I have a lot more to add to this section, but for now, to get started…
Integrated Sciences 330B – Local Wildlife-Habitat Connections
2012 is the first year for this course at UBC, and I am very excited to have suggested it, that the program liked it, and really look forward to working with the first class!
Find out more about this course at: http://www.intsci.ubc.ca/wiki/doku.php?id=courses:isci330b:start
Biology 345 – Human Ecology
I taught this course at UBC from 1995-2008. It was not offered in 2009,2010 or 2011. I was thrilled that it was brought back for 2012 and that I was invited to teach it.
Publications related to the course
Background information about the course
Publications related to the course:
These articles make specific reference to assignments in the Biology 345 (Human Ecology) course:
Cassidy, Alice. 2011. Building Critical Reflection into CSL Group Assignments: Show what you learned in school today. Pages 198-202. Chapter 10.5. Example Syllabi and Assignments. Global Praxis: Exploring the ethics of engagement abroad. http://ethicsofisl.ubc.ca/?page_id=1750
Cassidy, A. 2010. Learning Portfolios: Creative Connections between Formal and Informal Learning. Collected Essays on Learning and Teaching (CELT), Volume 3. Society for Teaching and Learning in Higher Education (STLHE). http://apps.medialab.uwindsor.ca/ctl/CELT/vol3/CELT11.pdf
Cassidy, Alice. 2008. Teaching and learning approaches. Pages 60-61. Road to Global Citizenship. An Educator’s Toolbook (Yael Harlap, Editor). Centre for Teaching and Academic Growth. University of British Columbia. Vancouver, Canada. http://wiki.ubc.ca/Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizenship Direct to the pdf: http://gc.ctlt.ubc.ca/
Conference sessions (co-presented with students from Biology 345 and other collaborators):
Invited: Sustainability Across the Curricula: Examples, Ideas and Future Possibilities. Alice Cassidy, Associate Director, and Yona Sipos, Graduate Student Assistant, Centre for Teaching and Academic Growth, University of British Columbia. Sustainability and Stewardship Day, Douglas College, New Westminster, BC, February 13, 2008.
Students as Co-Researchers and Co-Presenters. Alice Cassidy, Associate Director and Yona Sipos, Graduate Student Assistant, Centre for Teaching and Academic, University of British Columbia. 2007 Society for Teaching and Learning in Higher Education. University of Alberta.
Flexible assignments for student choice, motivation, and learning. Tegan Adams, Alice Cassidy, Sarah Jackson, Laura Ludtke and Nadine Stunzi, Students and Instructor, Biology 345 (Human Ecology). 2006 UBC Learning Conference. University of British Columbia.
Motivating Students through Assignments that Make a Difference: Community Service Learning at UBC Farm Centre for Sustainable Food Systems. Alice Cassidy, Zoology Department and Georgia Stanley, 3rd year Land and Food Systems student. 2006 UBC Farm Symposium. University of British Columbia.
Reading Week Projects: Engaged Student Learning. Shayne Tryon, UBC Learning Exchange; Alice Cassidy, Zoology Dept. and TAG; Alina Horga, Christina Mercier, Ben Mulhall, Elsa Sardinha and Jonny Starling, Biology 345 Students. April 1, 2005. UBC Farm Research and Education Symposium. University of British Columbia. http://www.landfood.ubc.ca/ubcfarm/documents/Symposium_1b.pdf
Bringing Real Life into the Curriculum: Reflections on helping students learn. Alice Cassidy, Zoology/Centre for Teaching and Academic Growth; Rose Higgins, Terri-Lyn Kerr and Kathy MacDonald, Biology 345 Students. 2004 UBC Learning Conference. University of British Columbia.
Beyond Surfing: Prepare your students for effective research using the web. Alice Cassidy, Lecturer, Zoology Department; Sally Taylor, Biology Reference Librarian, Woodward Library and Sarah Tsang, 3rd year Honours History with International Relations + minor in Commerce, student in Biol. 345. 2002 UBC Learning Conference. University of British Columbia.
Real-life projects that promote inquiry-based learning and meet expressed needs in the community. University of British Columbia. Alice Cassidy, Lecturer, Zoology Department; Marie O’Connor, Biology 345 student; Brenda Sawada, UBC SEEDS Coordinator, Land and Building Services; and Sarah Seymour, Biology 345 student. 2001 UBC Learning Conference.
