Add Teaching Recommendations

01-instructor_guide.Rmd

@@ -11,6 +11,192 @@ This exercise is designed to be used either
 
 The `swirl` lessons touch on several additional R commands and concepts beyond those mentioned in the learning objectives and provide a useful starting point for going deeper if you desire. Additional `swirl` lessons can be found at the [swirl Course Network](http://swirlstats.com/scn/).
 
+## Audience and Context {-}
+
+From SARS book
+
+**Audience** 
+
+- Undergraduate biology majors
+- Graduate students with less exposure to bioinformatics
+
+**Prerequisites** 
+
+- Layman understanding of genetics (understanding of DNA, genes, trait inheritance)
+- Some previous exposure to the central dogma of molecular biology
+
+**Class Type** 
+
+- Lab (computer-based)
+
+**Class Size** 
+
+- 1-50
+
+**Lesson Duration** 
+
+- 20-30 minute pre-lab lecture 
+- 3 hour lab for undergraduate students
+- 1 hour lab for graduate students
+- Additional short lecture modules
+
+**Assessment Type** 
+
+- Short answer questions at each lab stage
+
+
+-----
+
+From CourseSource
+
+Course Level
+
+- [ ] Introductory
+- [ ] Upper Level
+- [ ] Graduate
+- [ ] High School
+- [ ] Other
+
+Audience
+
+- [ ] Life Sciences Major
+- [ ] Physics or Engineering Major
+- [ ] Non-Life Sciences Major
+- [ ] Non-Physics/Engineering Major
+- [ ] Non-Traditional Student
+- [ ] 2-year College
+- [ ] 4-year College
+- [ ] University 
+- [ ] Other
+
+Class Type
+
+- [ ] Lecture
+- [ ] Lab
+- [ ] Seminar
+- [ ] Discussion Section
+- [ ] On-line
+- [ ] Other
+
+Class Size
+
+- [ ] 1-50
+- [ ] 51-100
+- [ ] 101+
+
+Lesson Length
+
+- [ ] Portion of one class period
+- [ ] One class period
+- [ ] Multiple class periods
+- [ ] One term (semester or quarter)
+- [ ] One year
+- [ ] Other
+
+Vision and Change Core Competencies
+
+- [ ] Ability to apply the process of science
+- [ ] Ability to use quantitative reasoning
+- [ ] Ability to use modeling and simulation
+- [ ] Ability to tap into the interdisciplinary nature of science
+- [ ] Ability to communicate and collaborate with other disciplines
+- [ ] Ability to understand the relationship between science and society
+
+Vision and Change Core Concepts
+
+- [ ] Evolution
+- [ ] Structure and Function
+- [ ] Information flow, exchange and storage
+- [ ] Pathways and transformations of energy and matter
+- [ ] Systems
+
+Assessment Type
+
+- [ ] Assessment of individual student performance
+- [ ] Assessment of student groups/teams
+- [ ] Assignment
+- [ ] Exam/quiz, in class
+- [ ] Exam/quiz, take home
+- [ ] Homework
+- [ ] Answer clicker-type question(s)
+- [ ] Answer essay question(s)
+- [ ] Answer fill in the blank question(s)
+- [ ] Answer multiple choice question(s)
+- [ ] Answer short answer questions(s)
+- [ ] Answer true/false question(s)
+- [ ] Create a concept map
+- [ ] Create a diagram, drawing, figure, etc.
+- [ ] Create a website
+- [ ] Create graph, table etc. to present data
+- [ ] Design an experiment or research study
+- [ ] Design/present a poster
+- [ ] Give an oral presentation
+- [ ] Informal in-class report
+- [ ] Interpret data
+- [ ] Order items (e.g., strip sequence)
+- [ ] Participate in discussion
+- [ ] Peer evaluation
+- [ ] Post-test
+- [ ] Pre-test
+- [ ] Produce a video or video response
+- [ ] Respond to metacognition/reflection prompt
+- [ ] Self-evaluation
+- [ ] Solve problem(s)
+- [ ] Written assignment: One minute paper
+- [ ] Written assignment: Brochure
+- [ ] Written assignment: Essay
+- [ ] Written assignment: Figure/figure legend
+- [ ] Written assignment: Lab report
+- [ ] Written assignment: Literature review
+- [ ] Other
+
+Key Scientific Process Skills
+
+- [ ] Reading research papers
+- [ ] Reviewing prior research
+- [ ] Asking a question
+- [ ] Formulating hypotheses
+- [ ] Designing/conducting experiments
+- [ ] Predicting outcomes
+- [ ] Gathering data/making observations
+- [ ] Analyzing data
+- [ ] Interpreting results/data
+- [ ] Displaying/modeling results/data
+- [ ] Communicating results
+
+Pedagogical Approaches
+
+- [ ] Think-Pair-Share
+- [ ] Brainstorming
+- [ ] Case Study
+- [ ] Clicker Question
+- [ ] Collaborative Work
+- [ ] One Minute Paper
+- [ ] Reflective Writing
+- [ ] Concept Maps
+- [ ] Strip Sequence
+- [ ] Computer Model
+- [ ] Physical Model
+- [ ] Interactive Lecture
+- [ ] Pre/Post Questions
+- [ ] Other 
+
+Bloom’s Cognitive Level (based on learning objectives & assessments)
+
+- [ ] Foundational: factual knowledge & comprehension
+- [ ] Application & Analysis
+- [ ] Synthesis/Evaluation/Creation
+
+Principles of how people learn 
+
+- [ ] Motivates student to learn material
+- [ ] Focuses student on the material to be learned
+- [ ] Develops supportive community of learners
+- [ ] Leverages differences among learners
+- [ ] Reveals prior knowledge
+- [ ] Requires student to do the bulk of the work
+
+
 ## Lesson Plan {-}
 
 | Activity | Time |

index.Rmd

@@ -154,4 +154,3 @@ Core concepts and competencies are taken from the following sources:
 ## GDSCN Collection {-}
 
 This exercise is part of a collection of teaching resources developed through the *Genomic Data Science Community Network* (GDSCN). GDSCN works towards a vision where researchers, educators, and students from diverse backgrounds are able to fully participate in genomic data science research. Learn more about GDSCN by visiting https://www.gdscn.org/home or reading the [article in Genome Research](https://doi.org/10.1101/gr.276496.121).
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