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Ben Wiggins

Ben Wiggins
Manager of Program Operations
benlw@u.washington.edu
302C HCK
(541) 602-2304

Ben helps to run the teaching side of the Biology Department (here is a visual of the kinds of things he does on a day-to-day basis).

He has taught a mix of four classes throughout the year:

  • Ben taught 11 iterations of Bio200 (Introduction to Molecular and Cellular Biology) where he enjoys connecting molecular characteristics to big-picture evolution and human challenges.
  • His upper-division lab course is Civilizational Biology (Bio313), which is roughly speaking the biology you would need to restart human civilization after the apocalypse.
  • He teaches a small, graduate-level, NSF funded course (MCB508 Teaching College Science) focused on teaching skills and curriculum development for 4th and 5th year graduate students with an emphasis on equity for diverse student groups and active learning methods. An example syllabus for 508 is here, and here is a syllabus for one of the resulting independently-designed courses known as Bio410 from Spring 2018. And here is another.
  • He has taught a first-year seminar on The End of the World (Gen St 197) from a perspective of science, leadership and anthropology.

Lastly, Ben teaches an array of seminars and workshops ranging across education, teaching development, molecular biology, etc. Ben has a MS in Molecular and Cellular Biology and a PhD in the Learning Sciences.

For non-Biology graduate students interested in applying for TAship positions in Biology courses:
Here is the TA Additional Information form that you will complete as part of your application in UWHires
 
For undergraduate students interested in getting credit for a biology-related internship, please submit this application:
Information and the application form for BIOL399 credits
 
For undergraduate students working as Peer Facilitators but NOT recieving credit, please complete this form and get it back to me:
Non-credit Peer Facilitation Form (aka the Volunteer Form)
 
ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom, Wiggins, Benjamin L., Eddy Sarah L., Wener-Fligner Leah, Freisem Karen, Grunspan Daniel Z., Theobald Elli J., Timbrook Jerry, and Crowe Alison J. , CBE-Life Sciences Education, Volume 16, (2017)
Student perception of group dynamics predicts individual performance: Comfort and equity matter, Theobald, Elli J., Eddy Sarah L., Grunspan Daniel Z., Wiggins Benjamin L., and Crowe Alison J. , PLoS ONE, 07/2017, Volume 12, Issue 7, (2017)
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences, Wiggins, Benjamin L., Eddy Sarah L., Grunspan Daniel Z., and Crowe Alison J. , AERA Open, 2017/04/01, Volume 3, Issue 2, p.2332858417708567, (2017)
Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms, Grunspan, Daniel Z., Eddy Sarah L., Brownell Sara E., Wiggins Benjamin L., Crowe Alison J., and Goodreau Steven M. , PLOS ONE, 2016/02/10, Volume 11, Issue 2, p. - , (2016)
Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants, Chapin, Hannah C., Wiggins Benjamin L., and Martin-Morris Linda E. , Journal of College Science Teaching, Volume 44, p.90–99, (2014)
Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research, Grunspan, Daniel Z., Wiggins Benjamin L., and Goodreau Steven M. , CBE Life Sciences Education, 2014///Summer, Volume 13, Issue 2, p. - 178, (2014)
Molecular evolution of Drosophila Cdc6, an essential DNA replication-licensing gene, suggests an adaptive choice of replication origins, Wiggins, Benjamin L., and Malik Harmit S. , Fly, 2007/06/, Volume 1, Issue 3, p. - 163, (2007)