Curriculum Vitae of Adam M. Hott

Education

Ball State University, Muncie, Indiana

2006

Ed.D. in Science - Biology

- Dissertation Topic: The Development and Evaluation of a Genetics Concept Inventory

Description of the Ed.D. in Science at Ball State University

The Ed.D. in Science at Ball State University is housed within the biology department and is designed to promote excellence in teaching as well as science content knowledge.  Since its inception, the Ed.D. in Science program has expanded to include eight departments within the college of Sciences and Humanities.  Students enrolled in this program are required to complete 44 credit hours within their primary science field, 12 credit hours within education, 24 credit hours in a cognate area, and at least 10 credit hours of dissertation research. 

“Our students complete a broad range of courses in their major rather than a set of courses that focus on a narrow sub-discipline.  Ball State students study broadly in their chosen field so they are prepared to teach comprehensive introductory courses in their major field and upper division, undergraduate courses in their sub-discipline (e.g., analytical chemistry) as well as courses outside of their core discipline. (For example, in a small college a physics faculty member may teach a mathematics course or an interdisciplinary science course.)”  Taken from Ball State University’s Distinctive Doctorate web site: http://web.bsu.edu/sciencedoc/Distinctive2.htm

The Ed.D. in Science program at Ball State University marries doctoral level science content with the necessary teaching skills needed to be a productive and successful faculty member. 

University of Cincinnati, Cincinnati, Ohio

2002

M.S. in Biological Sciences

- Thesis Topic: Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice

- Certificate awarded for completion of the Preparing Future Faculty and Preparing Future Faculty Life Sciences programs

Ball State University, Muncie, Indiana

1999

B.S. in Biology- Genetics Option, Minor:  Counseling Psychology

            -Study Abroad at Keele University, Spring 1998, Keele, Staffordshire, UK

-Honors College graduate

Teaching Experience

Southern Connecticut State University
Introductory Zoology(Biology 100 and Biology 100L)

2006-2007

-The introductory zoology course at Southern Connecticut State University is a classic survey of biology focused on the diversity of animal life and the evolutionary adaptations those animals have for survival. During the fall and spring of both the 2006-2007 and 2007-2008 academic years, I taught this lecture course in an auditorium style classroom with approximately 95 students in each lecture section. I also taught this course during a four week summer session in 2007. Although this is a large lecture course, I successfully integrated small and large group discussions into the lectures, used animations integrated into PowerPoint, and selected episodes from the newly released Planet Earth DVD series. The most successful innovation used in this course was the integration of a personal response system (PRS). Using the PRS, I was able to get whole class participation in almost every class session as each student could respond to every question posed.

Social Issues in Biology (Biology 398)

2007

-The spring semester of 2007, I introduced a new, upper-level course for biology majors titled Social Issues in Biology. The primary goal of this course was to familiarize students with current social issues arising from biological research. The course was designed for junior and senior level biology majors and relied on the students to choose the specific topics to be presented in the course. This student centered course was structured around primary literature sources discussing each of four issues. These issues were generated and selected by the students of the course in the first class meeting. Students were assigned to small groups and to one of the four topics. The course included student presentations, a community outreach project, guest lectures, in-class discussions of primary and secondary literature, opinion writing, and media analysis. The interdisciplinary nature of this course lead students to explore not only the scientific research behind an issue, but also political, legal, social, economic, and ethical perspectives.

Recent Developments in Science Education (Science Education 572 )

2007

-Connecticut requires teachers to obtain a Masters degree to remain certified to teach at the high school and middle school levels. Recent Developments in Science Education is a standing course offered through the department of science education. This course exposed graduate students seeking a masters degree in science education to some of the current trends in teaching science. I focused the course around four themes: incorporating inquiry into a curriculum, teaching through social issues, science education primary literature analysis, and using technology to enhance teaching. Students were asked to present to the class a research article critique, develop a curriculum plan that included the incorporation of a social issue, and review and revise current curricula based on national and state science education standards.

General Zoology(Biology 102L )

2006-2007

-The lab portion of the introductory zoology course for biology majors was focused on the animal phyla. Each phyla was presented and explored through microscope slides, dissection, diagrams, and models. Students also participated in two small research experiences within the lab setting. One of these experiences used data previously collected and asked students to come to a decision regarding the allocation of resources to protect three islands, while the other used data students collected in the laboratory setting. Evolution provided the thread for the lab portion of the course and tied various adaptations, similarities, and differences amongst the phyla to an overall understanding of the diversity of animals on the planet.

