Appendix A

Teaching Experience Courses Taught Biology 100 Biological Sciences Spring 2012 Department of Biology North Carolina A&T State University Introduction to biology for non-major students exploring the major concepts in biology including macromolecules, cell structure and function, genetics and inheritance, evolution, diversity, and ecology Supervised three graduate student TAs for three laboratory sections Enrollment: 71 undergraduate students MCP 290 / NPB 198 Major Discoveries in Muscle Contraction Fall 2009 Department of Neurobiology, Physiology, and Behavior University of California, Davis Seminar exploring the major scientific advances in muscle physiology research Enrollment: 11 graduate students, 1 undergraduate student Guest Lectures Biology 472 Comparative Physiology Spring 2011 Department of Biology University of North Carolina, Chapel Hill Presented two original guest lectures on the topics of 1) invertebrate excretion; and 2) animal movement and muscle physiology Enrollment: ~70 undergraduate students Biology 4610 The Physics of Life Fall 2010 Department of Biology North Carolina Central University Presented original guest lecture on muscle mechanics and motor proteins Enrollment: 10 undergraduate students Teaching Assistant Experience BIS 2C Introduction to Biology: Biodiversity and the Tree of Life Winter 2010 College of Biological Sciences University of California, Davis Assisted students on weekly in-lab assignments and answered student questions Enrollment: 24 undergraduate students Bioengineering 481 Senior Capstone Project Fundamentals Department of Bioengineering University of Washington, Seattle Advised students on research and design projects Enrollment: ~60 undergraduate students Spring 2007

Appendix B

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

Course Syllabus
Course Information Course Number & Section Course Title Term Location Days & Times Website

Biology 100 Section 002 (CRN 21148) Biological Science Spring 2012 Barnes Auditorium Tuesday & Thursday 9:30am - 10:45am http://blackboard.ncat.edu

Professor Contact Information Professor Dr. Justin Shaffer Email Address shafferj@unc.edu Office Phone 724-301-2712 Office Location 206 Barnes Hall Office Hours Tuesday 1:00pm 3:00pm Thursday 11:00am 1:00pm Course Description and Goals Credit 4 (3-2) Biology is a wonderfully expansive subject that covers all that is pertinent to life, including climate change, heredity and reproduction, animal behavior, plant ecology, and human health and disease, to list just a few topics from the tip of the iceberg. With such a bounty of subjects to choose from, it is impossible to cover everything in a single semester. We will still be covering a fair number of topics though that will expose you to the breadth that biology has to offer. Through learning these topics, I hope that by the end of the course you will not only be excited about science and biology, but that you also be able to apply scientific and biologic principles in your daily lives to make more informed decisions (i.e. you will be a more scientific literate citizen). You will also have learned a great deal of biology in the process! Specifically, at the end of this course, you will be able to Explain how the components of the cell work together to support life Explain why we need to eat food and why we need to breathe oxygen Use principles of genetics, cellular reproduction, and molecular biology to discuss the causes of (and possible cures for) cancer and other inherited diseases Apply natural selection and evolutionary theory to predict changes in populations Discuss the influence that humans have on the earths ecosystem and biosphere Use the scientific method to develop and test a hypothesis, make predictions, design experiments, and analyze and interpret scientific data Use critical thinking and problem solving skills to tackle scientific issues Make informed scientific decisions in your daily lives More specific learning objectives and goals are presented for each unit as described in the course schedule below, and will also be provided at the beginning of each day of class.

Appendix B
Page 2 Required Textbooks and Materials Textbook: Campbell Biology: Concepts and Connections, Reece, Taylor, Simon, and Dickey, 7th edition (ISBN 0321696484 with Mastering Biology). Mastering Biology: You are required to purchase a Mastering Biology account (www.masteringbiology.com) in order to complete homework assignments and to access helpful study aids and course materials. You can purchase a Mastering Biology account by itself ($40.20), with the electronic version of the textbook ($78.00), or with a hard copy of the textbook (currently ~$130 on Amazon.com). The course ID# for Mastering Biology is BIOLOGY100SPRING2012SHAFFER. Internet access is required to use Mastering Biology. Course Requirements and Evaluation Laboratory Session: There is a laboratory session associated with this course, and you must be enrolled in it to earn a grade (see Evaluation below). For this lecture section, you must be enrolled in a laboratory session that meets on Fridays at 10:00am (sections 21 (CRN 21154), 22 (CRN 21201), or 23 (CRN 21204)). The laboratory sessions will explore specific topics in more detail and test your ability to apply biological ideas and content to new situations. You will be instructed in the laboratory sessions either by me or teaching assistants, depending on the section you are in. Mastering Biology: We will be using the online system Mastering Biology for homework assignments. Mastering Biology is more than just a grading tool, however, it is chock full of extremely helpful tools to help you succeed in this course (hence the name). There are 3D animations, self-given quizzes, tutorials, study sheets, videos, practice tests, and more to be found within Mastering Biology, and I highly encourage you to take advantage of all of these tools. The homework assignments will also help you to prepare for each class session, and are also worth a substantial portion of your grade (see Evaluation section below). Active Learning: You might be used to taking courses in which the professor simply lectures the entire class period. This course is going to be very different, as it is going to be an active classroom. By active I mean that you will be required to interact with myself and your fellow students to learn the material presented in this course. We will be using activities such as small group work, case studies, class discussions, and Poll Everywhere questions to actively engage in the learning process. In order to have an active classroom, attendance is extremely important. Attendance is counted as part of your grade, but will count towards more than just a grade, because through these active learning exercises you will develop critical thinking and problem solving skills that are essential to performing well in this course and others. Poll Everywhere: In order to gauge your level of understanding, improve course participation, and to make the classroom more fun and engaging, we are going to be using Poll Everywhere in this course. Poll Everywhere is a web based poll system that you can submit answers to in real time from your cell phones (via texting) or your laptops. Throughout the course, I will pose questions to the class, and you can respond using your cell phone or laptop. This will give me a real-time reflection of your thoughts and views on a certain topic, and can spark interesting discussions in the class. Poll Everywhere is also a fun and engaging way for you to compete against your classmates! Open Topics: You as the student are an integral part of this course, and what you want to learn about truly matters to me. We will have two Open Topics days during the semester, in which you will get to vote to determine what we will learn about. These could be specific areas of biology that we dont normally have time to cover in detail (e.g. some aspect of animal

