Julie A Reynolds, Mellon Lecturer in Writing & Biology
Education:
PhD, University of California at Berkeley, 2001
MS, University of California at Davis, 1994
BA, Pomona College, 1990
Office Location: BioSci: 072
Office Phone: (919) 681-6899
Email Address: julie.a.reynolds@duke.edu
Web Page: http://www.science-writing.org/
- Office Hours:
- Wednesday noon - 2 PM, and by appointment
Specialties:
Ecology and Population Biology
Instructional Support
Research Categories: Scholarship of Teaching and Learning, Science Literacy, Citizen Science, Conservation Biology
Research Description: In the past few years there has been considerable interest in “scientific teaching” (as described in Handleson et al., 2004, Science 304: 521-522), resulting in an increasing number of scientists (myself included) who have become actively involved in the Scholarship of Teaching and Learning (SoTL). These “teaching scholars” approach teaching with the same rigor and scholarship as any other scientist who is addressing a research question. Rather than accept the classroom's status quo, teaching scholars evaluate (and re-evaluate) the effectiveness of their teaching methods via a rigorous analysis of data collected from their own classes and/or from others.
SOTL projects are more systematic and have a broader impact than typical "teaching-improvement" projects, and include the following features:
* Address questions about effective teaching strategies and how people learn;
* Build upon existing literature;
* Require the collection and interpretation of data using methods appropriate to the problem;
* Include a level of analysis that makes the work relevant to other instructors;
* Are shared publicly and reviewed by peers.
Areas of Interest:
Formative and summative assessment of student writing
Development and assessment of new teaching strategies
Assessing critical thinking in biology courses
Assessing the effectiveness of Instructional Techonologies (including iPods, Calibrated Peer Review, Flip Videos, Voicethreads)
Promoting science literacy through engaging Citizen Scientists in research
Recent Publications (More Publications) (search)
- Julie A. Reynolds, Robin Smith, Cary Moskovitz, and Amy Sayle, BioTAP, the Biology Thesis Assessment Protocol: A systematic approach to teaching scientific writing and evaluating undergraduate theses, BioScience (Accepted, 2009) [abs].
- Julie A. Reynolds and Jennifer Ahern-Dodson, Promoting science literacy through Research Service-Learning, an emerging pedagogy with significant benefits for students, faculty, universities, and communities, Journal of College Science Teaching (Accepted, 2009) [abs].
- Julie Reynolds, Amanda Curtin, Ahrash Bissell, and Paula Lemons, Improving critical thinking skills through quality practice and metacognition: A classroom exercise that helps students construct meaning from content (Submitted, 2009) [abs].
- Julie A. Reynolds, When communicating science to the public, use VELCRO to make science stick, Bulletin of Ecological Society of America, vol. 90 no. 3 (2009), pp. 297-304 [297] [abs].
- Julie A. Reynolds and Cary Moskovitz, Calibrated Peer Review™ assignments in science courses: Are they designed to promote critical thinking and writing skills?, Journal of College Science Teaching, vol. 38 no. 2 (2008), pp. 60-66 [abs].
Duke Biology Box 90338 Durham, NC 27708 Phone: 919-660-7372 Fax: 919-660-7293