Ball State University

Honors Introductory Science (Honors 298 and 298L)

2004

-During the spring semester of 2004, I was asked to teach an Honors College course in biology.  I took this challenge and developed a discussion-based seminar titled Social Eye for the Biology Guy and Gal.  The course was designed based on the principles of Science Education for New Civic Engagements and Responsibilities (SENCER).  Topics for the course centered around five controversial research areas within the field of genetics:  human gene therapy, embryonic stem cell research, human cloning, genetically modified animals, and genetically modified plants.  Pedagogy was rooted in discussion and reading current news articles.  Popular media was critically evaluated and spurred the introduction of new content.  The course was interdisciplinary in nature and covered topics within cellular biology, ecology, immunology, human and plant reproduction, political science, sociology, and economics.  Students developed a research project during the course surveying student perceptions on genetic modification to food.  Incorporating social issues into a non-science major course proved to be powerful pedagogy and a motivational learning tool for myself and the students.  This course, with others from Ball State University, was presented at the 2005 SENCER conference.

People and the Life Sciences Lecture (Biology 100)

2003

-This course was an introductory course covering cell biology, biodiversity, genetics, the environment, immunology, and evolution taught to 85 students.  I taught this course from a human perspective including human examples throughout the course.  For example, as part of the environmental biology portion of the course, I included a discussion of human impacts on the Alaska National Wildlife Refuge (ANWR).  I arranged for a guest lecturer who worked for more than twenty years in Alaska on environmental issues with the oil drilling industry.  The goal of the presentation and focus was to expose students to the issues involved with drilling for oil in ANWR since it had been in the news that semester. 

People and the Life Sciences Lab (Biology 100L)

2002, 2005

-Lab exercises focused on the metric system, scientific method, ethical considerations in genetics, the environment and microbiology.  Stemming from a request by the faculty coordinator, I developed a lab exercise to support the scientific method.  The lab used Wisconsin Fast Plants and supported inquiry-based learning.  The lab has been incorporated into the course and is being added to the next edition of the lab manual. 

Microbiology for the Health Sciences Lab (Biology 113L)

2005

-My involvement with the Ball State University American Society for Microbiology chapter lead to the opportunity to teach a microbiology laboratory section in the spring semester of 2005.  Lab topics included microscope use and care, aseptic technique, microbial reproduction, enzyme activity assays, macromolecule detection, differential and selective media, diagnostic tests for microorganisms, and unknown microorganism classification.  This course focused specifically on microbiology as it relates to pre-health professionals. 

NSF GK-12 Fellowship

2003-2004

-In 2003 Ball State University was awarded a National Science Foundation GK-12 grant to develop the Partners Investigating our Environment (P.I.E.) program.  The focus of the grant was to partner graduate students with Indianapolis Public Schools (IPS) teachers.  The goal of P.I.E is to promote inquiry-based science through the development of science activities and professional development.  I was trained in the GLOBE, Project Wet, and Project Wild programs.  During my fellowship, I worked with two teachers in the IPS organization.  I spent the first semester working with a seventh grade classroom teacher, where I developed an inquiry lesson on population dynamics using data collected from a local cemetery.  During the second semester, I worked with a Montessori school.  There, I developed an inquiry lesson on genetically modified organisms in response to GloFish being available on the market.  As well, I was responsible for developing and presenting the lab safety presentation to faculty and students at various Indianapolis schools. 

Ivy Tech Community College

Anatomy and Physiology 1 (ANP 101)

2003-2006

-I began teaching Introductory Anatomy and Physiology in the spring semester of 2003 as an adjunct instructor at Ivy Tech Community College.  Teaching this course continued my development as an instructor and added the challenge of teaching a course outside of my specialty.  The course content included an introduction to life sciences, cell structure and function, histology, and covered the integumentary, skeletal, muscular, and nervous systems.  This course was designed to use comparative anatomy by incorporating cat muscle, sheep brain, and cow eye dissections.  Ivy Tech Community College has given me experience teaching a wide variety of students.  Ivy Tech Community College has a very diverse student population with different needs from the traditional residential four-year university.  In response to those differing needs, I have developed a number of strategies and tools to support all levels of student ability, including a stem cell case study and a histology study DVD. 

