During the hiring process within the Biology Department, many interviewees focused on explaining their teaching philosophy only using Bloom's Taxonomy. While the pyramid building blocks from remembering knowledge to creativity can play an important role in structuring a course, there are many other theories and learning strategies that we can implement in our classrooms to further enhance the learning environment of our students. In this presentation, I will introduce several other techniques that can be applied in the classroom, which are explored by students during the Natural Resource Interpretation course (NR4600/6600), taught in Fall Semesters. I will focus on Meaning-Making, Flow Learning, and Threshold/Proster Theory. I will also demonstrate how these interpretation theories can be incorporated into the classroom setting by presenting how I’ve structured my Collection Material Handling course design I plan to co-teach in Spring 2023.
*Participants will learn how theories in Interpretation can further provide insights into structuring coursework, designing new activities, and understanding where the audience (the students) are within the context of your subject area.
Brenna L. Decker
Graduate Researcher, Department of Biology
I am a fourth-year Ph.D candidate studying wasp systematics, biogeography, and behavioral evolution, but I am keenly interested in education in museum settings and collections management. I am currently the president of the Entomology Club on campus, and pursuing both a Museum Studies Certificate and the Teaching Scholar Certificate from the university. At USU I have taught the introductory biology labs and genetics lectures, and have co-taught the natural resource interpretation course. In any spare time I am out hiking and photographing insects or skiing depending on the season, or making paper beads out of old magazines and wall calendars.