entogogy

Capture real-time formative feedback and exit tickets without paper clutter or doorway bottlenecks. Discover how embedding NFC chips into everyday touchpoints, from exit placards to wearable accessories, lowers the response barrier to zero for instant student pulse checks.

Orchestrate collaborative group inquiry and scaffold multi-step protocols without paper clutter or premature spoilers. Learn how modular NFC tokens enforce positive resource interdependence in jigsaws and gate sequential bench tasks.

Stop repeating equipment demonstrations across 20 lab benches. Discover how mounting point-of-use NFC tags on microscopes and sweep nets delivers instant, looping micro-SOPs directly where hands meet hardware.

Reinforce repeated STEM skills and prevent error fossilization with instant feedback loops. Learn how embedding NFC tags directly into specimen mounts and lab trays supports deliberate practice with self-correcting dichotomous keys.

Replace passive pre-lab lectures with autonomous student exploration. Discover how low-cost NFC tags turn ordinary classroom entryways, bulletin boards, and greenhouses into self-guided digital discovery stations.

"Follow along with the slides for 'Does the Bug Bite?' — a comparative study of student science attitudes by MSU PhD candidate Chris Brown. Access the digital deck here to explore data on entomology education, general education science engagement, and instructional impact."

I've been looking forward to this unit as it connects insects to various cultures, religions, and historical events around the world and throughout human history.

This week marks the final week of Unit 1 and I have some amazing student work to show off! The test might have been rocky, but students earned some cool badges for surviving it.

We were in the thick of it this second week! Students were not happy about their essay grades, we have an unsettling amount of genetics to get through, and we pull out some live insects to win some brownie points.

The first week of class came with its own ups and downs, but the student drawings are already restoring my soul...

Independence day is for people, but I'm thinking about the bugs. Did you know the Declaration of Independence was written with wasp ink? Or that a first lady raised silk moths in the White House? Did you know some fireflies lure others in with their flashing to eat them? Or that mosquitos have six mouth parts? You do now.

This week I've outlined the progression of course content so that I can plan the content dependent elements of the assessments. I've chosen to structure my course with four units, the first (Insects + Bugs) sets up foundational info and established tier 3 vocabulary that we'll use the remainder of the course. The next unit, Insects + Society, zooms out and examines the relationships between insects and humans. The course progresses in complexity in Insects + Ecosystems, addre

This week I'm building on the goals and obejctives I outlined last week and tackling assessment structure. I've decided to go with a standards-based system, each of which align to a goal or competency as defined by the Center in which this course is nested.

This series documents my experiences and thought processes as a first-time university instructor as I develop and implement “Bugs 101.” This week I'm explaining the assessment structure I like to utilize, and setting up the next few weeks where I’ll be developing each of these assessments.

Bugs 101 is the affectionate name I've given this series which documents my experiences and thought processes as a first time university instructor. This week I'm working on developing course goals and objectives, as well as making sure these early designs align with the goals, objectives, and mission statement of the center.

This is the first post in a series I'll be calling Bugs 101. This series will catalogue my first experience with full control over a university course.

Leveraging insects as educational tools presents a unique, and underused, opportunity for educators to enhance learning experiences across various disciplines. Their accessibility and relevance allow for a multitude of entry points into complex subjects, making learning both engaging and relatable. By recognizing the potential of these small yet significant creatures, we can pave the way for a more inclusive and dynamic educational journey, ensuring that all students are able

A practical guide to pinning and spreading moths with you students.

Insects prove a powerful teaching tool for three reasons; insects are (1) ubiquitous, (2) highly diverse, and (3) make good classroom pets.

You may know whay the individual terms entomology, education, and research mean; but what is entomology education research?