BIOG 4981

Biology Study Group Leader Training and Teaching Experience

Course Description

Course information provided by the Courses of Study 2015-2016.

Course offers training and experience for undergraduate study group leaders (SGLs) in the biology core courses. SGLs will meet weekly for training in collaborative, student-centered, active learning methods, facilitated by trainers from the Cornell Learning Strategies Center. SGLs will also facilitate one or two weekly study group meetings. SGLs will help study group members learn how to identify and analyze concepts presented in the associated courses, and learn how to analyze and answer questions on exams, quizzes, problem sets, worksheets, and other course materials. SGLs will be evaluated on their participation in weekly training meetings, observations of their study group meetings, mid-semester and end-of-semester evaluations, and written work, including weekly lesson plans, +–? evaluation sheets, and end-of-semester reports.

When Offered Fall, spring.

Prerequisites/Corequisites Prerequisite: study group leaders must have taken and demonstrated excellence in the associated biology core course.

Course Attribute (CU-CEL)

• Study group leaders will: Facilitate discussion among study group members by redirecting questions about course content back to group members, demonstrating how to continue working together when group members disagree or misunderstand information, recognizing and responding to confrontational or disruptive behavior, and managing unequal participation by group members.
• Create and maintain a comfortable working environment for diverse groups of learners.
• Work with group members to establish ground rules, and respond to subsequent deviations or disagreements regarding the rules.
• Help their group create plans for group meetings. Help group members generate a list of concepts, key terms, etc. Employ active listening techniques.
• Ask questions that demonstrate their understanding that different levels of knowledge (e.g., remembering, applying) are necessary for learning and problem-solving.
• Provide feedback to group members, taking into consideration their knowledge of issues such as stereotype threat, mindset, social belonging, etc.
• Identify and refer study group members who need additional help.
• Respond to emergencies, interruptions, and unanticipated problems; and receive feedback and use it for reflection and evaluation.

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