Ralph Preszler Assistant Professor of Biology

Research Emphasis: Biology Education

 

 

 

 

Office Phone: (505) 646-5346
FAX: (505) 646-5665
Email: rpreszle@nmsu.edu

Mailing Address:
Department of Biology, MSC 3AF
New Mexico State University
Box 30001
Las Cruces, NM 88003-8001

Office Location:
Foster Hall, rm. 216a

 

 

 

 

 

 

 

 

 

 

 

 

Research Program

 

 

 

 

 

 

The primary goal of my research is to develop educational theory and practice which aims to help students reach higher levels of biological literacy.  Such literacy is characterized by the ability to critically access, evaluate, synthesize, and apply biological knowledge to personal, academic, and professional issues.  This has led to projects involved in the design and assessment of educational reform in three areas: 1) university-level biology lecture courses, 2) university-level teaching laboratories, and
3) science education outreach programs for K-12 students.

Lecture Courses 

My current work is primarily focused on applying scientific rigor to the evaluation of educational techniques.  We have experimentally evaluated the effectiveness of using student-response systems (clickers) to enhance student learning in our biology courses (Preszler et al., 2007).  I also have conducted experiments evaluating the effectiveness of cooperative-learning activities which supplement large lecture courses (Preszler 2006, 2004).  We are in the processing of assessing the use of peer-led workshops, case studies, and integrated-content modules in our biology courses.

 

We are currently attempting to improve student learning in biology courses by modifying the structure of the courses and teaching techniques used in them. We are using a variety of assessment tools to determine the effectiveness of these course reforms.  With support of a grant from Howard Hughes Medical Institute, we have introduced a major renovation of our introductory biology courses.  Starting in Spring 2007, one of the three lectures each week will be replaced by an hour and fifteen minute peer-facilitated workshop.  The purpose of the workshops is to provide students with the opportunity to work in small supervised groups on lecture-based content and complementary data generated in the laboratories. The workshops will provide students with the opportunity to develop learning- and critical-thinking skills ranging from simple study techniques to the ability to solve and interpret biological problems.  We also are revising the organization and presentation of topics.  We will be presenting the course content in the form of integrated content modules, rather than surveys of hierarchies of biological concepts. For example, our traditional approach to Biology 111 was to sequentially work through cell division and genetics, evolution, diversity, and ecology.  In the new course structure, we will begin by introducing the problem of evolution of drug resistant bacteria.  In order to better understand this problem students will need to know a bit of diversity (what are bacteria?), genetics (but not the added complexity of eukaryotic patterns of inheritance), natural selection and evolution, and population growth.  Notice that a bit of each traditional content area is drawn in on a need to know basis.  The second module  introduces a few more concepts from each major content area as they are needed to develop an understanding of a problem.  The purpose of this approach is to present biology as a problem-solving and knowledge-generating process, rather than as a collection of accumulated knowledge.  Case studies will be used as explicit problem-solving examples that will help tie together lecture, laboratory, and workshops.  As with the larger integrated-content modules, the case studies are designed to help students better understand the relevance of biological content in relation to generating new knowledge, solving applied problems, and exploring societal issues. 

Biology Teaching Laboratories 
For many years I have been involved in the design and implementation of inquiry-based laboratory activities.  Traditional laboratory activities tend to emphasize the development of students’ ability to observe and describe biological phenomena.  Inquiry-based exercises allow students to participate in a wider range of scientific processes from hypothesis formation, through designing and conducting experiments, to forming and discussing the implications of their conclusions.  These projects have led to interdisciplinary collaborations with people from NMSU’s departments of mathematics and English.  More recently, I have become interested in helping students learn to act on the implications of their research.  This has led to the development of service-learning activities and the synthesis of inquiry-based experiments with service-learning projects.

Science Educational Outreach to K-12 Students 
These projects aim to provide K-12 students with more engaging and meaningful introductions to science.  Much of the current work introduces students to science in general through a focus on the environment.  This work is driven by the interests of my graduate students Bethany Cook and Michelle Santisteban.

 

Graduate Students

There are opportunities for graduate students to obtain and M.S. or Ph.D. in our Department of Biology as they conduct research on the development and assessment of the theory and practice of science education.

