3.2.2. Application of Concepts/Hypotheses/Theories
Example 1 – Biological hierarchy (Appendix B.3): The biological
hierarchy activity has been used in a biology course at the introductory
undergraduate level. This activity was developed as a lecture summary
activity to aid students in applying the concepts and terminology
associated with the hierarchy of biological organization (e.g.,
biosphere, ecosystems, communities, and so forth). Students applied
knowledge by developing their own terminology definitions and study
aids. Next, students applied definition of hierarchy by developing a
hierarchical relationship of “everyday” objects (e.g., balls, writing
utensils). Finally, students applied definitions of terms to classify
levels within the biological hierarchy through critical thinking
applications and drawing activities. This activity could be modified for
any course (i.e., introductory science courses, botany, ecology) where
the learning objective is to apply knowledge of a hierarchical
classification system.
Example 2 – Coastal restoration plan (Appendix B.4) : The coastal
restoration plan activity has been used in an applied Coastal
Restoration course at a split upper undergraduate/graduate level. This
two-part activity (1) was developed to help students critically think
through the full process for restoration project development and
immediately apply knowledge gained by creating a tangible product and
(2) allowed for self-assessment of knowledge gained throughout the
course by having students revise the product developed on day one into a
final product turned in at the end of the course. Immediately after
reviewing the syllabus on the first day of the course, students are
given instructions to draft a short (< 5 pages including
figures and tables) restoration plan on a topic/habitat of their choice
that includes the typical components of most project plans, including:
rationale/need, scope of work, anticipated benefits (outputs and
outcomes), permitting considerations, monitoring, and budget. This is a
Maymester course that meets all day for three consecutive weeks;
students are required to turn this first activity in by the end of the
first day (11:59pm local time), so they have approximately 14 hours to
complete the assignment. The instructor is available to answer questions
until 5pm, but only from the perspective of a potential funder,
permitting agency, or stakeholder. This assignment isn’t graded; rather,
students receive full credit for 100% completion of the assignment. On
the second day of the course, students are informed that they are
expected to continue developing this plan over the duration of the
course, present their plan to the class, incorporate feedback, and
submit the plan for a final grade. The maximum length of the plan
remains the same maximum of 5 pages. For the presentation component,
students are evaluated on their effectiveness at delivering their
presentation and their ability to answer questions. Their final plans
are evaluated similarly to a grant application; specifically, for
completeness (i.e., are all required components present?), justification
(i.e., is the need for the project justified and explained?), realism
(i.e., are the goals, scope of work, anticipated outputs and outcomes,
and associated budget realistic?), and the overall quality of the
writing. This activity could be modified for any course where a learning
objective is to apply knowledge for the conservation and/or restoration
of natural resources (e.g., wildlife management, fisheries management,
natural resource management, conservation, etc.). The timeline
associated with this activity could be adjusted to fit realistic
expectations for courses with different meeting schedules.