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The Earth & Ocean Sciences Science Education Initiative at the University of British Columbia Sara Harris with contributions from Francis Jones & Brett.

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Presentation on theme: "The Earth & Ocean Sciences Science Education Initiative at the University of British Columbia Sara Harris with contributions from Francis Jones & Brett."— Presentation transcript:

1 The Earth & Ocean Sciences Science Education Initiative at the University of British Columbia Sara Harris with contributions from Francis Jones & Brett Gilley. Acknowledgement to Carl Wieman, Sarah Gilbert, and the many UBC faculty and student participants. Teaching Introductory Geoscience Courses in the 21 st Century Virtual Workshop 18 March 2014

2 Overview: The Carl Wieman Science Education Initiative, 2007-2014 Course Design Principles: Learning Goals aligned with Activities aligned with Assessments Using Evidence to Improve Teaching & Learning

3 Using Evidence-Based Pedagogy in Introductory Classes Articulated Learning Goals (student-focused) Pre-class preparation with accountability In Class (active learning w/timely feedback): – Peer Instruction – Clickers – In-class Worksheets with Clicker Check-ins Assessment: – Pre-Post assessments (as validated as possible) – 2-Stage Exams (an example) For CWSEI research papers: http://www.cwsei.ubc.ca/SEI_research/index.html

4 Categories of Evidence (Evidence of “change” or “improvement” or “good stuff” in teaching and learning) Student work/performance Instructor-reported teaching practices and attitudes Student perceptions 3 rd party observations

5 Pre-Post Assessments for Feedback and Iteration 6 offerings, 2 different courses, 3 different instructors, n students = 76-150 Evidence supporting worksheets + clickers as more effective for student learning than lecture + clickers

6 Assessment to Support Learning: 2-Stage Exams Gilley, B. and Clarkston, B., 2014. Collaborative testing: evidence of learning in a controlled in-class study of undergraduate students, Journal of College Science Teaching, Vol. 43, No. 3, 83-91. Video at: http://blogs.ubc.ca/wpvc/two-stage-exams/ Students take the exam individually, then immediately repeat the exam in a group of 4. Instant feedback Students leave exam knowing the answers Measurably greater improvement in subsequent testing of concepts discussed during exam, than for concepts tested individually only

7 Culture Change: Teaching Practices Inventory http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm “Effective Teaching Practices Fractional Score” Wieman, C. and Gilbert, S., submitted. The Teaching Practices Inventory: A new tool for the evaluation and improvement of college and university teaching in mathematics and science.

8 Culture Change: Teaching Practices Inventory http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm More talking to colleagues! Some more reading! Not much change in observation

9 Culture Change: Teaching Practices Inventory http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm 2013: Barriers are about INSTRUCTORS 2007: Barriers were about STUDENTS & INFRASTRUCTURE

10 Student Learning Experiences Survey Survey available at: http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdfhttp://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdf

11 Student Learning Experiences Survey Survey available at: http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdfhttp://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdf

12 Classroom Observations (COPUS): Smith, M.K.,F.H.M Jones, S.L. Gilbert and C.E. Wieman, 2013. The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices, CBE-Life Sciences Education, Vol. 12, 618-627.

13 Long-term sustainability & Challenges Importance of involving new faculty Importance of involving graduate students Changing the norm Collaborative co-teaching Encouraging reflection and deliberate practice Importance of administrative support (evaluation, tenure, promotion, hiring decisions)

14 Resources http://www.cwsei.ubc.ca (lots of resources on evidence-based pedagogy for instructors!) http://www.cwsei.ubc.ca http://eos.ubc.ca/research/cwsei/ (approaches & outcomes from EOS-SEI) http://eos.ubc.ca/research/cwsei/ – http://eos.ubc.ca/research/cwsei/eossei-times.html (our “monthly” 2-page newsletter) http://eos.ubc.ca/research/cwsei/eossei-times.html http://blogs.ubc.ca/wpvc/ (short video clips of techniques in action, e.g. 2-stage exam; jigsaw activity; active learning in a large class; “tutoring” in a large class) http://blogs.ubc.ca/wpvc/

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