CSPB Teaching Network Database

The following is a list of courses (undergraduate and graduate) related to plant science which are given by members of the CSPB. The purpose of this list is to provide inspiration to new faculty members or to those who want to set up a new course. Contact information is provided to allow direct communication with the course instructors. 

Courses are grouped in the following categories:

• Plant Physiology
• Plant Genetics, Molecular Biology, and Development
• Plant Ecology and Environmental Physiology
• Plant Biotechnology; Plants and Society
• Plant Anatomy and Taxonomy

Pedagogy

Teaching and Learning:

• Transforming Undergraduate Education for Future Research Biologists: This report from the NAS calls for a major reexamination of current courses and programs to include a strong focus on mathematical, physical and information sciences to prepare students for a more interdisciplinary research future.
• Principles of Plant Biology:  Twelve core principles that should be incorporated in science curricula.  Developed by the American Society of Plant Physiology.
• Biological Science Course Review: A general site providing links to assist faculty in conducting course reviews.
• Problem Based Learning in Introductory Biology. An example of what came be achieved from the University of Delaware.
• Plant Cell's teaching tools in Plant Biology resources

• Angelo,T.A.; Cross,K.P. 1993. Classroom Assessment Techniques. Jossey-Bass. ISBN 1-55542-500-3. 
  Exercises that can be used for non grading purposes to facilitate learner self-evaluation as well as to give rapid feedback to an instructor on the success of the student's learning.
• Biggs,J. 1999. Teaching for Quality Learning at University. Open University Press, Buckingham, UK. ISBN 0-335-20171-7 
  This book gives a good overview of university teaching and summarizes Biggs work on 'constructive alignment to promote deep learning with assessment using his SOLO Taxonomy.
• Fraser,K. 1996. Student Centred Teaching: The Development and Use of Conceptual Frameworks. HERDSA Green Guide No. 18. ISBN 0-908557-37-X. A primer on the use of concept maps for, amongst other things, course review.
• Hazel, E.; Baillie, C. 1998. Improving Teaching and Learning in LaboratoriesHERDSA Gold Guide No. 4. ISBN 0-908557-43-4. This guide has chapters on assessing laboratory work and evaluating laboratory exercises.

• Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics: This report from the NAS makes major recommendations for the evaluation of undergraduate curricula and teaching and emphasizes that work in these areas should be recognized as significant scholarly activity.
• Strategies for Success: Knowledge and Skills for University Success. This report highlights the important skills that need to be developed in first year Biology and Environmental Sciences.

• E-learning and e-volution in Colleges and Universities A report by the Council of Ministers of Education, Canada.
• Preparing for the Revolution: Information Technology and the Future of the Research University. A report from the US National Academies on how technology will impact on teaching and research.

Plant Biology Resources

Biology Labs Online 
Plants in Motion 
Science and Plantsfor Schools The SAPS organization promotes plant science and molecular biology teaching. The organisation produces a newsletter.
Osmosis with details of laboratory exercises.