#collaborativelearning

Biology student dives into coral restoration project  

Caitlyn Collins has reached new depths in her study of marine biology.

Quite literally.

The second-year biology (M.S.) graduate student spent part of her summer research work at the Roatan Institute of Marine Science in Honduras where she not only helped with a coral restoration project but learned to SCUBA dive to fully participate in the underwater data collection.

“The idea of jumping into the water, not knowing what was under you, and looking straight out into the blue would freak me out,” said Collins, who visited the institute with her coral reef ecology class through the Chincoteague Bay Field Station in Wallops Island, Va. “Now, I feel like it was the most incredible thing I’ve ever done, and I can’t wait to get back in the water.”

She added, “I found the endless blue calming and the weightlessness of diving relaxing. I got to swim with sea turtle and get up close to groupers and sharks, something I never thought I would do. I learned the diversity of coral and was able to see it in person, something you can’t really understand by just learning about it during lecture.”

Her underwater work was done as part of a coral restoration project being conducted at the Roatan Marine Institute.

“They’re taking fragments of Acropora cervicornis (Staghorn Coral) and Acropora palmata (Elkhorn Coral) and connecting them to a tree,” Collins said. “This tree will allow them to grow without the threat of predation and disturbance. Once the fragments reach a certain size, the fragments are replanted onto the reef.”

This is done in an effort to help restore coral reefs. Both of these corals are extremely important to the foundation of coral reefs and are a critically endangered species, according to Collins.  

“I was able to collect data on what species are on the reef, the type of substrata they’re living in, and the temperature and depth they are found at,” said Collins, who was taught to SCUBA dive up to 20 meters into the ocean and collect data. “Before this trip, I had no experience SCUBA diving and doing field work in the water. Now, I have done 25 dives and have learned techniques for collecting scientific data underwater.”

Even after experiencing the depths of the ocean up close, Collins believes the best part of being in Roatan was being exposed to the culture of Honduras.

“I got the opportunity to meet local people who knew so much about the ocean and the coral reefs around them that you would never know after being there for only two weeks,” said Collins, who’s working with Thomas Klinger, professor of biological and allied health sciences, to study the effect thermal stress has on the metabolic rates of sub-tidal species of sea urchins found in the Caribbean. “This data will be used as part of my thesis work to show the ecological impact these species of sea urchin will have on the coral reefs in the Caribbean.”

All of her collected data will give insight into the potential impacts of climate change on oceanic life.

“After I graduate, I would love to work at a marine station like the Roatan Institute of Marine Science,” Collins said. “This trip gave me valuable experience I would need to start a career like this. The experience helped me build field skills as a marine biology and also learn how to collect data while under water.”

A summer in the Smithsonian

It’s a popular summer destination for tourists, but for one recent Bloomsburg University graduate it was simply the next step of her career pursuit.

Keara Drummer, a graduate student pursuing her masters in biology, is no stranger to museums and paleontology studies. During her time as an undergraduate at Bloomsburg University, she interned with the American Museum of Natural History where she had the opportunity to work with Invertebrate Paleontology Collections. This summer at the Smithsonian, she had the opportunity to build upon her pre-existing knowledge.

“My first internship was what I’ve been doing as an undergraduate collections assistant,” Drummer said. “The second internship was to get new skills in collections management. Conservation is inherently a large part of taking care of collections. Therefore, a set of skills I most definitely need to be a successful museum collections manager somewhere.”

Under the instruction of conservation specialist, Cathy Hawk, Drummer spent this past summer as a conservation intern working with a variety of specimen types including the new t-rex exhibit.

“My favorite experience was helping with the photo documentation of the new "Nation's T rex" for the new Deep Time fossil hall exhibit coming summer 2019,” Drummer said. “I got to hold and touch a Tyrannosaurus Rex and work and learn from one of the most influential natural history conservators in the world, Cathy Hawks.”

According to Drummer, the insight she gained this summer will carry into her graduate studies and potentially her future career.

“The knowledge gained about NMNH (National Museum of Natural History) itself and the conservations and collections skills I've learned and the networking I did this past summer is something I am thankful for every day,” she said. “I learned a lot about wet specimen and their care/needs. I am bringing that knowledge back to Bloom for their Biological Teaching Collections and the Paleontology Teaching Collections.”

Although most of her summers were spent working with paleontology, Drummer plans to focus on her degree in biology.

“I never wanted to go into paleontology specifically, but I wanted to work with collections of any variety,” Drummer stated. “I want to become a museum collections manager, scientist, specialist, etc. I like paleontology, but I'm at Bloom still to obtain a MS in Biology to make myself more marketable for other natural history collections (ornithology, entomology, invertebrate zoology, mammals, Invertebrate paleontology, vertebrate paleontology, etc).Who knows, maybe I'll end up as a paleontology collections manager? But, I'm just going where the wind takes me. I'm pretty open to any genre of natural history if it includes caring for a collection.”

Sales competition draws largest field of participants

Two days of competition came down to 15 minutes.

That’s what each of the three finalists of the annual Bloomsburg University/UPS Sales Competition were left with to land their final scenario of professional sales, face-to-face with a UPS role player. In total, 39 students put their sales talents to the test in this year’s competition that expanded for the first time into a two-day event.

