Online instructors expect information literacy, yet the online environment can make actual assessment of critical skills problematic. I argue embracing controversy in biology is a high impact teaching strategy. I present strategies for including controversy in online biology to increase engagement and teach both core biology concepts and critical analysis.
In teaching online courses, instructors typically expect basic levels of information literacy, yet the online environment can make actual assessment of student critical analysis skills problematic. This is especially true in college biology, where nearly every topic covered involves controversial claims and a sophisticated level of information literacy is required to assess competing narratives. Based on my research, most students are keenly aware of the many, diverse controversies in biology, and for some of which they harbor strongly emotional perspectives. Yet most professors and most textbooks steadfastly avoid including controversy. The reasons for this range from distaste for giving fringe views legitimacy to fear of offending students to a perception of scarcity of time for tangential aspects of core topics.
I argue, based in part on my research and experience, and in part on learning theory, that embracing controversy in biology can be a high impact teaching strategy. I present a set of controversies spanning the range of standard college biology topics, from the nature of science to biochemistry to ecology. I present the results of a series of clinical interviews of students (n=63) conducted over the past three years, assessing college students’ awareness of specific controversies and their sophistication of information literacy. I also present the results of a survey of life science faculty assessing how much controversy they include in their courses, and for what reasons they might avoid controversy in online biology instruction.
I will present a rationale and strategies for including controversy in college biology as a means to increase engagement and teach both core biology concepts and generalizable critical analysis skills.
Participants will:
- Reframe their attitude toward the value of including controversial topics in online education where students have less instructor supervision
- Survey and brainstorm their own potential controversial topics to include in life science courses
- Develop strategies to successfully implement (rather than avoid or downplay) controversies in life science education
- Be able to avoid common pitfalls in the enterprise of teaching controversial material
First 30 Minutes: I will present the value of including controversy in life science education, and the results of research in student and faculty perceptions of controversy that suggest including controversy can positively impact engagement, learning of core concepts, and critical thinking. This segment will include two short brainstorming sessions, the first on possible controversies in the participants’ disciplines, the second on potential problems with incorporating controversy.
Second 30 Minutes: Participants will complete a small group interactive activity in which they will engage with a controversy in biology in the role of students. This activity involves a think-share format.=
Last 15 Minutes: I will briefly solicit feedback on the activity, conduct a question and answer session, and end with a summary of the key strategies and concepts.
I will leave participants with a detailed list of case studies, lab activities, and lecture topics to incorporate controversy in life science education, as well as some resources they can use or direct students to relevant to the key topics.