Department of Biology
Johns Hopkins University
3400 N. Charles Street
Baltimore, MD 21218-2685
Office 410 516-4679
Departmental fax 410 516-5213
B. Sc. HonCarleton University
M. Sc.University of Manitoba
Ph. D.University of Guelph
B. Ed.University of Toronto
PostdoctoralJohns Hopkins University
Scholarship of Teaching and Learning
The mission of the Center for Educational Resources (CER) is to partner with faculty to extend their instructional impact by connecting digital technologies and innovative teaching strategies. Working under an HHMI grant to Johns Hopkins University to improve undergraduate science education we have incorporated a number of new technologies in the classrooms. These include:
In-Class Voting: In use by many higher education institutions, in-class voting technology enables faculty to poll large numbers of students on a variety of topics: from their understanding of the previous day’s readings to their understanding of lecture material presented in class. Poll results, which appear via a histogram in a matter of seconds, indicate whether or not students grasp the material.
Tablet PC’s: Tablet PCs offer the functionality of a traditional laptop computer with one addition: the ability to “write” on a touch sensitive screen. This functionality can replicate writing on the chalkboard or overhead, but allows the instructor to save and share their notes with students after class. Tablet PCs can also be used to annotate presentation slides or to take notes during classroom observations.
Mobile Computing: The initial grant proposal suggested a mobile solution to transform traditional lecture halls into "studio" classrooms, eliminating the need for architectural redesign and enabling universities to employ the "studio" instructional format in all natural science courses. Hopkins is testing the mobile studio science approach initially in physics.
Interactive Map: The Johns Hopkins Center for Education Resources developed a web-based map authoring tool that faculty use to implement digital field assignments in their courses. “Digital field assignments” are course assessments in which students collect and analyze data from the field using digital technologies.
Maldarelli, G.A., Hartmann, E., Cummings, P.J., Horner, R.D., Obom, K.M., Shingles, R., and Pearlman, R.S. (2009) Virtual Lab Demonstrations Improve Students’ Mastery of Basic Biology Laboratory Techniques. JMBE 10: 51-56
Sandra G. Porter, Joseph Day, Richard E. McCarty, Allen Shearn, Richard Shingles, Charlotte Mulvihill, Linnea Fletcher, Stephanie Murphy and Rebecca Pearlman (2007) Exploring DNA Structure With Cn3D. CBE-Life Sciences Education 6 65-73
Richard Shingles, Theron Feist and Rae Brosnan (2006) The Biomes of Homewood: Interactive Map Software. Bioscene 31: 17-24
Vicky Hallett (2005) Teaching with Tech. U.S. News & World Report 139: 54-58
Douglas M. Fambrough, Rebecca Pearlman, Richard Shingles, and Rae Brosnan (2005)
Points of View: A Survey of Survey Courses: Are They Effective? Cell Biology
Education 4: 123-137
General Biology I (020.151)
Mentoring in Biology (020.441)
Advanced Seminar in Cellular Molecular and Developmental Biology (020.401)
MCAT Review (914.502)
General Biology II (020.152)
Mentoring in Biology (020.442)
Preparation for University Teaching (AS 360.781, EN 500.781)