Appendix B
Page 3 physiology), applications of biology in medicine (e.g. stem cells, drug design, specific diseases), or an exploration of some interesting topic that might not have an answer (e.g. does extraterrestrial life exist?). Hopefully you will have some personal connection to these topics and will learn a lot about them! Evaluation: There will be multiple grading opportunities in this course, giving you many chances to do well. A summary of the various grading opportunities is given below. Attendance: Attendance will be taken daily and will count towards your grade. Attendance is also crucial to your learning and development in this course (see Active Learning section). Homework Assignments: There will be daily homework assignments in this course to encourage you to read the book, keep you up to date, and to prepare you for each lecture. We will be applying the concepts that you read in the book and encounter in the homework in each lecture, so it is very important that you do the homework assignments! The homework assignments will be administered online through Mastering Biology. There will be 23 homework assignments total (one for each day of lecture; none due on exam days), but only 20 will count towards your grade the lowest three homework scores will be dropped. All homework assignments will be due on Tuesdays and Thursdays at 11:59pm (see course schedule for due dates). Laboratory Assignments: While the laboratory is a separate section from this course (i.e. you have to register for a lab section), the points you earn in lab will be counted to the grade you earn in this course. The lab is worth 25% of your total grade, and further details of laboratory assignments can be found in the laboratory syllabus. Exams: There will be four mid-term exams and a final exam in this course. These exams will assess your in-depth knowledge and mastery of the course material. Each mid-term exam is worth 100 points, and the final is worth 200 points. The mid-term exams only cover certain material, while the final is cumulative. The lowest scoring mid-term exam will be dropped (only 3 of the 4 will count towards your grade). The breakdown for course points is as follows: Attendance 5% Homeworks (23) 20% Laboratory 25% Mid-term Exams (4) 30% Final Exam 20% Total 100% 50 points 200 points 250 points 300 points 200 points 1000 points (10 points each, drop 3 lowest) (100 points each, drop lowest)

Based on the above point structure, you can calculate your grade at any time during the semester (ask for help if you need it), and you should calculate your grade regularly to keep track of how you are doing in the course. The number of points will be converted to letter grades based on the following: 895 1000 points 795 894 points 695 794 points 595 694 points Less than 595 points A B C D F

Appendix B
Page 4 Course Policies Courtesy to Fellow Students: We are going to have a positive learning environment in this class, so courtesy to your fellow students (and to me!) is imperative. Do you want to be distracted while trying to learn? Probably not, so please treat your classmates as you want to be treated. This includes putting your cell phones on silent before class starts, not using cell phones during class (unless prompted to for a Poll Everywhere question), minimizing laptop use (if you want to use a laptop to take notes please sit in the back of the classroom), limiting side conversations and comings and goings during class, not reading newspapers or doing the crossword puzzles, and other possible distractions. Attendance: Attendance is vital to succeeding in this course, as some of the material that you will be tested on will not be found in the textbook. Participation in the active learning activities during class will also help you develop your critical thinking and problem solving skills which will help you on the exams. Finally, attendance is required by North Carolina A&T State University, and failure to attend class regularly will result in a reduction of your grade and possible failure of the course. Academic Integrity: Enrollment in this class means that you agree to abide by the expectations of North Carolina A&T State University regarding academic integrity. For specific information, refer to your Student Handbook. Also, refer to the most current Undergraduate Bulletin for the academic dishonesty policy. The Universitys Academic Honor Code will be strictly enforced. Your responsibilities in the area of honor include, but are not limited to, avoidance of cheating, plagiarism and improper or illegal use of technology. Your assignments are expected to be your own work. If you have questions, please ask. Integrity is an important characteristic that should be exemplified in the lives of all North Carolina A & T State University students. Dishonesty will not be tolerated in any form in this class. Any student caught cheating on an examination or any other class assignment will be given a grade of zero for that examination or class activity and reported to University officials for further disciplinary actions. Plagiarism (i.e. citing information written by another person without referencing the persons work) will also lead to a grade of zero for the assignment. Changing a few words in material taken from a book or the internet without referencing the author of the material is still plagiarism. Late Work: No late work will be accepted. The homework assignments on Mastering Biology have a due date and time (Tuesdays and Thursdays by 11:59pm), and if they are not completed by then, you will get a zero on the assignment, no exceptions. Make-up Work: No make-up work or exams will be allowed in this course. If you dont turn in a homework assignment or miss an exam, these will count towards your dropped assignments for the course (lowest three homework assignments dropped, lowest exam dropped). The only exception to this rule is the final exam. If you have an official university excuse for missing the exam (death in the family, sickness, university activity), then a make-up will be possible. Please see me ahead of time if you know you will miss the final exam. Course Schedule The following is the schedule for the course. The assigned chapters are intended to be read before that day of class (e.g. read Chapter 1 before class on Tuesday January 17). All homework assignments are due each Tuesday and Thursday at 11:59pm. The exams will cover the material that precedes them (stated in parentheses). The schedule is subject to change.

Appendix B
Page 5 Introduction to Biology BIG QUESTION: What is biology and how is science done? At the end of this unit, you will be able to Describe the scientific method Use the scientific method to develop a hypothesis, make predictions, and analyze data Thursday January 12 Tuesday January 17 Course introduction and overview Biology and the scientific method Unit 1: The Life of the Cell BIG QUESTION: Why do we need to eat food and breathe air? At the end of this unit, you will be able to Explain why water and carbon are essential to life Describe the properties of the macromolecules of life Draw an ideal cell and explain each organelles function Explain how molecules can be transported across cell membranes Compare and contrast cellular respiration and photosynthesis Draw the path of a CO2 molecule through the carbon cycle Thursday January 19 The Chemistry of Life Chapter 2 HW 2 Tuesday January 24 Carbohydrates and Lipids Chapter 3 HW 3 Thursday January 26 Proteins Chapter 3 HW 4 Tuesday January 31 Cell Structure and Function Chapter 4 HW 5 Thursday February 2 Membranes Chapter 5 HW 6 Tuesday February 7 EXAM 1 (on Jan 12 Feb 2) Thursday February 9 Energy & Cellular Respiration Chapter 6 HW 7 Tuesday February 14 Photosynthesis & Carbon Cycle Chapter 7 HW 8 ------------------------------------------------------------------------------------------------------------------------------Thursday February 16 OPEN TOPIC #1 TBA ------------------------------------------------------------------------------------------------------------------------------Unit 2: Genetics and Molecular Biology BIG QUESTION: How can changes in your DNA lead to cancer and other genetic diseases? At the end of this unit, you will be able to Compare and contrast mitosis and meiosis Draw and label the cell cycle Explain how disruptions in the cell cycle can lead to cancer Use a Punnett square to predict the traits of offspring Use the central dogma to determine a protein sequence given a DNA sequence Explain why cells can be very different even though they all have the same DNA Evaluate the ethical implications of recombinant DNA biotechnology Tuesday February 21 Thursday February 23 Tuesday February 28 Thursday March 1 March 5 9 Cellular Reproduction and Mitosis Meiosis Exam 2 review EXAM 2 (Feb 2 Feb 23) SPRING BREAK Chapter 8 Chapter 8 Chapters 5 - 8 HW 9 HW 10 HW 11 Chapter 1 HW 1

