The COVID-19 pandemic has spotlighted the importance of having a scientifically literate public. In this article, Pennsylvania educator Bob Cooper unpacks how to utilize BioInteractive's suite of infectious disease resources to teach students scientific literacy.
Online courses may mean rethinking learning outcomes for your students. In this Educator Voices article, see how Phil Gibson is revising his learning outcomes and approach to assessments for his classes.
In this Educator Voices video, Alexandra Fairfield explains how she incorporated the BioInteractive Winogradsky Column resources into her courses to have her students learn about microbial life and work collaboratively.
If you teach Anatomy and Physiology, and want to hear about how to incorporate BioInteractive resources into a variety of units, check out this article from Davenport Universityprofessor Melissa Haswell on how she uses BioInteractive’s lactase resources with her nursing students.
In this article, Mitchell Community College professor Parks Collins uses an argumentation framework that combines BioInteractive resources and a structured approach to addressing a controversial question: if viruses are alive.
Ann Brokaw describes how she uses the HIV life cycle animation in her three levels of high school biology classes, taking advantage of the animation’s strong curricular connections to multiple topics, including immunology and cell biology.
This playlist can be used to teach several core concepts in evolution and molecular biology by connecting students to actual research on the rock pocket mouse. It can be used in a general high school biology course.
This playlist can be used to teach several core concepts in genetics and molecular biology by having students collect and interpret evidence to explain the biology of lactose intolerance. It can be used in a general high school biology course.