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.