Appendix B
Page 6 Tuesday March 13 Inheritance Chapter 9 HW 12 Thursday March 15 DNA to RNA to Protein Chapter 10 HW 13 Tuesday March 20 Gene Regulation Chapter 11 HW 14 Thursday March 22 DNA Profiling Chapter 12 HW 15 Tuesday March 27 Genetically modified organisms Chapter 12 HW 16 Thursday March 29 EXAM 3 (on Mar 13 Mar 22) ------------------------------------------------------------------------------------------------------------------------------Tuesday April 3 OPEN TOPIC #2 TBA ------------------------------------------------------------------------------------------------------------------------------Unit 3: Evolution, Diversity, and Ecology BIG QUESTION: How did we get to where we are today? At the end of this unit, you will be able to Explain Darwins theory of evolution Use natural selection to predict the evolution of populations Use phylogenetic trees to evaluate lifes history Compare and contrast prokaryotes and eukaryotes Describe the diversity of prokaryotic and eukaryotic life Explain the impact of human interaction on the biosphere Evaluate the pros and cons of conservation biology Thursday April 5 Tuesday April 10 Thursday April 12 Tuesday April 17 Thursday April 19 Tuesday April 24 Thursday April 26 Tuesday May 1 Thursday May 3 Tuesday May 8 @ 1-3pm Evolution and Natural Selection Origin of Species Phylogeny and the Tree of Life EXAM 4 (Mar 27 - Apr 12) Prokaryotic Diversity Eukaryotic Diversity Introduction to Ecology Conservation Biology Review for final & evaluations Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17-19 Chapter 34 Chapter 38 HW 17 HW 18 HW 19 HW HW HW HW 20 21 22 23

FINAL EXAM In class portion (April 19 May 1) Mastering Biology portion (cumulative)

Appendix C
Biology 100, Lecture 17 DNA Profiling Learning Objectives: Explain how PCR is used to amplify DNA molecules Predict the size of a DNA molecule using gel electrophoresis Define STR analysis and explain how it is used in DNA profiling Use DNA profiling results to match a suspect to a crime scene Reading: Chapter 12 (sections 12.11 12.15) Class Outline: Discuss Exam 3 and study tips Last time we talked about cloning, today were going to talk about another example of DNA biotechnology, and next week were going to talk about GMOs Describe Earl Washingtons case 5 minutes Interweave Earls story with rest of lecture, ending with how he got pardoned Did the criminal justice system work? Is there a better way to prove someones guilt or innocence? What other forms of evidence are used in court? Think-pair-share Eye-witness testimony, biological samples, video evidence DNA profiling overview Show figure from book, explain each step Go through each step in more detail Can also be used in paternity tests OJ Simpson, Bill Clinton, Thomas Jefferson 10 minutes 3.22.12 Spring 2012

10 minutes

1. DNA is isolated 5 minutes DNA can be taken from several biological samples Where is DNA found? in the nuclei of cells Blood, semen, bone, tissue, lip print on a glass or cigarette, saliva, hair o Only white blood cells have nuclei (mature red blood cells lose their nucleus because they dont divide) Blood typing used to be used, but there are only a few blood types What if you dont have enough sample? o Make more DNA with PCR 2. DNA of selected markers is amplified 15 minutes How do you tell if your DNA is different from someone elses? You could compare your entire genomes, but that would take a while Instead, compare only select regions of DNA that are known to differ between individuals You need lots of DNA to do this

Appendix C
Biology 100, Lecture 17 DNA Profiling 3.22.12 Spring 2012

You usually dont have much DNA at a crime scene to work with Using PCR you can get lots of DNA, starting with as few as 20 cells! Show figure for how PCR works Show youtube video for how PCR works What regions are getting amplified? o Talk about what regions are used as markers later STR analysis

3. DNA is compared 15 minutes Now you have all of this DNA and you need to know more about it Gel electrophoresis lets you see the size of DNA molecules Show book figures for how it works If you wanted to compare the STR regions between two (or more) people, this would be the way to go PE question about DNA size o Show gel with bands and a ladder how big is band A? o Also ask is band B larger than band A? or vice versa STR analysis 15 minutes Define STRs and give example for what they are Ask class (TPS) to come up with a method for how STRs can be used to compare peoples DNA o The answer is the method of DNA profiling Show 13 STR regions and CODIS Show how STR analysis works by comparing STR lengths from a suspect to a crime scene (book figure 12.14A) Show figure 12.11 and ask which suspect could have committed the crime? Odds of two people having the same 13 STR regions is 1 in a billion (or greater) Case wrap-up 5 minutes Earl was innocent, but was wrongfully imprisoned for 17 years DNA profiling is a powerful tool to determine innocence or guilt Since 1989, 218 convicts have been released after being proven innocent using DNA profiling

