TEACHING PORTFOLIO
DAVID W. RUDGE

Office: 3134 Wood Hall
Department of Biological Sciences
Western Michigan University
Kalamazoo, MI 49008-5410
Email: david.rudge@wmich.edu
Telephone: (269) 387-2779
URL: http://homepages.wmich.edu/~rudged
FAX: (269) 387-5609

TEACHING COMPETENCIES

Applied Ethics, Biology, History and Philosophy of Science, Logic, Science Education

TEACHING EXPERIENCE (times taught)

Assistant/Associate Professor, Western Michigan University, Biological Sciences & The Mallinson Institute for Science Education 1999-

Undergraduate

FYE 2100 CAS First Year Seminar (1)

BIOS 1120 Principles of Biology (3)

BIOS 1700 Life Science for Non-Majors (26)

BIOS 2700 Life Science for Elementary Educators II (4)

Graduate

BIOS 6100 Teaching of Biological Sciences (3)

SCI 5700 Issues in Evolution/Ecology for Teachers (1/1)

SCI 5700 Upton Academy: Life Science for Elementary Educators (1)

SCI 6140 Science: Historical and Philosophical Perspectives (7)

SCI 6150 Science Education: Historical and Philosophical Perspectives (5)

SCI 6170 & 6171 Early Research Experience I & II (2/1)

SCI 6900 Science Education Seminar (2)

SCI 7100 Independent Research (3)

On-line courses (offered twice a year)

SCI 5700 Life Science for Teachers (9)

SCI 5900 Earth Science for Teachers (2)

SCI 6145 Intro to Hist & Phil of Sci (9)

SCI 6155 Hist/Phil of Science Education (4)

Course supervisor for BIOS 1700 2000-2014 Trained new instructors, created and updated syllabi, quizzes, exams and answer keys, course web site, course pack and instructor's manual.

Temporary Assistant Professor, Iowa State University, Department of Philosophy 1997-1999

Undergraduate

Introduction to Logic and Critical Thinking (5)

Philosophy of Biology (2)

Philosophy of Science

Bioethics and Biotechnology

Introduction to Philosophy

Lecturer, Texas A&M University, Department of Philosophy 1996-1997

Undergraduate

Agricultural Ethics (2)

Contemporary Moral Issues

Philosophy of Science

Teaching Assistant, University of Pittsburgh, Office of Faculty Development 1992-1995

Graduate

University Seminar on Teaching (4)

Laboratory Instructor, University of Pittsburgh, Department of Biology 1989-1990, 1995

Undergraduate

Vertebrate Morphology (2)

Ecology

Limnology

Aquatic Botany

Teaching Assistant, University of Pittsburgh, Department of History and Philosophy of Science 1987-1991

Undergraduate

Introduction to Logic and Critical Thinking (3)

Introduction to Problem Solving (3)

Medicine and Morality (3)

Space, Time and Matter

SUPERVISON OF GRADUATE STUDENTS

Dissertations/Theses Directed

Cody T. Williams Effects of Historical Story Telling on Student Understanding of NOS and Mendelian Genetics Ph.D. 2017
Janice M. Fulford Assessing the Impact of Historical Story Telling on Student Learning of Natural Selection Ph.D. 2016
Eric M. Howe Using the History of Research on Sickle-Cell Anemia to Affect Pre-Service Teachers Conceptions of the Nature of Science Ph.D. 2004
Uric. C. Geer A Case Study of Changes in A Chemistry Instructor's Views About Teaching and Learning M.A. 2007

Dissertation/Thesis Committees

Patricia A. Richardson Does Access to a Manipulative Assist Student Learning of DNA Processes M.A. 2004
Linda H. Goosen Classroom Questioning Strategies As Indicators of Inquiry Based Science Instruction Ph.D. 2002
Kara M. Kits An Exploration of Worldview and Conceptions of the Nature of Science Among Science Teachers at a Private Christian School Ph.D. 2011

TEACHING AWARDS:
2017 Dr. Darrell R. Latva Biological Sciences Teaching Excellence Award
2005 Finalist, Michigan Science Teachers Association College Teacher of the Year
1993 Pew Teaching Leadership Award

TEACHING-RELATED PUBLICATIONS (see Curriculum Vitae)

COURSE MATERIALS

2008 Rudge, D.W. & Merrow, W. (Aug 2008) NetLogo: Population Dynamics. Center for Connected Learning and Computer Based Modeling. Northwestern University, Evanston, IL.- available online: http://ccl.northwestern.edu/netlogo/models/community/.
2008 Rudge, D.W. & Merrow, W. (Aug 2008) NetLogo: Community Structure. Center for Connected Learning and Computer Based Modeling. Northwestern University, Evanston, IL.- available online: http://ccl.northwestern.edu/netlogo/models/community/.
2005 Life Science for Elementary Educators I. Dubuque, IA: Kendall/Hunt Publishing Company [ISBN: 0-7575-1863-X].

