
White-tailed Kite
Chinese name is 白尾鳶. First observed at Newport Back Bay, subsequently at Davis road outside of San Jacinto Wildlife area and Bolsa Chica Ecological Reserve. Continue reading White-tailed Kite
Chinese name is 白尾鳶. First observed at Newport Back Bay, subsequently at Davis road outside of San Jacinto Wildlife area and Bolsa Chica Ecological Reserve. Continue reading White-tailed Kite
Chinese name is 紅胸秋沙鴨. First observed at Bolsa Chica Ecological Reserve Continue reading Red-Breasted Merganser
Chinese names are either 斯氏繡眼 or 暗綠繡眼鳥. First observed at San Joaquin Wildlife Sanctuary, subsequently in my backyard. In 2022 I observed a flock of them flying past my backyard. Continue reading Swinhoe’s White-Eye
The pancreas is a retroperitoneal organ located behind the stomach. The organ is organized into lobes. The relationship between the pancreas and other organs can be viewed in the model here. Microscopically the organ has two parts – the endocrine … Continue reading Pancreas
At the end of last semester, with permission from my campus’ PHRRC, I surveyed my Fall 2020 class on the top three features of the class that were helpful for them to learn the material. The choices and the technique … Continue reading Surveying students on asynchronous and synchronous adaptations
The cross section images of spinal cord from different regions show that the white and gray matter vary. Below are pictures from the 4 regions of the spinal cord. Continue reading Spinal Cord (c.s.) from different regions
One of the most significant decisions I faced at the beginning of this remote only semester was the delivery method, as in, whether to deliver lectures “live” at a set time using Zoom (synchronous) or to deliver lectures via video with no set class time (asynchronous). The diagram below summarizes my weighing of the pros and cons: As I thought about what makes teaching exciting to me, interacting with students is one of the top reasons. It would appear that the synchronous model would then be the obvious choice. But it was not as clear cut in my context. My … Continue reading Synchronous vs. Asynchronous, or, How I made Asynchronous work
While COVID-19 and the subsequent remote class delivery brought its share of disruption, it also allowed me to try something new. One of the methods I tried was to “chunk” my lecture. I think the following schematic should explain it: I had read about “chunking” or breaking up the lecture for a while. From what I understand, its primary benefit is to reduce the students’ cognitive load in any given class. By breaking up a lecture, more active learning strategies can also be implemented. Finally, it helps to reset students‘ attention. My typical Human Anatomy lecture is 75 minutes long. … Continue reading “Chunking” the lecture
With widespread school closures, many instructors now face the world of remote teaching. One of the decisions is going to be how is the lecture material going to be delivered. In this video linked here, I described a few of … Continue reading Screencasting Options