Appendix D
Biology 100 Section 002 Spring 2012 Name: _________________________________ Please answer the following questions by clearly circling your answer. There are 33 questions worth 3 points each, for 100 points total (you get one free point for showing up). There is one extra credit question at the end that is worth 5 points, making it possible to score 105 out of 100 points on this exam. Please ask questions if you dont understand a question and good luck! 1. What is the central dogma of molecular biology? A. RNA makes protein makes DNA B. DNA makes RNA makes protein C. Protein makes RNA makes DNA 2. In dogs, short hair is dominant (H), whereas long hair is recessive (h). What phenotype does a hh dog have? A. Long hair B. Short hair C. Intermediate-length hair 3. What is the most important type of gene regulation in eukaryotes? A. DNA unpacking B. Transcriptional control C. RNA splicing 4. What is the DNA complement of this DNA sequence? ATCACCGGATGC A. CGTAGGCCACTA B. TAGTGGCCTACG C. UAGUGGCCUACG 5. The DNA in skin cells contains genes for which of the following? A. Skin color B. Hair color C. Both skin color and hair color 6. If two animals are heterozygous for a single gene and have 100 offspring, approximately how many of the offspring will exhibit the dominant phenotype? A. 75 B. 50 C. 25 7. TPOX is one of the STRs that are used to compare DNA between different people. Why is TPOX useful for comparing DNA between different people? A. TPOX varies in the number of repeats between people B. TPOX varies in sequence between people C. TPOX is only present in some peoples genomes 8. If you inherit two identical copies of a gene from your parents, you are said to be ____________ for that gene. A. Recombinant B. Heterozygous C. Homozygous 9. What is the main difference between DNA and RNA? A. RNA is longer than DNA B. DNA uses the base T, whereas RNA uses the base U C. DNA uses the base U, whereas RNA uses the base T Exam 3 3.29.12

Appendix D
Name: ___________________

Use the figure to the right for the next three questions. Each band in the ladder is in 100 base increments, starting with 100 bases at the bottom and going to 700 bases at the top. 10. Of the four DNA molecules shown (A, B, C, and D), which is the longest? A. Molecule A B. Molecule B C. Molecule C D. Molecule D 11. Approximately how many bases are in DNA molecule C? A. 480 bases B. 520 bases C. 600 bases 12. If DNA molecules A and D are STRs from two different people, what can you say about them? A. STR A is longer than STR D B. The sequence of STR A is different than the sequence of STR D C. STR A is shorter than the STR D 13. What is the name of the method that is used to make billions of copies of DNA? A. CODIS B. STR C. PCR 14. Imagine John Horner was successful in creating a male chickensaurus by turning on and off genes in somatic cells during the development of a chicken embryo. If this male chickensaurus mated with a normal female chicken, what kind of offspring would they have? A. A chickensaurus B. A normal chicken C. Part chicken, part chickensaurus 15. What is the transcription product of this sequence? GCTAGCGATGAC A. CGAUCGCUACUG B. CAGTAGCGATCG C. CGATCGCTACTG 16. A mutation in DNA changes a codon from ACU to ACG. What happens to the amino acid this codon codes for? A. The amino acid stays the same B. It changes from one amino to another C. The amino acid is deleted 17. What is the first step towards turning a gene on through transcriptional control? A. RNA polymerase binds the promoter B. Transcription factors bind the promoter C. Activators bind enhancers 18. Why do DNA molecules move from the top (negatively charged) to the bottom (positively charged) in gel electrophoresis? A. Because DNA is negatively charged B. Because DNA is neutrally charged C. Because DNA is positively charged

Appendix D
Name: ___________________ Use the figure to the right for the next two questions. Each band in the ladder is in 100 base increments, starting with 100 bases at the bottom and going to 700 bases at the top. CS crime scene; S1 suspect 1; S2 suspect 2; S3 suspect 3 19. Based on the results in the figure to the right, what suspect likely committed the crime? A. Suspect 1 B. Suspect 2 C. Suspect 3 D. You dont have enough information to know 20. What is this method that you used in the previous question called? A. PCR B. STR analysis C. Translation 21. What is the translation product of this sequence? AUGGCAUGCGAUUGC A. Met Ala Trp Asp Stop B. Met Ala Cys Asp Cys C. TACCGTACGCTAACG 22. What is the difference between a dominant and a recessive allele? A. Dominant alleles are more common in the human population than recessive alleles B. Dominant alleles are always found in homozygous pairs, whereas recessive alleles are always found in heterozygous pairs C. Only one copy of a dominant allele is needed to show its trait, whereas two recessive copies are needed to show its trait 23. What is the molecular basis for genotype and phenotype? A. Genotype is the DNA, and phenotype is the proteins B. Genotype is the RNA, and phenotype is the proteins C. Genotype is the proteins, and phenotype is the DNA 24. The contractile protein myosin is abundant in a muscle cell. Is the gene for myosin turned on in this muscle cell? A. Yes, because the myosin protein is present B. Yes, because the myosin gene is turned on in every cell in the body C. No, because silencers are prohibiting transcription from taking place 25. There is a mutation in a promoter that does not allow RNA polymerase to bind correctly. Will transcription take place? A. Yes, because DNA polymerase and not RNA polymerase is needed for transcription B. No, because the transcription factor / activator complex cant bind the promoter C. No, because if the RNA polymerase cant bind correctly then RNA cant be made 26. A genetic counselor tells you and your partner that you have a 50% chance of having a baby with a recessive disease. If the dominant allele for this disease is D, and the recessive allele is d, what are your and your partners genotypes? A. One is DD and one is dd B. One is Dd and one is Dd C. One is Dd and one is dd 27. What is the definition of a gene? A. A polymer of amino acids B. A trait or characteristic such as eye color C. A discrete unit of hereditary information (DNA)

Appendix D
Name: ___________________ 28. Being able to taste PTC is dominant (T), whereas not being able to taste PTC is recessive (t). If your dad is heterozygous and can taste PTC, and your mom cannot taste PTC, what is the chance that you can taste PTC? A. 75% B. 50% C. 25% 29. In labs, black fur is dominant (B), whereas chocolate fur is recessive (b). A black lab (BB) is bred with a chocolate lab (bb). What is the chance that they have a chocolate lab puppy? A. 100% B. 50% C. 0% 30. What method was used to make dinosaurs in Jurassic Park? A. Cloning B. Gene transfer C. Manipulation of hox genes 31. Different cells in your body make different proteins. Why dont they all make the same proteins? A. Because different cells have different genes B. Because gene expression is regulated C. Because not every cell has a supply of amino acids 32. What type of DNA mutation causes hemoglobin proteins to become mutated in people with sickle cell anemia? A. Substitution B. Insertion C. Deletion 33. A man has a DNA replication error causing a deletion of DNA in a reproductive cell about to enter meiosis. A womans skin cell acquires a substitution mutation during replication prior to mitosis due to the suns radiation. If these two individuals mate, which of the mutations might be passed onto their children? A. The mans deletion mutation B. The womans substitution mutation C. Both mutations are possibly inherited Extra credit: Using your knowledge of the central dogma, determine the end product starting from the DNA sequence below. If you use the one-letter abbreviation of each monomer in the final product, you will spell out a secret message! Make sure to write out all steps in the process and to show your work!