Basic Life Sciences (BIO 065)

2005   

-I co-taught this course with a new adjunct faculty at Ivy Tech Community College.  The course was designed for students who did not meet the minimum requirements for enrollment in Anatomy and Physiology 1 or Biology 101.  This foundation course focused on the basic principles in the biological sciences:  ecology, evolution, nutrition, diversity of life, immunology, microbiology, cell structure and function, and population dynamics.  As well, we incorporated a number of basic skill building exercises to increase proficiency in data collection, spreadsheet usage, writing, and calculations. 

University of Cincinnati

General Biology Lecture (Biology 105)

2002

-During the summer semester after graduating with my Masters degree, I taught the second of a three quarter non-science major’s introductory biology course.  The content topics included animal development, reproduction, and genetics.  I used many of the teaching skills I had developed in teaching Biology in a Human Context to transform a traditionally lecture-based course into a more student centered course that incorporated large and small group discussions, film, current news articles, and group learning activities. 

Introductory Biology for Majors Lab (Biology 111, 112, 113)

2001-2002

-For these labs, I was responsible for developing and grading all lab assessment, which included both summative and formative assessment pieces.  Of the six lab sections that I taught that year, four of them were specifically designed as honor student labs.  These labs incorporated more discussion based instruction over topics such as plant and animal evolution, genetic technologies, and the human impact on the environment.

Biology in a Human Context Practicum (Biology 107, 108, 109)

1999-2001

-This course was designed to facilitate non-science majors’ understanding of biological concepts.  The course was developed by Dr. Carl A. Huether and was highlighted in the Chronicle for Higher Education May 11, 2001 issue (http://chronicle.com/prm/weekly/v47/i35/35a01202.htm) [Subscription Required].  My role in the course was the lead teaching assistant.  My duties included grade and attendance recording, writing exam questions, teaching two practicum sessions per week, and working with students on an individual basis with the course content.

Molecular Genetics Tutor

2000

-Over the summer of 2000, I was asked to tutor a student in an upper level Molecular Biology course.  The topics covered included DNA replication, transcription, translation, protein packaging and transport, membrane structure and function, as well as cellular organization.  This was a successful tutoring experience as the student raised her grade by two letter grades.

  Research

Areas of Research

The Development and Evaluation of a Genetics Concept Inventory

During my doctoral degree program at the Ball State University, I began working under the guidance of Dr. William Rogers on a dissertation in biology education. The focus of that research was to develop and evaluate a Genetics Concept Inventory (GCI). Concept inventories have been developed and used in other disciplines for nearly 15 years. The most widely known inventory is the Force Concept Inventory (FCI). Using the FCI and other developed concept inventories from the ares in physics and natural selection as models, I developed a Genetics Concept Inventory. Three goals were set and achieved for this research:

     (1) Develop a Genetics Concept Inventory for non-science majors based on concept recommendations set by the American Society of Human 
          Genetics,
     (2) Determine reliability and validity estimates for the Genetics Concept Inventory, and
     (3) Determine the change, if any, in students' understandings of genetics concepts as a result of an introductory biology course for non-science
          majors.
 

Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice

During my MS degree program at the University of Cincinnati, I worked under the guidance of Dr. Carl A. Huether and in conjunction with the American Society of Human Genetics on a thesis in biology education. Three goals were set and achieved for that research project:

      (1) Develop a recommendation for genetics content areas and concepts that should be taught at the introductory, non-major level,
      (2) Determine the time spent on those content areas, concepts and sub-concepts as reported by instructors, and
      (3) Determine the time spent on those content areas, concepts and sub-concepts in textbooks.

Research Interests

Human genetics education at the undergraduate level

-I am interested in human genetics education at the undergraduate level and developing a curriculum that gives students the information that is relevant to their lives and will benefit them in the future allowing them to make educated decisions regarding the biological world.  I am also involved and interested in the continued development of a reliable and valid Genetics Concept Inventory.
 

Introductory, non-science major biology course curriculum

-I am interested in the development of meaningful introductory, non-science major biology courses that engage students and foster scientific literacy in an ever changing and exciting world.  I am also interested in the development and use of reliable and valid biology concept inventories.