These articles refer to techniques and activities I have used to actively engage learners in credit courses, professional development seminars and in other settings:
Cassidy, A. 2011. Sustainability Education: Leading by Example. Pages 15-16, Bridges, January 2011. Volume 9, No. 2. University of Saskatchewan. www.usask.ca/gmcte
Cassidy, Alice. 2011. Communities of Practice: A checklist for success. Transformative Dialogues: teaching and learning eJournal. Volume 4, Issue 3, March 2011. Learning Communities: Online and Face to Face. http://www.kwantlen.ca/TD/Current_Issue.html
Cassidy, A. 2009. Follow the trail from learning to teaching with real world connections. Transformative Dialogues: Teaching and Learning Journal. March 2009 http://kwantlen.ca/TD/TD.2.3/TD.2.3_Cassidy_Follow_the_trail.pdf
Cassidy, A. 2009. 50 ways to lure your learner. Volume II, Collected Essays on Learning and Teaching (CELT). Society for Teaching and Learning in Higher Education (STLHE); http://apps.medialab.uwindsor.ca/ctl/CELT/vol2/CELT1.pdf
Cassidy, Alice, Maryam Nabavii and Yona Sipos. 2008. Learning Goals and Objectives. Pages 35-43. In Road to Global Citizenship: An Educators’ Toolbook. (Harlap, Y., Editor). Centre for Teaching and Academic Growth, in collaboration with UNICEF, University of British Columbia. http://wiki.ubc.ca/Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizenship Direct to the pdf: http://gc.ctlt.ubc.ca/
Cassidy, A. 2007. Learning: The Times, the Ways, and the Places. The Teaching Professor. January, 2007. Volume 21 (1): 4. http://www.magnapubs.com/newsletter/issue/681/
Cassidy, A., T. Griffiths and J. Nakonechny. 2001. Concept Mapping: Mirroring processes of thinking and learning. Tapestry. Number 4. September, 2001. Centre for Teaching and Academic Growth (TAG). University of British Columbia. http://tag-test.olt.ubc.ca/Tapestry/Number4/mapping.html
Background information about the course
I taught this course for 15 years, from 1995-2008 and in 2012. Students major in a wide variety of disciplines, and have little or no science background. I want to show them that science is very broad and really does connect to their lives. Aassignments were spread throughout the term and the group project was divided into parts so that students could get feedback early on, well before they completed parts that were worth a large part of their grade.) Here are some excerpts from the course outline/syllabus over the years:
Course Aims: Through this course, I hope to give you an opportunity to learn more about, and gain a greater appreciation of, our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We’ll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.
I feel that the course will be a success if, upon its completion, you leave with perspectives and tools that you will want to apply in the future. A few details about the format of this course: There are no textbooks or exams. In-class time is very active and participatory. To do well requires a high degree of effort and self-directed learning, including personal reflection, in-class contributions, group work and oral, written and visual presentation of material.
My ‘philosophy statement’ for this course: Starting with our own Observations Interest Awareness of the natural world, combined with our ability to Show Teach Motivate others (achieved by providing multiple perspectives; clear explanations supported by citing the work of others; balance of small and large details; interesting presentation and relevant content), we can inspire: Knowledge Appreciation Involvement Action Protection of the natural world, leading to increased Observations Interest Awareness of the natural world
Core Course Objectives: Upon completion of this course, it is expected that you will be able to:
- Explain details of ecological concepts, such as ecosystems, biodiversity, nutrient and element cycles and other concepts. Support your explanations by critically evaluating, synthesizing and citing material from three kinds of sources: a) scholarly literature (especially primary research in refereed journals); b) other reference works (such as books, reports and encyclopedias); and c) popular media (newspapers, non-refereed magazines and most information found on the Web.)
- Respond to a real need in the community to get involved! Work cooperatively in a group project that makes a difference. Study an aspect of human ecology in a very hands-on way. Increase awareness and knowledge about the natural world and how humans interconnect with it. Earn course credit for your contributions to the community. Bring together your skills in scholarly research, field work, networking, communications and creativity.
- Through field activities, readings and class discussion and presentations, enhance your ability to observe the natural world around you, and gain a greater appreciation for its components and interconnections. Describe the human ecology relevance of current events and issues, both local and global and to your field observations and field work. Connect material from this course to other courses, interests and activities in your life.
- Build skills that you can apply in the future, such as working effectively in teams, asking good questions, presenting in concise and interesting ways, and applying your knowledge in a variety of contexts.
- Communicate your perspectives, experiences and knowledge through a variety of activities, styles, formats and media.