TTA ACG CGA TGA TAT TCG GCC CGG CTA

Appendix E
Polarity worksheet Dr. Justin Shaffer Biology 100 Spring 2012

This worksheet will help you learn how to distinguish between polar and non-polar molecules, and whether a molecule is hydrophilic (water loving) or hydrophobic (water fearing). Read through the first two pages, then try out the examples on the last page. How do you tell if a bond is polar or non-polar? Covalent bonds form between atoms when atoms share electrons The bonds between carbon (C) and hydrogen (H) in methane are covalent, as are the bonds between oxygen (O) and hydrogen (H) in water

The polarity of a covalent bond depends on the electronegativity of an atom. Electronegativity refers to how strongly an atoms pulls electrons towards itself. Atoms have different electronegativities. For the major atoms that make up biomolecules, the strength of electronegativities is shown below (from most electronegative to least electronegative) Oxygen (O) > Nitrogen (N) > Carbon (C) ~ Hydrogen

Oxygen is the most electronegative, followed by nitrogen, followed by carbon and hydrogen, which have about the same electronegativity When two atoms with the same electronegativity form a covalent bond, neither atom pulls electrons closer to itself. There is an equal distribution of electrons (everything is balanced), and this kind of bond is referred to as a non-polar covalent bond. o The bonds between carbon and hydrogen in methane are non-polar covalent bonds because carbon and hydrogen have the same electronegativities.

If two atoms with different electronegativities form a covalent bond, then electrons are pulled closer to the atom that is more electronegative. This results

Appendix E

in that atom becoming more negatively charged, and the other atom becoming more positively charged. There is an unequal distribution of electrons, and this kind of bond is referred to as a polar covalent bond. o The bonds between oxygen and hydrogen in water are polar covalent bonds because oxygen is more electronegative than hydrogen, so it pulls the electrons closer to itself, making the oxygen slightly negative and the hydrogen atoms slightly positive.

How do you tell if a molecule is polar or non-polar? If a molecule (or part of a molecule, like the R group of an amino acid) contains only non-polar covalent bonds, then the molecule is non-polar. o QUICK TIP: If a molecule (or part of the molecule) only contains carbon (C) and hydrogen (H) atoms then the molecule is always non-polar. If a molecule (or part of a molecule, like the R group of an amino acid) contains one or more polar covalent bonds, then the molecule is most likely polar. o QUICK TIP: If a molecule (or part of the molecule) contains oxygen (O) or nitrogen (N) atoms bound to carbon (C) or hydrogen (H) atoms, then it is most likely polar. o EXCEPTION: Carbon dioxide (CO2) is non-polar because it is a linear molecule (a straight line). This is a special case. In the examples above, methane is a non-polar molecule because it contains only non-polar covalent bonds between carbon and hydrogen atoms. Water is a polar molecule because it contains polar covalent bonds between the oxygen and hydrogen atoms (remember the QUICK TIPS to help you figure this out!) How do you tell if a molecule is hydrophobic or hydrophilic? Hydrophobic molecules are water fearing. That is, they dont mix well with water and would rather interact with other hydrophobic molecules. Hydrophobic molecules can be identified if they contain mostly non-polar covalent bonds. Lipids and amino acids with only carbon and hydrogen R groups are hydrophobic molecules. Hydrophilic molecules are water loving. That is, they mix very well with water. Hydrophilic molecules can be identified if they contain polar covalent bonds. Carbohydrates, amino acids that contain polar R groups (hydroxyl, carboxyl, and amino groups), and positively or negatively charged molecules are hydrophilic molecules.

Appendix E

Practice set: Try applying the information you just learned to the following examples. In each molecule, identify what bonds are polar or non-polar, and then determine if the entire molecule is polar or non-polar.

For this set of macromolecules, identify which are hydrophilic and which are hydrophobic, and say why. For the amino acids, only evaluate the R groups (highlighted in the pink boxes).

Appendix F

Pre- and Post-test data from Biology 100, Spring 2012, NC A&T State University This test was given on the first day of class without prior notification. The same test was also given on the day of the final exam, also without prior notification. All of the questions (except two) are from the AAAS Project 2061 Science Assessment Website (http://assessment.aaas.org/), which provides validated questions that tests misconceptions students have about a variety of science topics. Question 8 was taken from Impey et al, J Coll Sci Teaching, 40: 31-37, 2011, and Question 14 was of my own design. The actual test can be found on the next two pages. A summary of the performance of my Spring 2012 Biology 100 class is shown below.

Figure F1: Summary data for pre-test and post-test for Spring 2012 Biology 100. The bars represent the percentage of students who responded correctly. Asterisks indicate a significant improvement on the post-test compared to the pre-test (P < 0.05). Between 61 and 66 responses were recorded for each question. Further statistical analysis was performed on the pre-test and post-test data. The learning gain was calculated for each student that answered all 16 questions on both the pre-test and the post-test (n = 49). The average learning gain for the class was 0.23 0.21, or a 23% improvement from the pre-test to the post-test. The Wilcoxon SignedRank test was performed to determine if the improvements on the post-test as a whole were significant. The P value was 5.0 x 10-7, suggesting that the improvements on the post-test as a whole were significant. The Wilcoxon Signed-Rank test was also used to determine whether there was significant improvement on individual questions. There were significantly more correct answers to 9 questions on the post-test compared to the pre-test (P < 0.05, see Figure F1). The reason for limited improvement or decline on the other 7 questions is not immediately apparent, as I felt that I covered those topics equally well during the semester. This data set will be extremely useful in planning further courses as it will allow me to improve my teaching in specific areas.

