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Ben Wiggins
Ben's research focuses on using active learning in large-enrollment courses at both UW and Western Washington University.
Links for those interested: An evolutionary molecular analysis of a critical DNA replication protein Ben's TEDx talk on Science Education in Large Classrooms (audio and slides only) Social Network Analysis in Learning Environments Results from social network analysis in UW classrooms Student outcomes with different kinds of TAs An essay on coaching and leadership
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 teaches four classes throughout the year:
- In Winter quarters he teaches 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 also teaches a small course (currently under the number MCB 517) focused on teaching skills and curriculum development for 4th and 5th year graduate students.
- During Autumn quarter, he teaches a first-year seminar on The End of the World (Gen St 197) from a perspective of science, leadership and anthrology.
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: Information and the application form for TAships in Biology (non-Biology graduate students only)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)
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)
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)
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)
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)
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)