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

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

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

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?

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?

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?

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?

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

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

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

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

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!

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

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

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

Online Resources Available – Resources page developed by PULSE Fellows httpp:// s/Departments/BioDev/PULSE/resources.html httpp:// s/Departments/BioDev/PULSE/resources.html – Online workshop for regional meetings ( – PULSE community ( – Vision and Change ( Sharing PULSE Resources

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

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

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

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

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