Because this laboratory course emphasizes hands-on investigation and in-person skill development, I use a more limited range of digital tools than in my BIOL 110 lecture course. However, I still incorporate digital and instructional technologies in intentional ways to support student learning, engagement, organization, and accessibility.
Learning Management System and Course Organization
While student work in this course is submitted almost exclusively on paper, I use Canvas to support organization and communication. Canvas is used to track assignment deadlines and grades, post announcements outside of class time, and share supplemental resources such as videos, simulations, and websites. This centralized platform helps students stay oriented and informed while allowing in-class time to remain focused on hands-on laboratory work.
Lecture Design, Visual Media, and Simulations
At the beginning of each lab session, I provide a brief PowerPoint presentation to review pre-lab material and outline the activities students will complete that day. As in my lecture courses, I design these presentations to be engaging and accessible, using clear organization, high-quality images, and embedded videos, animations, or simulations where appropriate. These short presentations help students contextualize the lab activities and enter the session with shared expectations and background.
Assessment, Data Tracking, and Learning Outcomes
I use the same Excel-based tracking system to quantify Student Learning Outcome (SLO) achievement in this laboratory course as I do in my lecture courses. This system allows me to analyze patterns in student learning and reflect on areas where instructional adjustments may be beneficial. Additional detail about this assessment methodology is provided in the Teaching Effectiveness section of this portfolio.
Thoughtful Use of Artificial Intelligence
In general, I am open to the use of AI tools in my courses when they align with learning goals. However, due to the hands-on nature of this laboratory course and the emphasis on direct observation, data collection, and individual interpretation, the use of generative AI tools is not permitted. Most student work is completed on paper, and learning objectives focus on skills that require direct engagement rather than text generation.
My syllabus policy states:
Because this laboratory course emphasizes hands-on exploration, direct observation, and individual data interpretation, the use of generative artificial intelligence (AI) tools (e.g., Copilot, ChatGPT, Notebook LM) is not permitted. This restriction applies to all work associated with this laboratory course, including pre-lab, in-lab, and post-lab assignments.
Access and Communication
In addition to in-person office hours, I offer students the option to meet with me via Zoom, either during scheduled office hours or at other mutually convenient times when I am not on campus. This flexibility increases access to instructional support for students balancing work, caregiving responsibilities, or transportation constraints.
Future Directions: Virtual Reality
Looking ahead, this is another course in which I would love to be able to use virtual reality (VR) as an instructional tool, for example to view interactive 360-degree videos in a way that promote immersion into the subject. College of Marin does not currently have classroom access to VR headsets, but I plan to look into ways that I might be able to bring this technology into my lab classroom. VR technologies offer exciting possibilities for allowing students to manipulate structures and processes in virtual space, and I see strong potential for their use in biology education as these tools continue to develop.