioning

confidence: 99%

Global Science Teaching for Human Well-Being

Anastácio¹,

Azeiteiro²,

Pereira³

2017

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A curriculum framework for seven years of science education is delivered as a proposal for discussion, for the nine years of schooling that the Incheon Declaration defines as compulsory (UNESCO, 2015). Every child should learn Science in their mother tongue, hence at least one global science curriculum should be provided for free, translated for free, and posted in a public site.The materials derived from the same curriculum should be provided with the same perspective: translated into the child's mother tongue, easily available and free. These derived materials should address as well the traditional/local knowledge, respecting indigenous cultures. We strongly believe that, to achieve the 2030 goals for education, a massive global act of passion altruism that puts each teacher and pedagogue's creativity at the service of global science teaching. For other subjects, the feeling and convictions are the same. But, because we all depend on ecosystems that sustain us, to deliver that message using a science curriculum is an obligation. Sharing a global science curriculum open to change and debate that conjugates Biology, Geology, Physics, and Chemistry, while having in consideration the sustainable development goals, is the aim of this manuscript.

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Teaching ecology at university—Inspiration for change

Cited by 11 publications

References 30 publications

Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

Teaching Post-Secondary Students in Ecology and Evolution: Strategies for Early-Career Researchers

Global Science Teaching for Human Well-Being

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