This design memo describes a strategy implemented in Introductory Biology for non-majors during the Fall 2014 Semester. This exercise was implemented in the lecture portion of the course over a series of 3 different lectures throughout the semester. The goal of the exercise was to help non science majors better evaluate scientific information as well as become engaged in the subject matter.
This design memo describes a strategy implemented in the Introduction to Environmental Science and Policy Courses during the Spring 2015 Semester. This peer review component was incorporated into an existing lab report assignment with the goal of increasing student understanding of the scientific method as well as the lab activity. At the end of the semester students and faculty were surveyed regarding their experience.