This training will provide staff, faculty, and graduate students with an opportunity to deepen their understanding of Title IX. Topics include recognizing sex- and gender-based discrimination, harassment, and violence, understanding employee reporting expectations, accessing support resources, and applying best practices for responding to disclosures. This session will also cover rights and modifications related to pregnancy and related conditions. Additionally, it will include a sneak peek at upcoming changes coming to the UW’s Title IX office.

Presenting...
To Tame a Songbird: The genomics of the domestication syndrome in a Songbird model species
By: Madza Farias-Virgens (Rico-Guevara Lab)

Wind gates search states in fruit flies
By: David Stupski (Riffell Lab)

Neutrophil morphology dynamically cycles during migration in 3D
By: Aaron van Loon (Theriot Lab)

For many years, my love of teaching biology was tempered by the discomfort of administering high-stakes exams. I strove to go beyond multiple-choice trivia contests by assessing students’ application of their knowledge to novel problems; however, to ensure that these problems were novel, I kept them well-hidden until the exams. This secrecy led to much student anxiety and frustration, as well as my own concerns that my assessment methods might be inequitable. Here I will discuss how a backward design process led to the creation of the Test Question Template (TQT) framework.

This seminar will explore the ingredients behind a healthy classroom environment. By creating a supportive atmosphere, promoting a growth mindset, and integrating metacognitive practices, all students are given the opportunity to succeed. When students feel empowered and supported, they are more likely to engage with the material and gain resilience when faced with academic challenges. Metacognition, or learning how to learn, is central to this approach, as it equips students with skills that extend beyond the classroom.