Irenitemi Famadewa, of Penn State University, Britny Keyes, a junior business administration marketing and professional sales major, and Lauren Kearney, a junior business administration marketing major, advanced through two rounds of competition as finalists. Famadewa took home the grand prize, an iPad Pro and custom Tom James suit. Keyes and Kearney also earned prizes, winning a Go Pro and an Echo Show respectively.

“This competition taught me you're never going to be able to stick with a script,” Keyes said. “As much as you plan what you want to say and in what order to say it, it comes down to what the buyer needs. You aren't in the driver’s seat they are. So being able to let them talk and expand on their experiences is so important for the meeting to be able to flow and feel natural for both the buyer and the seller.”

For the competition, students were judged on their ability to:

Approach – effectively gain attention and build rapport

Needs Identification – obtaining a clear understanding of a customer’s situation in order to prepare a customized presentation

Product/Service Presentation – persuasively match your product’s benefit to meet the needs of the buyer

Overcoming Objections – eliminating concerns or questions to customer’s satisfaction

Close – taking initiative to understand where you stand with a buyer now and for the future

“The competition gave great insight into practicing sales pitches,” Kearney said. “Another highlight is my capability to succeed in these types of situations. I don’t have much professional sales experience, so advancing to final three was a great accomplishment for me.”

Kearney added, “This experience helped prepare for a possible career in sales, because of the role play we took part in. This allowed all of the competitors to gain product knowledge, identity customer needs and find solutions to their problems in a real-life situation circumstance.”

In addition, students were treated to four different professional development sessions and a career far, as well as a networking event with industry professionals to include UPS, Tom James and Gartner.

“Companies saw my potential,” Keyes said. “This is a better way for companies to see what you can do. In an interview they'll read your resume and judge you on just that, but here you have the advantage to actually show them your abilities in action.”

The two-day competition was organized and managed by Monica J. Favia, coordinator of Zeigler College of Business professional sales program. This was the third year for the competition, which saw its interest nearly double after drew less than 20 competitors each of the previous two years.

“This competition adds to the value of Bloomsburg’s sales program, because it provides real-life situations to help students practice and understand what they did right and wrong in their sales pitch,” Kearney said. “I also think value is created when companies take time to participate and help the students in the learning process. It adds emphasis that students should take advantage of the valuable opportunities that Bloomsburg University offers.”

BU's professional sales program — the only one offered in the State System — prepares students in the art and science of professional selling so upon graduation they may be an immediate contributor toward the improvement of shareholder value of any and all organizations that invite them aboard. It’s offered as a specialization within marketing or as a minor paired with any major.

Oceanography class goes coastal for spring break

It’s not unusual for college students to travel to the beach for spring break. It is when they go with their professor. It certainly is when the trip is part of the course curriculum.

Cynthia Venn, professor of environmental, geographical and geological sciences, took her oceanography class on a brief coastal trip over spring break from Virginia to Florida seeing first-hand how the geology and climates changed down the coast.

“It's one thing to be able to take a class so small and really have one-on-one time with the professor to learn the material, but to actually experience it hands-on is a much better way to further your education,” says Shannon Carr, a senior environmental science major. “Dr. Venn would provide us with photos of different birds, but we really got to know them once we saw them in their natural habitats.”

According to Carr, some of her favorite parts of the trip took place in Florida. A particular stop at Loggerhead Marine Center — a rehabilitation center for multiple different sea turtle species — was very memorable.

“It was really cool to see the vet's office and all of the turtles they have there,” Carr says. “It was also cool to hear their stories as to why they are there and how well they've recovered since they arrived.”

Another highlight occurred on an airboat ride through The Everglades, according to Carr.

“We got to see mangrove trees up close and personal, which is something you can't find up here in Pennsylvania,” says Carr, adding the trip has tremendously shaped her future.

“I'm graduating in May, and I'm looking to find a job in Coastal Restoration,” Carr says. “Since this class topic is not something offered regularly in the EGGS department, being able to have the opportunity to take it my senior year has been beyond awesome.”

Carr says the oceanography class did a great job of meshing together previous classes she took, such as biology, soil resources and surface hydrology.

The traditional method of learning—where students sit quietly and listen to lectures—is slowly changing. Today, collaborative learning is becoming a popular and effective approach in education.

Collaborative learning is a method where students work together in groups to learn concepts, solve problems, and complete assignments. Instead of learning individually, students actively participate and engage with each other.

One of the biggest advantages of this approach is that it improves critical thinking. When students discuss ideas and challenge each other’s opinions, they develop deeper understanding.

Another major benefit is communication skills. Students learn how to express their ideas clearly and listen to others, which is very important in real life.

Collaborative learning also helps in building teamwork skills. In today’s workplace, teamwork is essential, and this method prepares students for future careers.

It also increases engagement. Students feel more motivated when they work together and share responsibilities.

However, collaborative learning also requires proper guidance, group management, and participation from all members.

If you want to understand how collaborative learning works and why it is important, read here: https://thecampusreview.com/blog/collaborative-learning/

Do you prefer group learning or individual learning?

Learn more here:

https://spicecinemas.org/facilitating-coursework-collaboration-with-microsoft-teams/

Is group work actually suitable for young children? Yes, even simple group play teaches vital coordination and cooperation from an early age.