1. Transforming Tertiary Science Education Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt, Ewen Cameron, Billy O’Steen Update on the joint project between the University of Canterbury & Massey University

2. Goals for this talk After this talk, participants will: Know what the project is about Explain what we are doing Evaluate how it is going Infer what will be done next Debate and critique the project and its results 2

3. What is the project about? Adapt the Carl Wieman Science Education Initiative to the Kiwi context Rigorous, evidence-based approach to reform –Observations and measurement –Learning goals, concept test and formative assessment development –Implementation of reforms and measurement of its effectiveness Six courses: 2 biology at Massey, 4 geology at Canterbury 3

4. What are we doing Two iterations: baseline and intervention Administer knowledge (concept) test pre-post Administer attitude survey pre-post Classroom observations to –Infer learning goals –Monitor student engagement Develop interventions in consultation with CWSEI and course instructors 4

5. First results 5

6. What do you think? Which instructor behaviour generates the most student engagement? A.Use of humour in class B.Linking lecture to learning goals C.Use of examples D.Voice modulation 6

8. Attitude results: Geol 113 Generally some shifts to more expert thinking, but strong novice thinking persists When I look at a landscape, I have an idea of how long it took to form –Pre: 34, 34, 31Post: 47, 50, 3 It is important for the government to approve new science ideas before they can be widely accepted by the population –Pre: 57, 23, 20Post: 55, 26, 19 8

9. Shifts to expert-like thinking? Earth and Ocean Sciences have little relation to what I experience in the real world –Pre: 0, 28, 72Post: 0, 3, 97 9 Well… we did have the September earthquake during this period…

10. Concept test -baseline Concept tests for two geology courses developed Geol 336 post test result 52% About 25 % of students in Geol 336 said “I haven’t started studying yet” when asked what might inhibit them on test 10

11. Interventions Clickers In class exercises Academic development for staff 11

12. A.30% quartz, 30 % k feldsapar, 30% plagioclase, 5% olivine, 5 % pyroxene, ROCK rhyolite B.10 % quartz, 20% olivine, 10 % pyroxene, 50% plagioclase, 10% biotite. ROCK dacite C.5 % quartz, 15% amphibole, 5 % k feldsapar, 70% plagioclase, 5% biotite. ROCK Andesite D.20% amphibole, 10 % pyroxene, 50% plagioclase, 10% biotite, 10 % olivine ROCK Dacite From the image and what you know about intermediate rocks estimate the mineral proportions and name the rock Example: clicker question

13. δ18O = -5 δD = -32 δ18O = -4.6 δD = -38 δ18O = - 4.5 δD = -36 δ18O = - 5.5 δD = -35 δ18O = -6 δD = -37 5 4 3 7 8 9 13 14 15 δ18O = -5.2 δD = -35.5 δ18O = -5.5 δD = -36 δ18O = -5.8 δD = -37 δ18O = -5.5 δD = -28 δ18O = -5.2 δD = -30 A B C δ18O = -5.2 δD = -31 In class exercise, this map shows relative resistivity, 3 is low 13 is high, and characteristic isotopic and geochemical spring characteristics. Where would you drill for geothermal energy? Why? And What fluid characteristics would you expect to find ?

14. Academic development Interventions for Geology courses at Canterbury developed and implemented in consultation with teaching teams Revamping a course must have buy-in –Must be authentic for instructors –Must fit instructor’s teaching style –Partly academic, partly pastoral for students 14 Academic development is done WITH, not TO instructors

15. Random anecdotes Canterbury: Students borrowing clickers for their own presentations Massey: Students were observed turning off Facebook to do in class exercises 15

16. What’s next? Interventions for Geology courses for semester 2 are under development, in consultation with the teaching teams Massey already doing interventions in semester 1, 2011 Several spin-off projects are starting up at Canterbury Development of ways to reliably interpret Canterbury data 16

17. Spin offs Hazard education research Potential to supply data to triangulate post- earthquakes student resiliency surveys Linking up with Physics Ed. In Auckland UBC researcher Alison Jolley joining team 17

18. Acknowledgements Our research assistants for doing an absolutely marvellous job Carl Wieman Science Education Initiative group at the University of British Columbia The audiovisual support units at Canterbury and Massey 18

19. Questions or comments? 19