Papers by Tamara Kelly
The Ontario Consortium of Undergraduate Biology Educators (oCUBE) is a community of practice that... more The Ontario Consortium of Undergraduate Biology Educators (oCUBE) is a community of practice that was established in 2008 by a group of Ontario Biology instructors to promote interactions among individuals with similar teaching and learning interests. The broad focus of oCUBE is to enrich the teaching and learning experience for both students and instructors of biology education. Unique features of oCUBE include its grassroots origins, collaborative structure, the UnConference model that provides the framework for semi-annual meetings, an online journal club, and its focus
The Ontario Consortium of Undergraduate Biology Educators (oCUBE) brings together over 50 biology... more The Ontario Consortium of Undergraduate Biology Educators (oCUBE) brings together over 50 biology educators from 18 Ontario universities with the common goal to improve the biology undergraduate experience for both students and educators. This goal is achieved through an innovative mix of highly interactive face-to-face meetings, online conferencing platforms (wiki and video conferencing), monthly online newsletters, and other activities. The beauty of the oCUBE model is that it meshes with the active learning methods that its members use in their own teaching. It also creates a community of practice with intra-and inter-institutional collaborations that assist in resolving educational issues of both common and immediate importance to oCUBE members. oCUBE members report that oCUBE activities and resources are very effective in helping them learn new teaching strategies and in developing professionally.
Epigenetics refers to covalent modifications of DNA and core histones that regulate gene activity... more Epigenetics refers to covalent modifications of DNA and core histones that regulate gene activity without altering DNA sequence. To date, the best-characterized DNA modification associated with the modulation of gene activity is methylation of cytosine residues within CpG dinucleotides. Human disorders associated with epigenetic abnormalities include rare imprinting diseases, molar pregnancies, and childhood cancers. Germ cell development and early embryo development are critical times when epigenetic patterns are initiated or maintained. This review focuses on the epigenetic modification DNA methylation and discusses recent progress that has been made in understanding when and how epigenetic patterns are differentially established in the male and female germlines, the mouse, and human disorders associated with abnormalities in epigenetic programming in germ cells and early embryos, as well as genetic and other modulators (e.g. nutrition and drugs) of reproductive epigenetic events.
Journal of …, Jan 1, 2007
Journal of Pharmacology and …, Jan 1, 2007
Biology of …, Jan 1, 2005
Journal of andrology, Jan 1, 2003
Journal of Andrology, Jan 1, 2004
Books by Tamara Kelly
Conference Presentations by Tamara Kelly
Traditionally, students learn concepts and principles in a disciplinary manner that can limit the... more Traditionally, students learn concepts and principles in a disciplinary manner that can limit their ability to see and make important connections between disciplines. Integrative, rather than siloed, thinking is essential for exploring larger, societal problems that transcend disciplinary boundaries, and for understanding how different disciplines work together to solve these problems. Integrative thinking must be learned, practiced, and applied by students to change the way students approach societal issues (Spelt, Biemans, Tobi, Luning & Mulder, 2009). To help students develop this way of thinking, we need to design curricula differently. At York University, a dynamic, inter-departmental team is designing a first-year integrated science experience where students are introduced to the same traditional concepts, but in an integrated and team-based manner (Michaelson & Sweet, 2008). While the process has been informed by a backwards design approach, additional elements have been required to reflect the integrative approach to teaching and learning (McTighe & Wiggins, 2012). These elements include developing overarching learning outcomes that are not specific to any one discipline, making connections between disciplinary concepts, identifying central themes that encompass all relevant disciplines, finding appropriate classroom space, and deciding on supportive pedagogical approaches. These instructional approaches include a flipped and blended classroom approach to minimize in-class didactic teaching and make space for higher-order activities; simultaneous team teaching to model how disciplinarians interact and approach a particular topic or issue; and team-based learning in an active learning classroom to develop students’ collaborative skills and promote their active exploration of material (Faculty Focus, 2014). In this workshop session, participants will work with the facilitators and each other to achieve the following outcomes: develop interdisciplinary learning outcomes, identify strategies for making disciplinary connections, and consider how to implement a team-based approach for supporting integrated curricula using small- and large-group discussions, and guided handouts.
Two‐stage exams involve students first writing a test independently and then, immediately after, ... more Two‐stage exams involve students first writing a test independently and then, immediately after, writing the same, or similar, test as small groups. This approach not only provides students with immediate feedback, but also encourages a collaborative approach to learning, providing insight into how other students solve problems, and ultimately turning tests into learning opportunities. This approach for exams is also reported to improve students' performance on subsequent individual tests (Gilley & Clarkston, 2014).
In the first half of this session, I’ll facilitate a discussion of the relevant research on two‐stage exams, including benefits to the collaborative approach in various aspects of teaching and assessment, ways to implement these assessments in large (over 200 students) or small (up to 50 students) classes. Student and instructor/TA perceptions and lessons learned will also be shared.
The second part of the session will provide an interactive mini‐version of the two‐stage tests/tutorials, allowing participants to gain hands‐on experience using this approach, as well as a discussion regarding ways to adapt these strategies for use in different types of classes (e.g., those using multiple choice, essays, shorter vs. longer duration classes). Participants are encouraged to bring a recent/current assignment or test to see how it might be modified to fit the two‐stage model.