 

Recent Presentations

Preszler, R.W., A. Dawe, C. Shuster, and M. Shuster  (2006).  Engaging each student in large lectures with wireless student response units.  Annual Conference of the National Association of Biology Teachers, Albuquerque, NM. 

Marion, A., R. W. Preszler, and M. Shuster  (2006).  Teaching scientific process in an introductory biology course.  Annual Conference of the National Association of Biology Teachers, Albuquerque, NM. 

Santisteban, M.E.., and R. W. Preszler.  (2006).  Effectiveness of an environmental education outreach program: Audubon adventures in Las Cruces, NM.  Annual Conference of the National Association of Biology Teachers, Albuquerque, NM. 

Preszler, R.W.  (2006).  Using controlled experiments to assess components of supplemental instruction.  Fourth International Conference on Supplemental Instruction, Malmo, Sweden.

Preszler, R.W.  (2005).  Personal behavior and partner’s sexual history: a simulation of the spread of HIV.  27th workshop/conference of the association for biology laboratory education (ABLE).

Cook, B. and R.W. Preszler. (2005).  Evaluation of the schoolyard desert discovery program.  National Science Teachers Association’s Annual Conference.

 Preszler, R.W.  (2005).  Improving Student’s Performance in a Challenging Biology Course: Assessing Specific Components of Supplemental Instruction.  Science, Engineering, and Technology Education Conference, New Mexico State University.

 Preszler, R. W. and A. L. Marion. (2004).  Service-learning Activities in Biology Laboratories: bridging the gap from knowledge to action.  The 22nd Annual Conference of  the Association for Biology Laboratory Education.  Bowling Green, Ohio.

 Marion, A. L., and R. W. Preszler.  (2004).  Concept mapping as a learning strategy in introductory biology laboratories.  The 22nd Annual Conference of  the Association for Biology Laboratory Education.  Bowling Green, Ohio.

 Preszler, R.W.  2004.  Helping students discover the implications of biology laboratory investigations.  Science, Engineering, and Technology Education Conference, New Mexico State University.

 

Recent Publications

Preszler, R.W., A. Dawe, C. Shuster, and M. Shuster  (2007).  Clickers: assessing their effects on student attitudes and student learning in biology lectures.  Cell biology education: life sciences education. 6(1): 29-41.

Preszler, R.W.  2006.  Student- and teacher-centered learning in biology workshops.  Bioscene: Journal of College Biology Teaching 32:21-25.

Preszler, R.W.  (2006).  Personal behavior and partner’s sexual history: a simulation of the spread of HIV.  in Tested studies for laboratory Teaching, Volume 27, (M. O’Donnell, Editor).  Proceedings of the 27th workshop/conference of the association for biology laboratory education (ABLE).

Preszler, R.W.  (2005).  Combining inquiry- and service-learning activities.  in Tested studies for laboratory Teaching, Volume 26, (M. O’Donnell, Editor).  Proceedings of the 26th workshop/conference of the association for biology laboratory education (ABLE).

 Preszler, R.W., L.L. Haas, and A.L. Marion.  2005.   Cellular and organismal biology: student investigations, 7th-5th Edition Outernet Publishing, Edina MN; 4th Edition. EMC / Paradigm Press, St. Paul, MN.; 2nd & 3rd Editions, Forbes NY; 1st Edition Burgess, Edina, MN

Preszler, R. W.  2004.  Cooperative concept mapping improves performance in biology.  Journal of College Science Teaching 33: 30-35.

 Preszler, R.W.  2004.  Expanding the nature of science in teaching laboratories: from ethology to investigating animal behavior.  in Tested studies for laboratory Teaching, Volume 25, (S. Karcher, Editor).  Proceedings of the 25th workshop/conference of the association for biology laboratory education (ABLE).

 

 I teach the following courses:
Biology 111, The Natural History of Life, which introduces science majors, and others with a need for professional training in science (e.g. environmental science majors) to Mendelian genetics, evolution, diversity, ecology, and behavior.

Natural Sciences 121, which introduces elementary educations majors to science with an emphasis on the life sciences.

Biology 301, Ecology, provides students at the Junior level a survey of  the theory and practice of ecology.

Biology 467, Evolution  This senior course explores the study of evolution.

Biology 550, The Theory and Practice of Science Education  This graduate course reviews the primary literature of science education and provides students theoretical and practical support in their efforts to teach science to university students.