Appendix F
This is a pre-test that will help me understand what you know coming into this course. Please answer all questions. This does not count toward your grade. Please dont write on this test.
1. Which of the following represents the correct order from smallest to largest? The smallest should be listed first. A. An atom, a DNA molecule, a cell B. An atom, a cell, a DNA molecule C. A cell, an atom, a DNA molecule D. A cell, a DNA molecule, an atom 2. What is TRUE about cells? A. All living things are made up of many cells, and all cells are the same size and shape. B. All living things are made up of many cells, but not all cells are the same size and shape. C. All cells are the same size and shape, but not all living things are made up of many cells. D. Not all cells are the same size and shape, and not all living things are made up of many cells. 3. Which of the following statements is TRUE? A. DNA is made up of proteins C. DNA is made up of amino acids B. Proteins are made up of DNA D. Proteins are made up of amino acids

4. What does the information in genes provide instructions for? A. Assembling protein molecules B. Assembling chromosomes into DNA C. Rearranging DNA into protein molecules D. Rearranging DNA into traits 5. The DNA molecules in skin cells contain information about which of the following? A. Eye color and skin color B. Eye color, but not skin color C. Skin color, but not eye color D. Neither eye color nor skin color 6. Which of the following is TRUE about genes? A. Genes are traits. C. Genes are sequences of nucleotides. B. Genes are proteins. D. Genes are sequences of amino acids.

7. A change commonly referred to as a mutation occurs to a DNA molecule in an organism's skin cell before the organism reproduces. When the organism reproduces, how many of its children will have the mutation? A. All of the organism's children will have the mutation. B. Some of the organism's children will have the mutation. C. None of the organism's children will have the mutation. D. It will depend on how much time passes between when the mutation occurs and when the organism has children. 8. A doctor tells a couple that they have a one in four chance of having a child with an inherited illness. Which of the following is true? A. If they have only three children, none will have the illness B. If their first child has the illness, the next three will not. C. Each of the couples children will have the same risk of suffering the illness. D. If the first three children are healthy, the fourth will have the illness. 9. Which of the following statements is TRUE about the carbon dioxide that is used by plants? A. It is combined with oxygen to make sugar molecules. B. It is absorbed through the roots of plants. C. It comes from the air. D. It is food for plants. 10. Where does the food that a plant needs come from? A. The food comes in from the soil through the plants roots. B. The food comes in from the air through the plants leaves. C. The plant makes its food from carbon dioxide and water. D. The plant makes its food from minerals and water. 11. Milk contains water, carbohydrates, proteins, minerals, and fat. Is milk food for people? A. No, because liquids cannot be food, and milk is a liquid B. No, because for something to be food it must provide both energy and building materials, and milk does not provide energy C. Yes, because for something to be food it must provide energy, and the minerals in milk provide energy D. Yes, because food is a source of energy and building materials, and milk provides energy and building materials

Appendix F

12. According to the theory of natural selection, what would happen to a species of lizards when a new predator is introduced into the environment where the lizards live? A. The lizards that already have the physical traits needed to avoid the new predator would be more likely to survive and reproduce, and the ones that do not would be less likely to survive and reproduce. B. All of the lizards would try to develop new physical traits to avoid the new predator. C. Some of the lizards would try to develop new physical traits to avoid the new predator, and the other lizards would die. D. Because all lizards of the same species have the same physical traits, one lizard would not have an advantage over another lizard. They would either all survive or all die. 13. Which of the following statements is TRUE about the evolution of plants and animals? A. All plants and all animals share a common ancestor with each other. B. All plants share a common ancestor, but all animals do not share a common ancestor. C. All animals share a common ancestor, but all plants do not share a common ancestor. D. No plants share a common ancestor with each other, no animals share a common ancestor with each other, and no plants share a common ancestor with any animals. 14. How do antibiotics work? A. They kill viruses B. They kill bacteria C. They kill viruses and bacteria D. They kill something else 15. A student is interested in the behavior of fish. He has 4 fish bowls and 20 goldfish. He puts 8 fish in the first bowl, 6 fish in the second bowl, 4 fish in the third bowl and 2 fish in the fourth bowl. He places each fish bowl under light, he keeps the temperature at 75F for all 4 bowls, and he observes the behavior of the fish.

What can the student find out from doing just this experiment? A. If the number of fish in the fish bowl affects the behavior of the fish. B. If the temperature of the fish bowl affects the behavior of the fish. C. If the temperature of the fish bowl and the amount of light affect the behavior of the fish. D. If the number of fish, the temperature, and the amount of light affect the behavior of the fish.

16. A farmer wants to find out which type of soil is best for growing his corn. He also wants to find out which type of fertilizer is best for growing his corn. He does the following experiment using two different types of soil and two different types of fertilizer:

What can the farmer conclude from this experiment? A. He can conclude that Soil B is the best soil for growing his corn. B. He can conclude that Fertilizer Y is the best fertilizer for growing his corn. C. He can conclude that Soil B is the best soil for growing his corn and that Fertilizer Y is the best fertilizer for growing his corn. D. It is NOT possible to conclude from this experiment which soil is best for growing his corn or which fertilizer is best for growing his corn.

Appendix G

Sample student comments from Biology 100, Spring 2012, NC A&T State University Comments from end-of course evaluations Dr. Shaffer did a wonderful job. I could actually tell that he cared about us and if we were learning anything, best Bio teacher I ever had. I think Prof. Shaffer is an outstanding biology teacher. I really don't think he should change anything about the way he teacher because he is able to relate science to people and things in everyday life. Dr. Shaffer is a great teacher and I think that he should be able to teach biology 100 at NC A&T as long as he wants because he teaches the information where it is easy to understand and fun to learn. It was more personal he connected with us and you could tell he cared about you as a student. Comments from mid-term evaluation I like that youre outgoing and involve us in the class. Also you make learning fun and dont just lecture us. I really appreciate the time Dr. Shaffer spends on explaining this stuff by giving examples. I like how we incorporate real life situations and have open topic discussions. I also like how you are available to students when they are in need of assistance. Keep doing what you are doing. Most Ive ever been interested in science. Excerpts from emails from students Thank you for your hardworking and dedication to ensure that the class knows and understands the material being taught. The class' overall average could not have been achieved without you, so thank you! - From an email I received in response to an increase in average score from Exam 2 (average of 61) to Exam 3 (average of 76) I would like to add that you are an awesome teacher. It seems to be your passion and your students are better for that! I just wanted to express how well you did every single class meeting in course preparation and presentation. The university is certainly fortunate to have you as a faculty member. Thanks for a great semester! - From an email I received at the end of the semester

Appendix G

5. Which best describes you?

Count I am a science major. I am a non-science major. I am currently undecided on my major.
6 33 4