Core curriculum development and implementation

-I am interested in the development of a core curriculum that is based on broad concepts with practical applications rooted in current events and modern social issues.

Grants

FDAC

2006

-The Faculty Development Advisory Committee (FDAC) grant is an internal grant awarded to faculty at Southern Connecticut State University to provide funding support for a variety of activities that support the educational development of both faculty and students. Myself and three other faculty members from the department of biology were awarded $1,600 to support a lecture series within the department. Four outside speakers were invited to give an hour presentation on their current research. These presentations provided a learning and networking opportunity to faculty and students of the biology and environmental education departments.

HGABEL

2003

-The HGABEL grant is an internal grant available to Ball State University Department of Biology undergraduate and graduate students studying genetics, genetics education, or bioethics.  The grant is competitive within the department and carries an award of $1000.  I was awarded this grant during the spring semester of 2003.  The award was used to purchase computer hardware and software to support my efforts in developing a Genetics Concept Inventory.

University of Cincinnati

2002

-I received a travel grant from the University of Cincinnati Department of Biological Sciences of $1000 to travel and present my Masters thesis at the American Society of Human Genetics meeting in the spring of 2001 in San Diego, California. 

American Society of Human Genetics

2001

-I received a grant of approximately $7000 during my Masters work at the University of Cincinnati from the American Society of Human Genetics.  This grant was obtained from the Information and Education Committee to support the development and use of a survey instrument eventually used for my Masters thesis.  As well, this grant supported my summer stipend during the summer of 2000. 

Publications

Journal Publications

Hott AM, Rogers W. 2007. The Development and Evaluation of a Genetics Concept Inventory

     -Submitted for publication to Genetics Sept. 2007

Hott AM, Huether CA, McInerney JD, Christianson C, Fowler R, Bender H, Jenkins J, Wysocki A, Markle G, Karp R. 2002. Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice. BioScience 52: 1024-1035.

Multimedia

Hott AM.  2005.  Histology: Student practice DVD. USA:  Hott Science.

Service

American Society of Human Genetics
Information and Education Committee Member

2006-2009

            -The Information and Education Committee of the American Society of Human Genetics is responsible for activities involving the education of students in general, the training of professionals in human genetics, and the awareness of human genetics by the general public. The committee is especially concerned with education at all levels relating to human genetics, particularly at the professional and undergraduate levels. The committee also considers requests to communicate basic genetic knowledge, its advances, and its applications to the public at large.

Undergraduate Genetics Education Workshop Chair
2006-present

            -The purpose of the undergraduate genetics education workshops are to present and discuss various topics and pedagogies relevant to those faculty teaching biology courses containing meaningful genetics content. The overarching goal is to encourage effective teaching of human genetics such that it contributes to improving the genetic literacy of all students enrolled in such classes. It assumes some participants will not be formally trained geneticists, and that even for those who are, such a venue can be illuminating for them as well. It will also strongly encourage follow-up activities and communications among all involved during the ensuing academic year. The inaugural workshop in New Orleans in 2006 was an outstanding success with nearly 40 participants from a variety of institutions and organizations in Louisiana, Mississippi, and Alabama as well as the Nature Publishing group. The second undergraduate genetics education workshop is currently scheduled for October 23 in San Diego, California and currently has over 50 registrants. A full agenda can be viewed here.

Southern Connecticut State University
Life Science Education Certificate Coordinator

2006-present

            -In this role, I advised approximately 65 undergraduate pre-service teachers seeking a secondary education teaching certificate in the life sciences. As the coordinator for this program, I regularly attended recruitment fairs on campus, developed a course plan of study for undergraduates, worked closely with the departments of education and science education , and became involved with accreditation for the certificate programs. In addition to working with the undergraduates, I also advised approximately 20 graduate students also seeking a secondary education life science certificate. As the graduate coordinator for these students, I worked closely with each one to develop a planned program of study that met their needs, ensured that all application material was received and complete, and mentored them through their first semesters. Although this was an extremely time consuming portion of my work at Southern Connecticut State University, it was also one of most rewarding as I was able to meet and work with each student on a individual basis.

eLeaning Platform Study Committee

2007

            -In the age of internet-enhanced courses, the decisions on a quality eLearning software (WebCT, VISTA, Blackboard, etc.) are paramount to courses running smoothly. The Provost of Southern Connecticut State University asked me to sit on the committee that would advise the central office of the Connecticut State University System on the needs of faculty and students with regards to an eLeaning software. Recommendations of this committee will inform the decision makers on the needs and desires of those using the product.

