SCIENCE EDUCATION RESEARCH
Funded Research
Incorporating Service Learning into a Hybrid Toxicology Course
As the recipient of a 2021 UT System Curricular Innovation grant, I am collaborating with colleagues at the EPA to have students in an upper level Toxicology course investigate harmful algal blooms in Texas and engage in data analysis and report preparation.
Problem Based Learning, Case Studies, and Undergraduate Research in an upper level Toxicology Course
In 2020 I received a second UTA College of Science Student Success Initiative grant to update a traditional lecture and exam based curriculum to one based on case studies and original research. Students investigated several real world toxicological issues including contamination in post Hurricane Harvey Houston, trichloroethylene drinking water contamination, and PFAS ("forever chemicals") pollution. The course culminated with a risk assessment of arsenic contamination of the Trinity aquifer in Texas.
Open Educational Resources (OER) in an Introductory Majors Biology Course
In 2018 I was the recipient of a UTA College of Science Student Success Initiative grant to develop OER for our large enrollment introductory biology course. The goal of this project has been to switch from a publisher text to an interactive Canvas-based OER curriculum which utilizes the Open Stax Biology text. Ancillary materials, including activities and worksheets, practice quizzes, and videos supplement the e-text and guide students toward deeper learning.
Other Research Areas
Encouraging Student Engagement
Skill building and reflection
Students (and parents) today expect that higher education will lead to a career. However, instructors often do not see themselves as providing "job training" to their students. We tend to perceive the role of higher education as providing content and (hopefully) inspiring thought and sparking debate. Most instructors I talk to are very frustrated that students do not seem more interested in their courses. And let's face it, we don't think we should have to convince students of the wonderful opportunity we are offering them to learn from us!
In my experience it is not very difficult to encourage students to make the most of required course work. I take time on the first day of class to explain the skills they will acquire as part of my course. I often begin by showing them a list of attributes that employers look for in employees and explain how I will help them tick those boxes. They then complete a reflection exercise to identify the skills that they will gain and explain how this will benefit their lives and careers. The students enjoy the activity and I get to know them a little better. Excerpts of student reflections appear in the course descriptions below.
In my experience it is not very difficult to encourage students to make the most of required course work. I take time on the first day of class to explain the skills they will acquire as part of my course. I often begin by showing them a list of attributes that employers look for in employees and explain how I will help them tick those boxes. They then complete a reflection exercise to identify the skills that they will gain and explain how this will benefit their lives and careers. The students enjoy the activity and I get to know them a little better. Excerpts of student reflections appear in the course descriptions below.
Selected Courses and Student Feedback
"I have improved at collaborating with other work partners. This is very important because most occupations require substantial amounts of communication. I also think that my critical thinking skills have improved. This is important in solving complex problems where there may not be a clear and single solution."
"I can use these skills in my future career in the medical field by asking myself the same questions I did to complete an experiment, [in order to] find a solution to a seemingly unknown problem."
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"Professor Walsh is great! She is clearly passionate about the material and is always helpful with answering questions."
"Professor Walsh is fun and nice but managed classroom well. Clearly laid out exactly what she wanted from us in every assignment, due dates and lab manual amendments. Definitely loves what she does and it makes me want to love ecology as well."
Discovering Biology: Molecules, Cells, and Disease
This non-majors introductory biology course offers me the exciting opportunity to work with students coming from a diverse range of majors and prior scientific experiences. The curriculum focuses on providing knowledge and skills that support student growth as scientifically literate citizens and members of an increasingly technological world. In lecture, I utilize a variety of pedagogical methods- some traditional and others more novel. For example, students spend part of their time in class doing individual and group activities and exams have a collaborative component. Both approaches encourage reflection and discussion about topics and concepts, and have been shown to result in better long term retention of information. The group exams are enormously popular with students and they give me a way to assess student understanding and identify sources of confusion.
"The in-class questions and activities helped me to put the information into practice and understand it better. The homework helped me to study. The lectures were engaging and easy for me to understand."
"The group test are really helpful to further understand the material."
"Another thing that I really enjoyed that I had never done was the group exam. It allowed us to be able to see what we did wrong and view answers in others perspectives."
A primary goal of this course is to increase scientific literacy. Students are given the opportunity to discuss biological concepts as they relate to their own lives. For example, when we cover macromolecules and nutrition, students complete an in-class group assignment where they are asked to debate the pros and cons of government restriction of junk food. This case study approach requires that students incorporate knowledge of the effects of foods and additives on health, as well as the economic and personal freedom concerns that are inherent to the issue. It also allows them to connect in a meaningful way with concepts that may otherwise seem unapproachable.
"One think I really like is relating material to real life. Talking about interesting diseases, how the lesson can be applied to our daily lives like when we were learning about macromolecules, diet, and the environment."
Cell and Molecular Biology for Majors
Most students are surprised by their first experience with a lab curriculum I have designed. Rather than the typical "recipe book" format that many are accustomed to, my materials are rooted in an inquiry and critical thinking approach. I believe that by encouraging students to think and act like scientists, they actually learn more science! In addition, I believe strongly in learning through skill building. Throughout each activity, students are presented with guiding questions and topics for conversation in order to lead them step-by-step through the learning process. Many find this approach to lab challenging at first. However, after the first few labs I am always excited and impressed with the confidence and independence most demonstrate. I know that when they leave one of my lab courses they are more prepared for the next stage in their education and lives.
“Dr. Walsh's hands on teaching was exceptional. She was always available for questions.”
“Prof. Walsh herself was a great asset as she was able to help me and my lab group in understanding the lab and lab concepts. Everything in the lab manual also offered great help.”
“Professor Walsh's labs were very enjoyable. Some of the labs themselves were kind of difficult, but Professor Walsh made it fun and easy to learn.”