A celebration of biology https://www.youtube.com/watch?v=rWj-50qYmDM.

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Presentation transcript:

A celebration of biology

Scientific teaching in practice: what do we do now? Lisa Elfring University of Arizona Flor Breitman University of Brasilia Paul Laybourn Colorado State University With the support of Jenny Knight and facilitators past...

How are you feeling?

Benefits and barriers Individually, 4 minutes: Front (lines): What aspect(s) of scientific teaching makes you excited? (List is fine!) Back: What are you worried about concerning your implementation of scientific teaching? (List!) Please pass your card to Lisa, Flor, or Paul.

Learning Objectives Demonstrate awareness of expectations for the next year. Identify key stakeholders who will benefit when you successfully implement scientific teaching. Use principles of student learning to brainstorm structural changes in courses. Discuss specific strategies for your home institution with institutional teams.

In your application, you agreed to do the following within 12 months of MWSI: Teach a teachable tidbit (not necessarily your own) if you can. Work as a team to implement what you have learned about scientific teaching and engage your colleagues in trying to do likewise. Help evaluate the Summer Institutes (exit survey). Participate in follow-up MWSI activities. Keep in touch!

How are you feeling? I feel confident that I will be able to implement Scientific Teaching practices in my classes. a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

How are you feeling? I feel confident that I will be able to disseminate Scientific Teaching practices at my home institution. a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

Think, pair, share (3 minutes) Key stakeholders Who benefits when you succeed in implementing Scientific Teaching at your institution? Students, Science, the administration (retention, passing rates, graduation rates); other faculty; graduate student and postdoc TAs; employers; YOU!!!!; society as a whole.

Who will benefit when you succeed? You Students Colleagues Institutions

Some key resources Teaching Undergraduate Science (to be released, Stylus Pub.) Other than at Amazon, where would you find copies of these and other helpful teaching resources?

Jigsaw activity On your tables are short summaries about how students learn from How Learning Works. Step 1 (10 minutes): Discuss the principle at your table. Do you agree with this principle? What does it mean in practice? What are the implications in the classroom? At the institution/program level? Summaries from R. Felder and R. Brent, Chemical Engineering Education, 45(4): , Fall Jigsaw 1

Jigsaw activity Step 2 (10 minutes): Count off from 1 to 7. Take your principle with you and move to the table corresponding to your number. At your new table, briefly introduce the principle and some of the implications you discussed previously (~1 minute each person).

2 minutes!!!

Jigsaw activity Step 3 (10 minutes): Discuss In pairs, discuss how you might use these principles of how learning works to influence: Tables 1 and 6: Your own classroom practice Tables 2, 4, and 7: Your immediate colleagues Tables 3 and 5: Your programs and institutions Record your ideas on the white boards Summaries from R. Felder and R. Brent, Chemical Engineering Education, 45(4): , Fall 2011.

Jigsaw activity Step 4 (15 minutes) Groups report out on whiteboard strategies Summaries from R. Felder and R. Brent, Chemical Engineering Education, 45(4): , Fall 2011.

Planning your own strategy Move to sit with your institutional colleagues. Using the Planning Table sheet, list at least 3 concrete objectives for implementing scientific teaching at your home institution. How will you know when you are successful? What strategies will help you to get there? Who will be your allies? What do you anticipate as barriers? How will you support other team members?

5 MINUTES!!!!!

Perceived barriers to Implementation

Benefits Wordle

Barriers Wordle

Now it is time to celebrate!! Congratulations!