The Covid-19 pandemic has revealed the need for novel and engaging online pedagogy. In this two-part webinar series, Synchronous and Asynchronous Virtual Learning strategies and experiences will be presented. Two award-winning professors will share ideas on how to make online plant pathology, physiology, and phytobacteriology courses more engaging for plant pathology undergraduate/graduate students who may be experiencing fatigue from having mostly video-based lectures and negligible face-to-face interactions/activities in their coursework.
Part 1: Process Oriented Guided Inquiry Learning (POGIL) in the Synchronous Virtual Classroom with Dr. Tracey Murray, PhD
Broadcast: December 1, 2020 | 3:00 pm Central
Watch Part 1 *Please note that portions of this recording representing the time spent in breakout rooms are not available for on-demand viewing.
During this interactive session, Dr. Tracey Murray of Capital University, Ohio will introduce you to the benefits of using Process Oriented Guided Inquiry Learning (POGIL) in your synchronous online classroom. Dr. Murray will introduce you to POGIL roles, the Learning Cycle, and student development of processing skills.
Dr. Tracey Arnold Murray is a biochemist — an interdisciplinary field at the intersection of biology and chemistry. She has two primary research interests: the behavior of proteins that have a riboflavin-based cofactor and the teaching of biochemistry and chemistry. At Capital, Dr. Murray has used the Process Oriented Guided Inquiry Learning method (POGIL) to teach her biochemistry classes. This philosophy uses group work and guided inquiry activities to teach course material. In addition to biochemistry content, students practice their management, critical thinking, problem solving and process analysis skills by working collaboratively to solve difficult problems. The result is optimized student learning and success. Dr. Murray's goal for all her students is to learn how to teach themselves. It is not possible to teach a student everything they will need to know to succeed from ages 22 to 65. In fact, we can't even imagine the changes to technology and society that will occur. That's why a college education should give a student the tools he or she needs to effectively learn and adapt to those changes — to learn how to learn.
Part 2: Perspectives on Asynchronous Virtual Classroom Engagement with Dr. Marc Cubeta, PhD
Broadcast: December 7, 2020 | 3:00 pm Central
Watch Part 2*note that for privacy reasons, portions of this recording have been removed.
During this session, Dr. Marc Cubeta of North Carolina State University will share his experiences and perspectives on asynchronous teaching methods that he developed and implemented during his more than 18 years of teaching Mycology at NC State University. He will share his distance education philosophy, course structures, experiential learning exercises, and lessons learned thus far. He is also the 2020 recipient of the APS Excellence in Teaching in Award.
Dr. Marc Anthony Cubeta received his BS, MS, and PhD degrees from the University of Delaware, University of Illinois, and North Carolina State University, respectively. He was a post-doctoral researcher at Duke University in the Vilgalys mycology laboratory for 3 years and is currently a Professor in the Department of Entomology and Plant Pathology and Associate Director of the Center for Integrated Fungal Research at NC State University. He is a member of the North Carolina Academy of Outstanding Teachers, recipient of the 2020 APS Excellence in Teaching Award, and current President of the Mycological Society of America. In nearly two decades of teaching at NC State University, Dr. Cubeta has developed and taught one distance education and seven face-to-face courses encompassing fungal genetics/physiology, mycology, and plant pathology. Dr. Cubeta describes himself as having a Socratic teaching style, but he also incorporates inquiry-oriented and experiential learning activities that promote collaborative student learning. He has recently adopted newer electronic teaching technologies but does not allow them to drive his approach to asynchronous online education while recognizing the need to keep the enhancement of his course in line with the time he can commit to learning these skills.
