2019 RECORDINGS HAVE MOVED TO
the blog
New recordings will be made for 2019 where possible. When not possible, use the recordings below (if the link works) or those from 2012.
2019 recordings
the audio should be listened to with headphones given that it is not studio-quality sound and some students are far away from the microphone
1/30 (fast forward through breakout groups and other irrelevant recording)
2/6
2/13/19
2014 recordings
the audio should be listened to with headphones given that it is not studio-quality sound and some students are far away from the microphone9/10, Introductions
Class audio:
Mini-lecture video:
http://youtu.be/RecVZApFryM
9/17
Class audio:
Mini-lecture video:
http://youtu.be/jmhUWKC5Zz0
Follow-up with slides and audio from 2012:
9/24
Mini-lecture video:
http://youtu.be/rlZmoouErDk
10/1
Mini-lecture video:
http://youtu.be/FhZPlCV8icw
10/8
Mini-lecture video:
http://youtu.be/yJ15f-0H0iM
10/18
1. Some comments about installments
http://youtu.be/jHiGTniBq2w
2. Some technical or formatting issues to help make the blog user friendly:
http://youtu.be/PZ-daZf4MEw
10/22
Fast forward through periods where the class is working on its own
Mini-lecture video:
http://youtu.be/oINFMkhNy2Y
10/29
Mini-lecture video:
http://youtu.be/McXtEwa0uY8
11/5
Mini-lecture video:
http://youtu.be/t8XPuLFmc6I
11/12
Mini-lecture video:
http://youtu.be/nFa-O4GzRDU
11/19
Mini-lecture video:
http://youtu.be/RQC46k64Gh0
12/3
12/10
We started with a sense of place map,
http://www.faculty.umb.edu/peter_taylor/SenseOfPlaceMap.html
then the dialogue:
Finally, the closing circle:
2012 recordings
To make sense of these links from 2012, refer also to the Syllabus12 and to the notes about how to Prepare for class sessions. Note: Classes 6 & 7 are switched in 2014.
the audio should be listened to with headphones given that it is not studio-quality sound.
1 (9/6) Introductions to the course, the other participants, and project-based learning (PBL)
Class activity a:
- Read aloud CATALOG DESCRIPTION & LONGER COURSE DESCRIPTION from syllabus
- Personal and professional development goals (worksheet)
- Introductions ()
Class activity b:
- Listen to audio on 1918 flu pandemic
- Rapid Project-based learning activity class activity (worksheet)
- Audio of everyone sharing (included at end of min-lecture below)
2 (mini-lecture 9/6; class 9/13) Workshop to develop initial ideas of activities to engage others in critical thinking about the life sciences in their social context
3 (mini-lecture 9/13; class 9/20) Interpreting ideas about nature as ideas about society
- mini-lecture, starts with 5 minutes freewriting -- to collect your own thoughts; not to be handed in. Read the following and then continue where it leads off. Don't stop writing. If you run out of thoughts or are distracted, write about that.
Person A: When I hear people say, "Nature tells us.." I hear them telling me their views about the way they want people/society to do things.
Person B: I still think it is important to know what is natural and what is unnatural. Otherwise anything is acceptable.
|
4 (mini-lecture 9/20; class 9/27) Biological origin stories and their structure
5 (mini-lecture 9/27; class 10/4) Multiple layers of a scientific theory: Reconstructing Darwin's presentation of natural selection
6 (mini-lecture 10/4; class 10/11) Metaphors of control and coordination in development
- mini-lecture (audio tba)
- mini-lecture (handout) (follow-up)
- class activity (audio for checkin: tba)
- class activity (instructions for game of development (life)); tba)
- class activity (audio for Gilbert's comparison of Just & Goldschmidt (missing first minutes): tba)
7 (mini-lecture 10/11) What causes a disease? -- Beriberi
- mini-lecture (audio: tba)
- mini-lecture (visual aids: see pdf file below)
The rest of this session happens without a class meeting. It is asynchronous and you can start any time. It will work best if you all try to complete it by Friday.
- class activity (allchinEijkmanBeriberi.pdf)
- //At each point where the instructions say THINK, stop, think about your answers, type them into the discussion post, read the posts of everyone else for that THINK, add more to the discussion post if you want, then return to the instructions to read the next section, and so on.
8 (mini-lecture 10/18; class 10/25) What causes a disease? -- Pellagra (Styles of causal explanation & their relation to ideas about politics or social action)
- mini-lecture (audio: tba)
- mini-lecture (visual aids)
- class activity (audio, checkin tba,then debate tba, then follow-up on the pellagra case tba)
9 (mini-lecture 10/25; class 11/1) How changeable are IQ test scores?
- mini-lecture (audio:tba )
- mini-lecture (645IQMiniLecture.pdf visual aids)
- class activity (audio, checkin tba activity tba)
10 (mini-lecture 11/1; class 11/8) Social negotiations around genetic screening
- mini-lecture (audio tba)
- mini-lecture (visual aids 645-12Session10MiniL.pdf)
- class activity (checkin: audio tba; reports [to be uploaded 16 Nov])
- class activity (handout)
11 (mini-lecture 11/8; class 11/15) Intersecting processes -- Complexities of environment and development in the age of DNA
11/22--No class meeting
12 (11/29) Presentations on learning/engagement units and their development over the semester
13 (12/6) Taking Stock of Course: Where have we come and where do we go from here?
