1. 2006 Science Education: Vital Connection of Science to the Public Sphere 19 th Biennial Conference on Chemical Education 2006 The bridge between teaching and learning

2. 2006 Using Contemporary Issues to Teach Skeptical Inquiry: An Approach to Improve Science and Information Literacy among Undergraduates Nora Egan Demers ndemers@fgcu.edundemers@fgcu.edu http://itech.fgcu.edu/faculty/ndemers.demers.html Florida Gulf Coast University College of Arts & Sciences 2005

3. 2006 Acknowledgements FGCU Academic Affairs College of Arts & Sciences Whitaker Center Planning and Evaluation Research and Sponsored Programs Lee County Mosquito Control district (flights for images) FGCU Art students Sam Miranda Lenore Benefield Cid Conley Andy Tirado Rich Coughlin many other colleagues and students BCCE Chemistry IUPUI

4. 2006 Overview Brief evolutionary history of Institution and IDS program Description of the course –Goals and outcomes –collaborations with IT and Library View into the future

5. 2006 2005

6. 2006 FGCU- Then Opened Fall, 1997- 5 colleges Target audience: upper division students (2+2 articulation with local Community college) 25% smaller footprint with Distance Learning Arts and Sciences had a single B.A. in Liberal Studies

7. 2006 FGCU- Now Arts and Sciences has 13 B.A. degree offerings and 3 B.S. B.A.’s requires: IDS 3300 Foundations of Civic Engagement 2 other IDS including IDS 3303 A Capstone course

8. 2006 Student profile- changing demographics FTIC 1997: 175 (entire year) 1999: 302 (fall) 2000: 465 (fall) 2004: 975 (fall) 2006: 1800 (fall) Average Age 1997: 33 1999: 28 2000: 29 2005: 25.5 2006: 23

9. 2006 Collegium of Integrated Learning Arts & Sciences Strategy to Address the Student Learning Outcomes at FGCU- -originally 5 Upper Division courses and a Capstone (24 credit hours) -Compressed to 18 hours in 2000 -Now (2006) required for B.A, not B.S. -Degrees awarded in specific disciplines -Once again under revision

10. 2006 Student Learning Outcomes Mapped to IDS 3303 Issues in Science and Technology: problem solving, information literacy, technological literacy

11. 2006 Emphasize Science as a way of knowing

12. 2006 Use empirical data to falsify stance

13. 2006 Go beyond headlines and “Inside Edition” knowledge

14. 2006 Grading Scheme Scaffold 55% –Assignments 10% –Oral “debate” or presentation 20% – Independent presentation - written 5% – Summary discussions 10% – Class participation/attendance 0% – Portfolio

15. 2006 55% –Assignments Evaluation of Websites (4%) Annotated bibliography (4%) Timeline of issues (5%) Second version (5%) Data and Information on topic (with citations) to be used during the debates (7%) Summaries (written summaries of debates (5%) List of five Issues in Science and Technology (2%) Forming a Question/Making a Research Plan Worksheet (5%) Mining Resources (5%) Outline and First version (5%) My Librarian (5%)

16. 2006 Evaluate “WebTrends” data to help redesign course Collaborations with IT

17. 2006 Pages hit most immediately before and after class almost 40% between 10 PM and 4 AM Collaborations with IT

18. 2006 Collaborations with Library faculty “just in time” learning

19. 2006

20. Information Literacy skills crucial

21. 2006 Politics & Economics Culture & Society Powerful Influences

22. 2006 Powerful Influences Media, Arts and Literature Ecology and the Environment

23. 2006 Future Directions More computer tutorial sessions – policy & legislation More Peer Review Emphasize Civic Engagement Clarify role of Library in world of Google

24. 2006 Conclusions Allow students to choose topic Everything that matters has to “count” toward the grade (is there another way?) Focus on process and critical thinking skills Emphasize need to consider the source and bias Nothing is as “Black and White” as we might think Important and valuable to hear others ideas Great learning experience for all involved Possible to incorporate strategy into other courses