The presence and use of digital devices in our classrooms prompts polarizing discussions and deba... more The presence and use of digital devices in our classrooms prompts polarizing discussions and debates among educators. The vast majority of our students carry at least one web-enabled device, providing endless options for distraction of themselves and others. At the same time, applications for this technology also provide the means to support practises known to help learning, such as increasing engagement, providing opportunities for frequent formative/low-stakes feedback, and collaborative/peer learning.
Feelings are strong about both the pros and cons of technology in the classroom. Some educators have opted for differing approaches to this issue: some banning laptops, tablets and cell phones in the classroom while others deliberately engage such devices in classroom activities. We will explore the recent literature/evidence relating to the impact of student device use in the classroom, concerns regarding note-taking, and benefits of "bring your own device" (BYOD) educational technology. Participant discussion will explore approaches that could be used in our own classes, keeping in mind major research findings.
Two-stage exams are those in which students first write a test independently and then, immediatel... more Two-stage exams are those in which students first write a test independently and then, immediately after, write the same, or similar, exam as small groups, effectively teaching and learning from each other. This approach has been reported to improve students’ performance on subsequent individual tests, encourages a collaborative approach to problem solving, and turns exams into learning experiences (e.g., Gilley & Clarkston, 2014). To enhance genetics problem solving skills of undergraduate students, the second year genetics classes at the University of Toronto Mississauga (n=440) and York University (n=250) were redesigned to incorporate not only two-stage exams, but also a two-stage model adapted for both our in-class activities (i.e., Peer Instruction) and course-associated tutorials. Here we report on our studies on repurposing of the two-stage exam approach for tutorials to encourage collaborative learning and problem solving. In tutorials, students completed a short problem set assignment (2 to 3 questions, related to the previous week’s material) on their own, followed by completion of the same, or a more challenging problem set, in groups of 3 to 4. In this session, we will provide a discussion of the relevant research on two-stage exams, describe and model the set-up of these tutorials at our respective institutions, and explore student* and instructor perceptions, including those of TAs, as well as lessons learned. We welcome participants’ input, discussion, and feedback to help improve the use of two-stage tutorials in future.
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Papers by Tamara Kelly
Books by Tamara Kelly
Conference Presentations by Tamara Kelly
In the first half of this session, I’ll facilitate a discussion of the relevant research on two‐stage exams, including benefits to the collaborative approach in various aspects of teaching and assessment, ways to implement these assessments in large (over 200 students) or small (up to 50 students) classes. Student and instructor/TA perceptions and lessons learned will also be shared.
The second part of the session will provide an interactive mini‐version of the two‐stage tests/tutorials, allowing participants to gain hands‐on experience using this approach, as well as a discussion regarding ways to adapt these strategies for use in different types of classes (e.g., those using multiple choice, essays, shorter vs. longer duration classes). Participants are encouraged to bring a recent/current assignment or test to see how it might be modified to fit the two‐stage model.
Feelings are strong about both the pros and cons of technology in the classroom. Some educators have opted for differing approaches to this issue: some banning laptops, tablets and cell phones in the classroom while others deliberately engage such devices in classroom activities. We will explore the recent literature/evidence relating to the impact of student device use in the classroom, concerns regarding note-taking, and benefits of "bring your own device" (BYOD) educational technology. Participant discussion will explore approaches that could be used in our own classes, keeping in mind major research findings.
In the first half of this session, I’ll facilitate a discussion of the relevant research on two‐stage exams, including benefits to the collaborative approach in various aspects of teaching and assessment, ways to implement these assessments in large (over 200 students) or small (up to 50 students) classes. Student and instructor/TA perceptions and lessons learned will also be shared.
The second part of the session will provide an interactive mini‐version of the two‐stage tests/tutorials, allowing participants to gain hands‐on experience using this approach, as well as a discussion regarding ways to adapt these strategies for use in different types of classes (e.g., those using multiple choice, essays, shorter vs. longer duration classes). Participants are encouraged to bring a recent/current assignment or test to see how it might be modified to fit the two‐stage model.
Feelings are strong about both the pros and cons of technology in the classroom. Some educators have opted for differing approaches to this issue: some banning laptops, tablets and cell phones in the classroom while others deliberately engage such devices in classroom activities. We will explore the recent literature/evidence relating to the impact of student device use in the classroom, concerns regarding note-taking, and benefits of "bring your own device" (BYOD) educational technology. Participant discussion will explore approaches that could be used in our own classes, keeping in mind major research findings.
exams were introduced in two large enrolment second year genetic courses at two different
universities. The two courses follow similar formats and use course learning outcomes, activities, and materials developed
by the two instructors. Two-stage
exams are those in which students first write an exam individually, followed immediately
by a second stage in which they write the same, or similar, exam as part of a small group. Exam grades comprised 85%
individual mark and 15% group mark. Overall, student exam grades were improved by the group portion of the exam,
however, the extent of score improvement varied between groups, and for several teams, group scores were lower than the
members’ individual scores. As we try to provide effective collaborative learning experiences through twostage
exams, the
goal of this project is to identify factors that may improve or hinder gains (group score – average of members’ individual
scores) while students work in groups. To determine group composition
factors that impact team performance, we compare
individual and team scores from midterm and final exams, categorizing groups as being fixed (group members stayed the
same throughout all 3 exams) or dynamic (composition of group members changed in at least one exam). Results thus far
suggests that the effect of group composition is not the same when predicting exam scores vs performance gains (group
score – average of members’ individual scores). We hope to use this opportunity to discuss different approaches to assess
factors impacting performance on collaborative exams.