Graduate Faculty

2006-present

Campus Events
2006-2007
            -New Faculty Orientation Participant
            -New Student Orientation University Fair Participant
            -Admissions Office Open House Participant
            -New Student Convocation Attendance
            -Graduate School Open House Participant
            -Forum XXXVII:  Scholarship that Makes a Difference: Enhancing Research on Pedagogy Attendance

Ball State University

Ball State University American Society for Microbiology Student Chapter

2003-present

            -President 2004-present

-Vice President 2003-2004

Biology Department Science Education Advisory Committee

2004-2005

            -Revised program completion requirements

            -Revised advancement indicators for secondary education life science majors

Ball State University Creative Teaching Committee

2004-2005

Ball State University Admissions and Credit Committee

2003-2004

Biology Department Curriculum Committee

2002-2003

-Graduate student representative

-Examined possible curriculum changes to the biology department

University of Cincinnati

Preparing Future Faculty Executive Committee

2001-02

-Graduate student representative

-Executive assistant to the director of the program

 Biology Graduate Student Association

1999-2002

-Teaching Assistant Evaluation Sub-Committee chair

-Worked on developing an updated teaching evaluation for all teaching assistants in the biology department

Community Service

New Haven, Connecticut Science Fair Judge

2007

East Central Indiana Regional Science Fair Judge

2003, 2004, 2005

Shortridge Middle School Science Fair Judge

2004

Expectations Birthing Center

1999

            -Developed documentation for expectant mothers on various prenatal screenings

-Acted as a prenatal counselor in conjunction with a certified midwife and doctor of medicine

Riley Children’s Hospital

1998

            -Shadowed genetic counselors during clinical rotations

            -Assisted in medical and genetic histories

Awards

University of Cincinnati

2001

Nominated for the University of Cincinnati Excellence in Teaching Award

2001

Department of Biology Teaching Assistant of the Year Award

Presentations

American Society of Human Genetics, San Diego, California
2007
Poster:  The Development and Evaluation of a Genetics Concept Inventory
Talk (Concurrent Session Moderator and Proposer): The Scientist's Role in Improving Genetic Education and Awareness

2001

Poster:  Theory and Practice in Teaching Human Genetics to Undergraduate, Non-Science Majors

American Society of Human Genetics Undergraduate Genetics Education Workshop, San Diego, California
2007
Talk:  Using Debates to Teach Genetics: Gene Patenting

American Society of Human Genetics Undergraduate Genetics Education Workshop, New Orleans, Louisiana
2006
Talk:  Integrating Social Issues through Writing
Talk:  Getting Students Involved:  Case Studies and Problem-Based Learning

Ivy Tech Community College, Muncie, Indiana

2005

Talk:  'Lecturing' Without Lecturing

Indiana Academy of Science, Terra Haute, Indiana

2005

Talk:  Teaching Genetics Through Social Issues:  Development and Implementation of a SENCER Course

Hoosier Association for Science Teachers Inc., Indianapolis, Indiana

2004

Talk:  Population Dynamics Through Cemetery Data Analysis

Indianapolis Public Schools, Indianapolis, Indiana

2003

Talk:  Lab Safety in Your Classroom

Talk:  Applied Genetics for 8^th Grade

Northern Kentucky University , Covington , Kentucky

2001

Talk:  The Human Genome Project in the Year 2001

Talk:  Current Issues and the Future of Human Genome Research

2000

Talk:  The Human Genome Project with Regards to Human Growth and Development

Professional Organizations

American Society of Human Genetics

2000-Present

            Annual meeting attendance 2000, 2001, 2005, 2006, 2007

Sigma Xi The Scientific Research Society

2002-Present

Science Education for New Civic Engagements and Responsibilities (SENCER)
2001, 2007

            Summer Institute attendance 2001, 2007

Indiana Academy of Science

2003-2006

            Annual meeting attendance 2003, 2005

Hoosier Association of Science Teachers, Inc.

2003-2006

            Annual meeting attendance 2003, 2005

References

©Copyright 2007, Adam Hott