It is rare for a single phenomenon to span a large range of concepts. In this Educator Voices article, professor Holly Basta explains how to utilize our sickle cell resources to teach a variety of topics including the central dogma, gene therapy, Mendelian genetics, and evolution
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.
In this article, Rocky Mountain College professor Holly Basta discusses how she sequences BioInteractive cancer resources to get her students to think about big questions in how cell division is regulated — and how understanding regulation can guide drug design.
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.
In this blog post, hear how North Carolina educator Robin Bulleri uses BioInteractive materials in Spanish to support her English Learner students and how she structures her classes to empower her students to learn both academic and technical vocabulary.
Want a simple but effective strategy for helping students interpret graphs? Check out this blog post by Pennsylvania educator Robert Cooper, who unpacks how to teach students to interpret complex data figures, such as those used in BioInteractive’s Data Points.
Mary Wuerth explains how she uses the BCR-ABL Click & Learn to teach the importance of protein structure in understanding how proteins work, and how scientists use that knowledge to design drugs to fight cancer.