1. Creating a Coherent STEM Gateway for Teaching and Learning: Engaging Faculty and Assessing Change 1.Developing a shared vision for gateway course transformation in biology, chemistry, and physics 2.Developing policies and structures to support and reward reform Premise: Sustainable change requires broad faculty engagement. Goals of MSU’s AAU STEM Initiative Project Three-dimensional learning Three-Dimensional Learning Assessment Protocol (3D-LAP) PracticesP1 (Does the item contain a practice? – yes/no) P2 (If there is a practice, which practice is present?) P3 (If there is a practice, is the practice explicit/implicit?) Crosscutting ConceptsCC1 (Is there a crosscutting concept (CCC)? – yes/no) CC2 (If there is a CCC, which CCC is present?) CC3 (If there is a CCC, is the CCC explicit/implicit?) Disciplinary Core IdeasDCI1 (Is there a disciplinary core idea (DCI)? – yes/no) DCI2 (If there is a DCI, which DCI is present?) DCI3 (If there is a DCI, is the DCI explicit/implicit?) PhenomenaIs the question situated in a phenomenon? – yes/no DimensionPresent?Type SPNoN/A CCCNoN/A DCINoN/A DimensionPresent?Type SPYes (explicit) Engaging in argumentation CCCYes (explicit)Cause and Effect DCIYes (explicit) Structure and properties Lynmarie A. Posey, Melanie M. Cooper (PI), Joseph S. Krajcik, Diane Ebert-May, Danny Caballero, Robert Geier, Sarah Jardeleza, James T. Laverty, Sonia M. Underwood, Rebecca L. Matz, Cori Fata-Hartley, and Tammy M. Long, Michigan State University Part 1: Assessing 3D Learning Part 2: Question Quality Traditional Exam Question Number 123456789 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 SP CCC DCI Transformed Exam Question Number 123456789101112131415161718192021222324 SP CCC DCI Implicit SP Implicit CCC Implicit DCI Explicit SP Explicit CCC Explicit DCI Comparison of a traditional exam and a transformed exam coded with the 3D-LAP QQ1 (What is your interpretation for the item's intent?) QQ2 (Does the item elicit explicit evidence that students meet the item’s intent? – yes/no/unable to judge) QQ3 (Do you think that the intent of the item is – clear, mostly clear, or unclear?) QQ4 (Can students answer this question by relying on heuristics? – yes/no) QQ5 (For the author – what was your intent for this item?) QQ6 (Does this question meet an explicit learning goal?) QQ7 (Does the item meet accepted practices for valid item construction? – yes/no) QQ8 (What is your recommendation for this item? – discard and try again, requires major revision, requires minor revision, revision with addition of more questions, use as is with additional questions, use as is) Examples of Coding Which is a stronger base? CH 3 NH 2 or CH 3 OH A.CH 3 NH 2, because N is more electronegative than O, and therefore is not as able to donate its lone pair into a bond with an acid. B.CH 3 NH 2, because N is less electronegative than O, and therefore is better able to donate its lone pair into a bond with an acid. C.CH 3 OH, because O is more electronegative than N, and therefore is not as able to donate its lone pair into a bond with an acid. D.CH 3 OH, because O is less electronegative than N, and therefore is better able to donate its lone pair into a bond with an acid. Which one of the following statements is false? A.A homogeneous solution has the same properties throughout. B.The Law of Conservation of Mass states that matter is not created nor destroyed in a chemical reaction. C.The vertical columns of the Periodic Table are called groups. D.Some elements exist naturally as molecules. E.Almost the entire mass of an atom is in the nucleus. F.Ionic compounds exist as molecules. Science and Engineering Practices (SP) 1.Asking questions and defining problems 2.Developing and using models 3.Planning and carrying out investigations and design solutions 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Developing explanations and designing solutions 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information The multiple ways of knowing and doing that scientists and engineers use to study the natural and design worlds NRC Framework for Science Education, 2012 Crosscutting Concepts (CCC) Unifying ideas that span disciplines to create a coherent view of the world 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and Function 7. Stability and change NRC Framework for Science Education, 2012 Disciplinary Core Ideas (DCI) Chemistry 1. Atomic Model of Matter 2. Periodicity 3. Bonding and Interactions 4. Molecular Structure 5. Phases and Phase Changes 6. Chemical Reactions 7. Quantum Mechanical Energy Levels and Changes 8. Thermochemical Energy Changes 9. Gibbs Energy and Entropy 10. Kinetics 11. Equilibrium Physics 1Energy is conserved. 2.Force causes changes in momentum. 3.Torques cause changes in angular momentum. 4.Exchanges of energy increase total entropy. 5.Charges generate fields. 6.Fields affect charges. 7.Charge is quantized and conserved. 8.Light as waves and particles. 9.Measurements depend on reference frames. Biology (Cellular and Molecular) 1. Life processes are the result of regulated chemical reactions and pathways that are accompanied by changes in energy. 2. Matter and energy are transformed to maintain order, to support growth and development, and to maintain homeostasis in living cells. 3. The cell is the fundamental unit of life. 4. Cells are dynamic and complex systems. 5. Basic units of structure define the function of all living things. 6. DNA is the source of heritable information in a cell. 7. The growth and behavior of organisms are determined by their genetic make-up and by the expression of those genes. 8. Comparing genomes reveals evolutionary history. Acknowledgements We gratefully acknowledge support from the Association of American Universities Undergraduate STEM Education Initiative and MSU’s Office of the Provost. Ideas that are central to the discipline as defined by faculty