%
14.0% 76.7% 9.3%

Course Ratings 6. Instructor

a. The instructor was organized and presented material in a logical order. b. The instructor presented material clearly. c. The instructor clearly communicated the goals and objectives of the course. d. The instructor showed enthusiasm for the subject matter. e. The instructor developed a good rapport with the students. f. The instructor was available to students outside of class. g. The instructor provided helpful feedback. h. The instructor varied class activities over the course of the semester. i. The instructors lectures were at an appropriate level for me. j. The instructor taught in a manner that served my needs as a student. k. The instructor used technology appropriately for the course material and course objectives. l. The instructor evaluated my work and performance fairly in this class. m. The instructor made connections to current topics in science research throughout the semester. Strongly Disagree
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Disagree
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Neutral
0.0% 0.0% 0.0% 0.0% 2.3% 0.0% 0.0% 4.7% 2.3% 2.3% 0.0% 0.0% 0.0%

Agree
20.9% 16.3% 11.6% 11.6% 18.6% 16.3% 18.6% 27.9% 23.3% 23.3% 20.9% 18.6% 16.3%

Strongly Agree
79.1% 83.7% 88.4% 88.4% 79.1% 83.7% 81.4% 67.4% 74.4% 74.4% 79.1% 81.4% 83.7%

Mean STD
4.79 .41 4.84 .37 4.88 .32 4.88 .32 4.77 .48 4.84 .37 4.81 .39 4.63 .58 4.72 .50 4.72 .50 4.79 .41 4.81 .39 4.84 .37

A higher mean response indicates higher level of agreement, as Strongly Disagree equaled the value of 1 and Strongly Agree equaled the value of 5.

SPIRE Descriptive Data Tables for Spring 2012 Course Evaluation Forms Prepared by Strategic Evaluations, Inc. (Submitted May 24, 2012)

2 of 6

Appendix G

7. Course Format
a. The textbook used was current and comprehensible. b. Lectures were delivered in a clear and interesting manner. c. Lecture material was relevant to the course objectives. d. In-class activities (e.g., labs and discussions) were interesting, relevant and helped me understand the concepts better. e. Out-of-class activities (e.g., group projects and assignments) were interesting, relevant and helped me understand the concepts better. f. Writing assignments were interesting and helped me understand concepts better. g. Instructional technologies and media used in this course contributed to me learning the concepts. h. Exams were clearly written and fair.

Strongly Disagree
0.0% 0.0% 0.0% 0.0%

Disagree
0.0% 0.0% 0.0% 0.0%

Neutral
17.9% 2.3% 0.0% 4.7%

Agree
30.8% 23.3% 25.0% 30.2%

Strongly Agree
51.3% 74.4% 75.0% 65.1%

Mean STD
4.33 .77 4.72 .50 4.75 .44 4.60 .58

2.4%

0.0%

14.3%

45.2%

38.1%

4.17 .85

0.0% 0.0% 0.0%

2.6% 0.0% 0.0%

23.1% 9.5% 4.7%

25.6% 38.1% 37.2%

48.7% 52.4% 58.1%

4.21 .89 4.43 .67 4.53 .59

A higher mean response indicates higher level of agreement, as Strongly Disagree equaled the value of 1 and Strongly Agree equaled the value of 5.

Course Ratings cont 8. Student Expectations

a. This course taught me what I wanted to know about the subject matter. b. This course challenged me to think critically and in new ways about the subject matter. c. Taking this course has motivated me to pursue a career in the sciences. d. Taking this course has motivated me to pursue additional courses in this field. e. This course helped motivate me to attend graduate/professional school after I complete my undergraduate degree. Strongly Disagree
0.0% 2.3% 20.9% 25.6% 9.3%

Disagree
2.3% 0.0% 23.3% 14.0% 2.3%

Neutral
11.6% 0.0% 16.3% 23.3% 27.9%

Agree
44.2% 44.2% 14.0% 11.6% 23.3%

Strongly Agree
41.9% 53.5% 25.6% 25.6% 37.2%

Mean STD
4.26 .76 4.47 .74 3.00 1.51 2.98 1.54 3.77 1.25

A higher mean response indicates higher level of agreement, as Strongly Disagree equaled the value of 1 and Strongly Agree equaled the value of 5.

SPIRE Descriptive Data Tables for Spring 2012 Course Evaluation Forms Prepared by Strategic Evaluations, Inc. (Submitted May 24, 2012)

3 of 6

Appendix G

9. Overall
Overall, considering content, design, and structure, this course was excellent. Overall, considering the syllabus and objectives, the organization of this course was excellent. Overall, considering course content and objectives, this instructor was an effective teacher.

Strongly Disagree
0.0% 0.0%

Disagree
0.0% 0.0%

Neutral
4.7% 2.3%

Agree
25.6% 16.3%

Strongly Agree
69.8% 81.4%

Mean STD
4.65 .57 4.79 .47

0.0%

0.0%

2.3%

14.0%

83.7%

4.81 .45

A higher mean response indicates higher level of agreement, as Strongly Disagree equaled the value of 1 and Strongly Agree equaled the value of 5.

Open-Ended Comments (Alphabetized and edited for student anonymity)

10. Describe ways this course was different from other science courses you have taken at this university.

Because this teacher took the time with me even through science isn't my strong subject. Dr. Shaffer was very enthusiastic about the course. Everything was very organized from the lecturers to the homework assignments. From what I hear about other biology professors Dr. Shaffer actually cares about us passing his class. He actually helped the students and explained the information. He did a lot of discussion on different subjects, whereas my other classes didn't. He used a lot of real life experiments when discussing main topics and lectures. He was always available to help and was fantastic teacher. He was more engaging than my last bio/chemistry professor. He worked with the students more than my other science teacher. I thought it was good. I actually enjoyed this class I usually hate all my science classes. I actually learned something and he wanted to see me successful. I felt like was in part of the class, and that made me learn better. I have never taken a science class at the university, but taking this class was beneficial, my professor was understanding and willing to help at any time. I have never taken science courses in college. I have not took any other science courses. I was actually interacted in learning bio. The teacher was helpful. It was actually interesting. Science is normally boring but he made it fun. It was more hands on than my other classes. It also was more interesting. It was more personal he connected with us and you could tell he cared about you as a student It was very interactive and very hands on. It was well explained It was, actually to learn in a fun and enthusiastic way that kept me tagged along. Mr. Schaffer covered information that we can use in our daily lives. Teacher actually cared about everybody being successful in the class. This course actually challenged me to think and study. This course should not change at all. This course was easy and beneficial, Enjoyed it.

