Author Archives: jchoigt

About jchoigt

I'm an Associate Professor in the School of Biology at Georgia Tech, and Faculty Coordinator of the Professional MS Bioinformatics degree program.

Gardner Campbell’s “Apgar” test for student engagement

Thanks to a link from my Twitter feed, I clicked on Gardner Campbell’s UNFIS 2015 keynote talk on “A Taxonomy of Student Engagement” on Youtube. I was enraptured for over an hour – the video itself is an hour and … Continue reading

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First ever Georgia Tech School of Biology teaching retreat

We had our first ever biennial teaching retreat this past Wednesday and Thursday for Biology faculty, at Callaway Gardens. I emailed a solicitation for agenda items, a number of faculty responded, and Linda Green put together a final agenda. Fourteen … Continue reading

Posted in Teaching and learning biology | 1 Comment

Jury finds Clark Atlanta U. breached contract and acted in bad faith in firing tenured faculty

I wrote a few posts about the mass faculty layoffs by Clark Atlanta University┬áthat occurred in early February, 2009. My wife was one of 54 faculty laid off, although she was tenured, in her 20th year, and had a current … Continue reading

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Genetics topics, videos and case studies

One of the first tasks for the genetics group at the Buffalo flipped case studies workshop was to agree upon a list of the essential and important genetics topics for an intro biology course, and then match the topics to … Continue reading

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Flipped case studies workshop at Buffalo, 2014

Kipp Herreid and Nancy Schiller at the University at Buffalo have established the premier collection of case studies for teaching science, at the National Center for Case Study Teaching in Science (NCCST). The driving impetus is the belief, backed by … Continue reading

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Learning Catalytics and the Flipped Class

One of the greatest challenges for a teacher or instructor is to discern what students are actually learning and thinking. All teachers have the experience of expounding on a key topic, with wonderful images, diagrams, and examples, only to find … Continue reading

Posted in Academia, Teaching and learning biology | 2 Comments

The fallacy of evaluating “the flipped class”

In nearly 30 years of teaching, I can’t recall another teaching innovation that has aroused such interest and rapid adoption among college faculty as the “flipped” class. Somewhat belatedly, we are now seeing studies to test whether the flipped class … Continue reading

Posted in Academia, Teaching and learning biology | 2 Comments