Presentation is loading. Please wait.

Presentation is loading. Please wait.

Www.pulsecommunity.org Making the Case for Vision and Change Science Case Network ASMCUE 2013 Denver, CO.

Similar presentations


Presentation on theme: "Www.pulsecommunity.org Making the Case for Vision and Change Science Case Network ASMCUE 2013 Denver, CO."— Presentation transcript:

1 Making the Case for Vision and Change Science Case Network ASMCUE 2013 Denver, CO

2 What is PULSE?  Partnership for Undergraduate Life Sciences Education  National effort to transform undergraduate education through Vision and Change at the departmental level

3 Leadership Fellows at ASMCUE:  Loretta Brancaccio-Taras, Kingsborough Community College (CUNY)  William B. Davis, Washington State University  Nitya Jacob, Oxford College of Emory University  Melanie J. Lee-Brown, Guilford College  Karen Klyczek, University of Wisconsin-River Falls  Todd Primm, Sam Houston State University

4

5 Vision & Change Call to Action How many Have heard of it? Have read it? Have embraced it and made changes in their teaching and/or scholarship? Are in departments that are fully implementing the recommendations?

6 Vision & Change Call to Action Share at your table: Has the V&C call to action impacted your department/program  If so, how?  If not, why not? What would it take?

7 60% of students who enter college planning to major in a STEM field fail to graduate with a STEM degree.  80% of underrepresented students President’s Council of Advisors on Science and Technology (PCAST), March 2012 issue of Science Why Change? What’s the Urgency?

8 Students leave STEM during the first two years for three major reasons: a) Uninspiring introductory courses. (86% of faculty use lecture as their primary mode of teaching.) b) Difficulty with the required math c) Unwelcoming academic culture in STEM Why Change? What’s the Urgency?

9 A Vision for Implementing Change 1.Integrate core concepts and competencies into curriculum 2.Focus on student-centered learning  Authentic research experiences  Innovative pedagogical practices – active learning, multiple forms of instruction  Assessment of student learning outcomes 3. Promote a campus wide commitment to change  Administrative support, faculty development, resources and tools for reform 4. Engage the biology community

10 A Vision for Implementing Change 1.Integrate core concepts and competencies into curriculum 2.Focus on student-centered learning  Authentic research experiences  Innovative pedagogical practices – active learning, multiple forms of instruction  Assessment of student learning outcomes 3. Promote a campus wide commitment to change  Administrative support, faculty development, resources and tools for reform 4. Engage the biology community Case studies and PBL

11 Core Concepts for Biological Literacy  EVOLUTION  STRUCTURE AND FUNCTION  INFORMATION FLOW, EXCHANGE, AND STORAGE  PATHWAYS AND TRANSFORMATIONS OF ENERGY AND MATTER  SYSTEMS C. Brewer, PERG, 2/2011

12 Core Competencies Ability to…  apply the process of science  use quantitative reasoning  use modeling and simulation  communicate and collaborate with other disciplines  understand the relationship between science and society

13 Core Competencies Ability to…  apply the process of science  use quantitative reasoning  use modeling and simulation  communicate and collaborate with other disciplines  understand the relationship between science and society Case studies and PBL!

14 Case studies and PBL Investigative cases Interrupted cases Clicker cases Guided problems Open-ended problems Using stories to teach science

15 Case studies and PBL Relevant cases improve student motivation and engagement with the material Students – learn and apply concepts in realistic contexts – can access problems in cases from multiple perspectives and disciplines; increased global awareness – develop critical thinking skills related to science, such as question formulation, data analysis, and peer review

16 Work of PULSE Fellows Self-Assessment Rubrics Tools for curriculum mapping, strategic planning Resources Ambassadors program Regional Workshops Connecting colleagues - PULSE Macademia

17 Online Resources Available – Resources page developed by PULSE Fellows httpp://www.callutheran.edu/Academic_Program s/Departments/BioDev/PULSE/resources.html httpp://www.callutheran.edu/Academic_Program s/Departments/BioDev/PULSE/resources.html – Online workshop for regional meetings (www.tinyurl.com/4pulse)www.tinyurl.com/4pulse – PULSE community (www.pulsecommunity.org)www.pulsecommunity.org – Vision and Change (http://visionandchange.org/)http://visionandchange.org/ Sharing PULSE Resources

18 Self-Assessment Rubrics  Faculty Practice / Faculty Support Student Engagement Pedagogy Faculty Development Infrastructure  Curriculum Alignment and Assessment Rubric Curriculum Alignment Course-level & Program-level Assessment  Climate for Change Rubric

19 PULSE Ambassadors  Visitation teams of 3-4 Vision and Change Ambassadors  Role of the Ambassadors  Proposed timeline

20

21

22  Northwest  Midwest/Great Plains  Northeast  Southeast Regional Conferences/Networks

23 PULSE Resource Sessions Thursday, May 16th 6:45-7:45 PM Conference Room A Friday, May 17 th 9:15-10:15 AM Conference Room A

24 PULSE Plenary Session and Roundtable JOIN US!! Saturday, May 18 th PLENARY SESSION 11:35 AM - 12:00 PM Auditorium 1 LUNCH AND PULSE ROUNDTABLE DISCUSSIONS 12:00 PM - 1:15 PM Columbine Room


Download ppt "Www.pulsecommunity.org Making the Case for Vision and Change Science Case Network ASMCUE 2013 Denver, CO."

Similar presentations


Ads by Google