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Using Core Competencies and Evidence-Based Teaching Practices to Structure Courses

Building a successful and inclusive classroom can be complicated! Using two examples of courses I teach I will outline practices I use to improve engagement, growth, and achievement in our biology students.  I will also share novel student-centered teaching practices I use to engage students in a large-lecture non-majors physiology course and how those practices have spread through my work with UW in the High School. Additionally, UW Biology has recently undertaken a new upper-division human anatomy lab course which I have designed and implemented this year.

Staying alive: Cellular adaptations of mechanosensory hair cells

Organisms have developed remarkable specializations to sense and navigate their environments. Fish are able to detect predators and prey using a network of mechanosensory hair cells, called the lateral line, that are located on the surface of the skin. These cells detect disruptions in their surrounding fluid and convert mechanical information to electrical impulses that are relayed to the brain. The mechanosensory hair cells of the lateral line are both structurally and functionally similar to those of the inner ear that mediate hearing and balance.


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