Presentation on theme: "2020 Vision: Using Scientific Teaching to Address the Challenges of the NRC’s BIO 2010 BIO 2010: TRANSFORMING UNDERGRADUATE EDUCATION FOR FUTURE RESEARCH."— Presentation transcript:
2020 Vision: Using Scientific Teaching to Address the Challenges of the NRC’s BIO 2010 BIO 2010: TRANSFORMING UNDERGRADUATE EDUCATION FOR FUTURE RESEARCH BIOLOGISTS NRC: 2003 Organized by: Justin Hines – Lafayette College Sarah Miller – University of Wisconsin-Madison Speakers: Jennifer Frederick – Yale University Justin Hines – Lafayette College Jay Labov – National Research Council Bill Wood – University of Colorado-Boulder Event Facilitators: Briana Burton – Harvard University Katie Nemeth – University of Minnesota-Duluth Amy Prunuske – University of Minnesota-Duluth Special Thanks: Thea Clarke, Robin Wright, and the ASCB Education Committee Susan Winslow – W.H. Freeman Publishing
Case: Frustrated Professor Before the semester started, I worked really hard to set goals for the course. During the semester, I have been covering the content in clear efficient lectures that I think are really well-organized, but the students don’t seem to be learning the material. In fact, 40% of students failed the first exam. Students these days don’t know how to take notes and study. They just don’t get it.
What issues might be contributing to this situation? Has the professor done his/her job? Have the students done their jobs? What challenges might they be facing? What suggestions do you have for the professor? Have you faced a similar challenge?
NRC Board on Life Sciences (2009). A New Biology for the 21st Century: Ensuring the United States Leads the Coming Biology Revolution American Association for the Advancement of Science & National Science Foundation (2009) Vision and Change in Undergraduate Education Multiple national reports have called for a rethinking of how we teach science
Approaching teaching with the creativity and rigor that we bring to research!
Scientific Teaching in Practice Backward design Start with the end in mind: 1. Identify learning goals 2. Decide how to measure success 3. Design activities to meet those goals.
Backward Design /outcomes
Our learning outcomes for the workshop participants Define scientific teaching and identify ways to apply it to your own teaching. Use active learning exercises to engage students in the course material. Apply assessment techniques to their own teaching.
These reasons become the learning goals. Our job is to: Help students accomplish those goals Determine whether students achieve those goals
PRIOR KNOWLEDGE & EXPERIENCES (SCHEMA) DISSONANCE CONSTRUCTION OF NEW KNOWLEDGE RETENTION and CHANGE IN BEHAVIOR How People Learn (NRC) Diversity Active Learning Assessment
Diversity: definitions and dimensions raceage ethnicityability status socioeconomic statusnationality genderparental status sexual orientationlanguage religious beliefsmarital status political beliefseducational background (formal/informal) learning stylegeographic location Inclusion = The intentional ongoing engagement with diversity Diversity = individual differences that can be engaged in the service of learning (Association of American Colleges and Universities, 2005)
Diversity : Benefits and Challenges Group performance: Alternative viewpoints about how to best accomplish work (Ely & Thomas, 2001) Higher level of critical analysis in decision-making (Antonio et al., 2004) Higher quality of solutions (feasibility and effectiveness) (McLeod, Lobel, & Cox, 1996) Individual performance: Enhanced educational outcomes for individual students (Milem et al., 2004; Chang et al., 2003; Turner, 2002) Influential in student’s cognitive and identity development (Alex-Assensoh, 2003) Faculty: Women and minority faculty report less satisfaction with their jobs (Sheridan & Winchell, 2006; Harvard Task Force on Women Faculty, 2005; Trower & Chait, 2002, etc) Faculty of color experience exclusion, alienation and racism at PWIs (Turner & Myers, 2000; Turner, 2002) Students: Female students may experience unwelcome climate in class (Salter & Persaud, 2003; Crombie et al, 2003; Swim et al, 2003; etc.) Minority students often feel isolated and unwelcome in PWIs and may experience discrimination (Rankin, 2003; Hurtado, Carter, & Kardia, 1998; Cress & Sax, 1998; etc.)
Practical teaching & learning tools based upon the latest research on: the impact of inclusive teaching practices diversity in the college classroom classroom climate demographics of college-bound students Reaching All Students Resource Book Literature Review Self-guided Workshop Inclusive Syllabi Collection Case Studies