SPIRE Descriptive Data Tables for Spring 2012 Course Evaluation Forms Prepared by Strategic Evaluations, Inc. (Submitted May 24, 2012)

4 of 6

SPIRE Program Classroom Observation

Appendix H

Instructions: Please observe each SPIRE Fellow teach and complete this observation form in hard copy or electronically. Upon completion, please discuss with the Fellow and forward a copy of the form as an email attachment (lerea@unc.edu; brybar@unc.edu ) or by fax (919) 966-4010. If possible please try to conduct an initial classroom observation during the first month of the semester.

SPIRE Fellow: Date of Observation: Class Observed: Subject/Topic Covered:

Dr. Justin Shaffer

Faculty Observer:

Dawayne Whittington

April 10, 2012 Biology Origin of Species

Very Poor

Number of Students Present:

Roughly 45

Poor

Fair

Good

Very Good

Excellent

a. b. c. d. e. f. g. h.

Development of topic Clarity of material presented Pace of delivery Level of student engagement Use of technology Knowledge of subject matter Classroom management Incorporation of current research topics during lecture

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6

Strengths: 1. An on time start was likely much appreciated by students who arrived on time. Keep this as part of your style, and most will respect it and adjust. 2. Slides used during the class were incredible! Interesting, rich examples. Font-size appropriate. Amount of information good. Also included a great summary slide at end of lesson. 3. Awesome job of moving around the room and physically covering a good portion of a very difficult room. Walked the aisles a even visited the hallway in the early part of the class. 4. Very strong questioning skills. Questions spanned the range of Blooms Taxonomy. Great wait time, and great follow-ups, including one of the most powerful, "Why?" 5. Strong use of low-risk questions that make it easier for students at lower end of scale to engage with the content 6. Students appear to be very comfortable asking for help, which suggests they sense a supportive environment . Specifically student states after summary slide I dont really get it! Thats huge for a college class environment. 7. The use of Poll Everywhere was very creative and a nice way to increase engagement while also assessing students 8. Loved your persistency with the pair-share strategy. Tried it early in the class with limited success, tried it again at 10:01 am and it worked very well. 9. Snappy, catchy words helped further engage students, e.g., failed snail sex 10. Inclusion of a closing activity for them to write down one thing they were still confused about was a strong way to close.

Last revised March 16, 2009

Appendix H
Specific Suggestions for Improvement (at least one): Room Specific - The biggest suggestion is to utilize the physical space in a way that would further strengthen your students engagement. Ideas include reducing distance between you and back row by making certain rows offlimits. - Related to the room/space issue. Talk louder, if not walk room as you give announcements so that you can set tone of, this is my room - Turn on lights so that board can be seen as you are writing - Practice of repeating students comments in order to enable whole class to engage with the feedback; strong strategy for getting full class involved in discussion Pedagogy - Look to increase the opportunities to get students involved with low risk questions. Example, How many species do you think there are in the world? - Be more scripted in your language as you set the students free to do group work. Theres a difference in You can talk to each other and something like share your most convincing point with your neighbor. - Be careful not to ask questions that are too intimidating too early in the lessondefinition of a species. Be sure to soften it by asking for a component of the definition. You eventually did this. - In a class this size and long, be sure to use more verbal pick me ups throughout to reign wandering minds in, e.g. this is the most practical Taking to Next Level - Consider engaging students with Poll Everywhere in the very beginning to see what your n-value is or ask how many will be participating today in the polls to raise their hands. - Look for a companion to the Poll Everywhere service that allows students to text questions or comments. If successful, look to incorporate one word/short phrase responses that could further drive your lesson - In a similar lecture, go bold with the question about gometic, e.g., Has a human and dog ever had a baby? Look for tabloid article that could help be a springboard for this discussion. - Look to incorporate a supplementary article that is about a new species that was recently discovered, even if it is from secondary literature.

OVERALL EVALUATION: (select one)

Very Poor

Poor

Fair

Good

Very Good

Excellent

Have you discussed this evaluation with your SPIRE Fellow?

Yes

Not Yet

Questions:

Have you toyed with different points or ways to give the announcements? Tell me what has worked and not worked so well. How well do they respond to the closing activity? Do you typically get a lot of feedback in this way?

Appendix H SPIRE Program Classroom Observation

Instructions: Please observe each SPIRE Fellow teach and complete this observation form in hard copy or electronically. Upon completion, please discuss with the Fellow and forward a copy of the form as an email attachment (lerea@unc.edu; brybar@unc.edu ) or by fax (919) 966-4010. If possible please try to conduct an initial classroom observation during the first month of the semester.

SPIRE Fellow: Date of Observation: Class Observed: Subject/Topic Covered:

Justin Shaffer

Faculty Observer:

Checo Rorie

3-13-12 Biology 100 Inheritance

Very Poor

Number of Students Present: 71

-46 students present/2 were 30min late

Poor

Fair

Good

Very Good

Excellent

a. b. c. d. e. f. g. h.

Development of topic Clarity of material presented Pace of delivery Level of student engagement Use of technology Knowledge of subject matter Classroom management Incorporation of current research topics during lecture

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6

Summary: The lecture was excellent. The use of the examples in the lecture was great and did a good job in explaining dominant versus recessive traits. Many of the students participated in the call in phone polls and there was a few who were very enthusiastic participants in the classroom discussion and lecture. For a non-majors course the content was very precise and geared towards the students levels and interest in Biology. Dr. Shaffer did an excellent job in pointing out the big picture and global perspective of inheritance and its importance in diversity.

Specific Suggestions for Improvement (at least one): The auditorium where the classroom was held was big and tempting for Dr. Shaffer to physically be present in all areas of the auditorium. While well-intentioned, Dr. Shaffers use of the room seemed deliberate, but with time could become more naturally delivered. I would suggest that Dr. Shaffer focus his use of the auditorium towards the back of the room in order to engage more of the resistant students.

OVERALL EVALUATION: (select one)

Very Poor

Poor

Fair

Good

Very Good

Excellent

Have you discussed this evaluation with your SPIRE Fellow?

Yes

Not Yet

Last revised March 16, 2009