University of Wisconsin – Madison
Fall 2018: Exploring Biology (Integsci 100)
This course was co-developed and co-instructed as part of the WISCIENCE Teaching Fellows program. The course had over 100 students that formed groups of 5-6 at tables, and each table had computers, classroom monitors, and white boards. This type of classroom is considered a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) space. The purpose being to facilitate student interaction with each other, hands on activities, and problem solving. It is a truly unique experience that helps facilitate student engagement, and ultimately outcomes.
Summer 2018: Animal Biology (Zoology 100)
This is an introductory course for non-Biology major students. This course was taught during an 8-week summer session in lecture format and had 40 students. The students would split twice per week for more focused discussion sections where they would address more complex topics with critical thinking worksheets. Discussions were facilitated by the TA, and overall this course was a good collaborative effort.
Fall 2013-Spring 2018: Introductory Biology Lab and Case Study Teaching Assistant (TA) (Zoology 151/152)
Lab (151): Lab sections provide opportunities for students to engage in the process of science every step of the way, from literature searching and analysis, to data collection, and ultimately the communication of findings. Furthermore, in the second year of the sequence, in addition to inquiry-based labs, students engage in either a semester long mentored research or group meta-analysis project. Formative feedback is given at multiple times during the process, and ultimately students submit a completed write-up in the form of a scientific paper.
Case Study (152): These sections occur together with the lab sections described previously. However, they replace the traditional lecture with an inquiry-based active learning approach. Students work in small groups to solve six case studies throughout the semester. Each case study lasts 2-3 weeks, and students ultimately submit a 1-2 page summary to address a challenge posed in the case study. Students learn how to locate reputable information, and synthesize disparate sources to solve the real-life problem posed in each case study.
2008-2010 NOLS Field Instructor
These are some of the early experiences that led Danny towards a career in teaching. These were expedition based leadership development courses. Typical courses were anywhere from 7 to 30 days in length in all seasons. These experiences brought Danny to some amazing places, and into contact with great students, instructors, and outdoor enthusiasts from around the world.