2004

Laboratory and instructor's manual for BIOS 170 Life Science for Elementary Educators I (formerly SCI 170)- 4th edition

2004

Laboratory and instructor's manual for BIOS 270 Life Science for Elementary Educators II (formerly SCI 270)- 3rd edition

2000

Two course packs for SCI 614 Science: Historical and Philosophical Perspectives (both anthologies of journal articles)

1999

Course pack for Phil 483 Philosophy of Biology (anthology of journal articles)

1998

Course pack for Phil 483x Philosophy of Biology (anthology of journal articles

For other examples of course materials: http://homepages.wmich.edu/~rudged/teaching.html

TEACHING-RELATED PRESENTATIONS

"How the History of Research on Industrial Melanism can Promote Learning about the Nature of Science", Darwin 2009 GEITONAS School Conference-Teaching Evolution: Theoretical and Pedagogical Issues, Athens, Greece, November 8, 2009 -invited talk
"History of Science in the Classroom", Cookbook to Inquiry Workshop, Kalamazoo Area Math and Science Center (KAMSC), September 28, 2007-invited presentation.

"Using Technology To Promote Inquiry in Introductory Life Science Courses," Technology Roundtable Showcase Series, WMU (sponsored by the Preparing Tomorrow’s Teachers to Use Technology Grant) Kalamazoo, MI, April 1, 2003.

"Making Sense of the Relationship between Scholarship, Research and Teaching" Meeting of Teaching Assistants, Department of Biological Sciences, Western Michigan University, Kalamazoo, MI, February 11, 2002.

"Classroom Videotaping: Suggestions For Camera Operators And Consultants" poster session presentation at the 4th National Conference on the Training and Employment of Teaching Assistants held in Chicago, IL on November 10-13, 1993.

Two invited presentations on teaching for the History and Philosophy of Science Department's teaching practicum at the University of Pittsburgh: Fall 1992, Fall 1993.

ACTIVITIES UNDERTAKEN TO IMPROVE TEACHING

Workshops and Conferences on Teaching

Faculty Training for On-line Use of ICES

12 Apr 2010

Science Learning Assessment Workshop

9 Apr 2010

1st Annual Assessment in Action Day (day long workshop)

12 Mar 2010

WMU Cool Tools for Teaching Workshop

19 Apr 2008

WMU eTeaching Endorsement Program

11, 18, 25 Jul, 1, 8, 15 Aug 2007

SAMPI Lesson Observation System Training Workshop: Mentoring

1 May 2007

SAMPI Lesson Observation System Training Workshop: Basic

30 Apr-1 May 2007

SAMPI Lesson Observation System Training Workshop

8-9 Nov 2006

Assessment Workshop

18 Nov 2004

Open Forum on Teaching and Learning

13 Oct 2004

Teaching Portfolios

22 Oct 2003

Teaching Large Classes Part I, II

26 Sep, 3 Nov 2003

WebCT in a Nutshell

4 Apr 2003

Classroom Observation Workshop

2 Apr 2003

A Workshop on Advising Theses and Dissertations

1 Oct 2001

Problem Based Learning I and II

12, 19 Sep 2001

Preconference Education Workshop

18 Jul 2001

Safe on Campus Orientation Session

16 Nov 2000

Tough Love in the Classroom

3 Nov 1999

REFLECTIVE STATEMENT ON TEACHING

I believe the most important goal of a university education is helping students to become not only knowledgeable, but reflective critical thinkers. This means that ultimately students who graduate from our university should capable of evaluating the views of others as well as developing their own perspective about issues that are important to them and society. Listening to and reading the arguments of others is one way to develop an appreciation how experts reason. But there is no substitute for practicing these skills on one's own. As such, while role modeling is sometimes helpful, I see my primary role as that of a facilitator of learning. My goal is to provide students with structured opportunities to reason on their own as well as provide them feedback on how they are doing. At the undergraduate level, I create a series of open ended problem solving environments that invite students to reason as scientists would about biological phenomena. At the graduate level, we read and critique scholarly research. I also have students write term papers that require them to summarize and critically review relevant research literature as well as defend their own point of view. I insist on mandatory rewrites in order to encourage students to use the feedback they receive on papers to improve their writing.


Last updated 27 Jun 2017