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Melissa Haswell, Science Education & Behavioral Ecology

Melissa Haswell, Science Education & Behavioral Ecology

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Education
Science Case Network Fellow and Scholar (2015-2018) supported in part by NSF RCN UBE grant # 1344208.
Ph.D., Central Michigan University, Educational Leadership with emphasis in biology education, 2015
M.S., Central Michigan University, Biology with emphasis in ecology & conservation, 2006
M.A., Central Michigan University, Health Promotion, 1996
B.S. Alma College, Biology, 1994

Teaching Areas
• Science Ethics
• General Biology
• Anatomy & Physiology
• Pathophysiology
• Environmental Science

Research Fields
• Biology Education
• Behavioral Ecology/Animal Behavior

Current Research Projects
My current science education research in both the SOTL and TAR formats focuses on implementation of various learning modalities such as case-based, biological modeling, incorporation of authentic research experience, and the genetic literacy of undergraduate students. Another research interest that I have involves the social justice aspects of science education related to women and underrepresented populations in STEM fields. I am also is a Higher Education Ambassador for HHMI BioInteractive (2017-present) and a steering committee member for the Association of College and University Biology Educators (ACUBE).
I am broadly interested in behavioral ecology and animal behavior, especially avian (bird) behavior. Past research projects have included winter bird-feeder use of the White-breasted Nuthatch and dominance hierarchy in Black-capped Chickadees, as well as nesting and reproductive behavior of Eastern Bluebirds, House Wrens, and Tree Swallows. Currently my focus for animal behavior involves using ethograms and time budget studies as a modality for teaching the nature of science and scientific inquiry to biology majors. An emphasis on discovery science is an excellent way to teach budding scientists observational skills, as well as simple data organization and analysis. Other behavioral projects for both course-based research and independent undergraduate student projects are currently in development.

Selected Publications:
• Haswell, M. (2018). Modifying BioInteractive Resources for an Anatomy and Physiology Course. Published at: https://www.hhmi.org/biointeractive/blog/modifying-biointeractive-resour...
• Haswell, M.M. (2016). Barriers to Success: Disadvantages of Gender Normative Language to Women in STEM. In Thomas, U. and Drake, J. (Eds.), Critical Research on Sexism and Racism in STEM Fields (Chapter 3). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0174-9
• Fredricks, T.B., Geisy, J.P., Coefield, S.J., Haswell, M.M., Tazelaar, D.L., Bradley, P.W., Moore, J.N., Roark, S.A., & Zwiernik, M.J. (2010). Dietary exposure of three passerine species to PCDD/DFs from the Chippewa, Tittabawassee, and Saginaw River floodplains, Midland, Michigan, USA. Environmental Monitoring and Assessment. DOI: 10.1007/s10661-010-1319-5

Selected Presentations:
• Haswell, M. (2018). Assessing the Genetic Literacy of Nursing Students. Association of College and University Biology Educators Conference (ACUBE) at Marquette University, Milwaukee, WI; October 20-21, 2018. (poster)
• Haswell, M.M., (2018). The Exploration of Case Studies as Summative Assessments for Undergraduate Biology Education. 2017 Case Study Teaching in Science Conference at the University of Buffalo, Buffalo, NY; September 20-21, 2018. (poster)
• Haswell, M. (2018). Using Lactase Persistence as a Model to Teach the Interconnectedness of Body Systems. Human Anatomy and Physiology Annual Conference at The Ohio State University School of Medicine, May 2018. (educator workshop)
• Haswell, M. (2018). Using Bio Interactive Alzheimer’s Activity in a Pathophysiology Course for Nursing Students. Howard Hughes Medical Institute Educator Professional Development Conference, Chevy Chase, MD. (poster)
• Haswell, M. (2017). Got Lactase? Blood Glucose Data Analysis Adapted for a Physiology Course. Howard Hughes Medical Institute BioInteractive Science Education Booth at the 2017 National Association of Biology Teachers annual conference in St. Louis, MO. November 2017. (educator workshop)
• Haswell, M.M. (2017). Converting Written Cases into Interactive Assessments: What I have Learned While Creating Case-Based Classes. 2017 Case Study Teaching in Science Conference at the University of Buffalo, Buffalo, NY; September 14-16, 2017. (poster)
• Haswell, M.M., (2017). Creating a Reflexive Practice – Applying Your Scientific Skills to Increase Student Engagement presented at the Association of College and University Biology Educators Conference (ACUBE) at Columbia College, Columbia, SC; October 20-21, 2017. (oral presentation & round table discussion).
• Haswell, M.M. (2017). Teaching the Interconnected Biological Concepts of Mutations, the Cell Cycle, and the Immune System Using HHMI Educational Materials. Michigan Community College Biologists 2017 Spring Conference in Roscommon, MI. June 2, 2017. (educator workshop)
• Haswell, M.M. (2016). HHMI Biointeractive Cancer Genomics Learning Module. Howard Hughes Medical Institute BioInteractive Science Education Booth at the 2016 National Association of Biology Teachers annual conference in Denver, CO. November 2016. (educator workshop)
• Haswell, M.M. (2016). Rethinking faculty scholarship: Promoting student-centered values in biology education (poster). 2016 National Academies Special Topics Summer Institute on Quantitative Biology. North Carolina State University, Raleigh, N.C.
• Haswell, M.M. (2016). The iterative process of faculty self-authorship: Cultural influences on faculty values and role prioritization in a biology department. Twelfth International Congress of Qualitative Inquiry. University of Illinois – Urbana-Champaign. (Accepted and scheduled to present May 2016)
• Haswell, M.M. (2015). Getting creative with your case studies: Cultural competence and culturally relevant teaching. BioQUEST Curriculum Consortium Summer Workshop, Invited Participant (Science Case Network Fellow). Harvey Mudd College, Ontario, CA.
• Haswell, M.M. (2015). An examination of cultural aspects leading to transformational changes in teaching paradigms in a biology department. Eleventh International Congress of Qualitative Inquiry. University of Illinois – Urbana-Champaign.
• Haswell, M.M. (2014). Association for the Study of Higher Education (ASHE) Graduate Student Policy Seminar Debates. Selected to participate in two policy debates related to public policy and higher education. Debate topics included: Accountability measures under consideration for higher education institutions surrounding Congress’ reauthorization of the Higher Education Act during the first debate and the assignment of responsibility for development and remedial education in the higher education system. ASHE 2014 Conference, Washington, D.C.