Each semester, the CLSE has a poster session during which students who have been involved in service-learning or course-based undergraduate research (instead of traditional labs) will present their work in a public scientific forum. We are very excited to see the products of the student experiences and think you will also be very interested in what they have done. This semester, the Bio1113 and 1114 have taken their posters online. We are offering you the opportunity to attend the virtual poster session, score four posters using a rubric, and then write a reflection paper using prompts provided at the event. The goal for this activity is that you will a) see projects conducted by introductory biology students that vary from the traditional lab format, b) review how students present their research or service, and c) will contribute data that will be used for the Biology Major Assessment Report. Completion of the rubric for four posters (2 endophyte, and 2 service learning) and the reflection paper will be worth 4 BIO5001 points. Rubric Access: ** The rubric can be accessed in Carmen through the CLSE Poster Session Reflection assignment or by using this Box link: https://osu.box.com/shared/static/4augm9v8s283cx6ylqhpopsx0onqtg11.docx Poster Access: ** RSVP to the associated event (https://scarlet.asc.ohio-state.edu/carmen/workshop/1777) and I will share the Box folders with you. I will bulk add people based on the event RSVPs to the Box Folders on Friday 4/17, Monday 4/20, Wednesday 4/22 around noon. If you would like access after that point, please email Erica Szeyller.1@osu.edu. How this will work: • Service learning (1113) posters will be available starting 4/18, and Endophyte (1114) posters will be available on 4/22. Both will be available until 5/1. • Within the Box Folders access and review 4 posters total (2 endophyte and 2 service learning) that have not been reviewed previously. Posters that have already been reviewed will have a comment in Box. If all posters have already been reviewed, go ahead and review a poster that has already been reviewed. • Each poster should be a PowerPoint file with an associated audio file where the student(s) explain the poster. Please take that audio component into account with your review. • Use the poster judging rubric to review each poster. Note that some parts of the rubric may not apply to the particular poster or project – that is OK, fill out the judging sheet as best you can. • After you are finished, leave a comment on the poster. This will indicate to other TAs that the poster has already been reviewed. This is also your opportunity to leave friendly, constructive, non-grade-centric, feedback for the student. • Complete the required reflection (prompts below) and submit your completed judging rubrics and reflection to the CLSE Poster Session Reflection Assignment on Carmen. Reflection Prompts: ** To receive points for this activity the following reflection is required. *** Please submit your judging sheets and reflection to the CLSE Poster Session Reflection assignment on Carmen. From that assignment you can also see a copy of the judging sheet. Vision and Change is a set of national recommendations for how Biology should be taught at the undergraduate level and is the culmination of thought of thousands of scientists. Part of Vision & Change outlines core competencies. Core competencies--beyond the concepts identified above--that students must experience in order to become biologically literate and practice science. These competencies are: 1) the ability to apply the process of science; 2) the ability to use quantitative reasoning; 3) the ability to use modeling and simulation; 4) the ability to tap into the interdisciplinary nature of science; 5) the ability to communicate and collaborate with other disciplines; and 6) the ability to understand relationships between science and society. Prompt 1: Compare the success of these two course experiences (endophyte, and service-learning) in regards to how they meet the Vision & Change Core Competencies. Do you think one project type was better than the other? Why? Prompt 2: Compare the success of those course experiences as a whole as to traditional biology lab work in regards to the Vision & Change Core Competencies. Prompt 3: How you can nurture in your own students the scientific practices and thinking demonstrated by the presenters? Prompt 4: How does the student experience in this virtual poster session vary from an in-person poster session? What parts are similar? If given more time to plan, how could the virtual poster session been changed to be more authentic?