SENCER-izing the Gen Ed STEM Classroom:

Transcription

1 SENCER-izing the Gen Ed STEM Classroom: Academic Engagement and Civic Responsibilities Innovative Teaching Seminar Series - CAS Florida Gulf Coast University 22 October 2010

2 SENCER Science Education For New Civic Engagements and Responsibilities Susan Cooper - College of Education Marguerite Forest - College of Arts and Sciences David Green - College of Arts and Sciences Funded by Whitaker Center and Douglas Spencer

3 What would instructors be doing differently if students weren t there?

4 If the answer is nothing, then these are not SENCER-ized courses.

5 Pre-SALG Clicker Exercise

6 I know how to incorporate civic engagement and responsibility into my courses. (Know) A - not at all B - just a little C - somewhat D - a lot E - a great deal

7 I understand how to relate the course(s) I teach to other STEM courses. (Know) A - not at all B - just a little C - somewhat D - a lot E - a great deal

8 I know what the SENCER-SALG instrument is. (Know) A - not at all B - just a little C - somewhat D - a lot E - a great deal

9 I use active learning strategies in my classes. (Do) A - not at all B - just a little C - somewhat D - a lot E a - great deal

10 I prepare students for future engagement with civic issues. (Do) A - not at all B - just a little C - somewhat D - a lot E - a great deal

11 I will use the information provided by the SALG instrument to improve instruction. (Do) A - not at all B - just a little C - somewhat D - a lot E - a great deal

12 I would like to share my ideas about teaching and learning with a larger community of educators. (Care about) A - not at all B - just a little C - somewhat D - a lot E - a great deal

13 I am interested in finding out more about how to engage students in learning. (Care about) A - not at all B - just a little C - somewhat D - a lot E - a great deal

14 I am comfortable working with faculty in other disciplines to improve student learning. (Care about) A - not at all B - just a little C - somewhat D - a lot E - a great deal

15 Currently, I teach A - Mathematics B - Life science (biology, environmental, etc.) C - Physical science (chemistry, physics, etc.) D - Education courses E - Other

16 SENCER aims to: Interest more students in STEM learning Encourage students to connect STEM learning to their other studies Strengthen students understanding of science and their capacity for responsible work and citizenship

17 About SENCER The SENCER Ideals Handout Overview About SENCER Resources

18 Summer Institute 2010 Our summer SENCER experience! Summer Institute Link Examples to come!

19 SENCER-izing You Today! Assessing the SENCER-ness of your existing courses (rubric) Assessment the SENCER way: SALG Retrofitting an existing Gen Ed course using the SENCER approach Future Plans and Goals Recap and Action Plans

20 SENCER SALG Student Assessment of Learning Gains A free online resource

21 How is SALG different from SAI? SAI Measures teacher behaviors Instructors cannot modify for their courses Students discriminate against what they expect to happen SALG Does not measure teacher behaviors Helps instructors improve teaching Students rate what helped them learn. Addresses value, relevancy, and motivation which are important for retention of learning.

22 What is SENCER-SALG? Student Assessment of Learning Gains Customizable assessment instrument and reporting system Available free to faculty to encourage students to assess and report on their own learning. Item validity is already established.

23 Why use SENCER-SALG? Identifies information about students attitudes about themselves as students, scholars, and citizens. Encourages students to engage in some metacognitive analysis. Provides valuable feedback that faculty can use to improve their courses.

24 SALG Goals Sections Content - 3 broad concepts Skills - Course-related Attitudes - Motivation Learning integration - Relevancy

25 SALG Pedagogy Sections The class overall Class activities Assignments, graded activities, tests Class resources Information given to students Support for student as a learner

26 How can you use the SALG? You can use a pre/post SALG, or just a post- SALG Invite students with an , or post CSV list Responses are completely anonymous, but students must answer 92-95% of questions to be considered complete Analyze in Excel - Download a cover sheet with 4 tabs including coding Departmental version is available

27 How can you get started? Go to Register. It s easy! Search for appropriate templates Edit and save your work. Start date: Choose a future date so you can edit your work if necessary. If you use information in an article, [email protected] because SALG is copyrighted.

28 SENCER SALG Student Assessment of Learning Gains A free online resource

29 SENCER-izingthe General Education STEM Classroom: Academic Engagement and Civic Responsibilities FGCU CAS Teaching Innovations Presentation on Friday, 22 October 2010 by Susan Cooper, Education, Marguerite Forest and David Green, Marine & Ecological Sciences, funded by the Whitaker Center for STEM Education

30 SENCER Future at FGCU Courses, Programs, and Civic Engagement SENCER Model Courses Available on line or at Summer Institutes SENCER Course Sequences Examples from Texas Woman s University SENCER Service Learning Example of Kapi olani Community College SENCER Civic Engagement Example of GLISTEN Program

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32 At SSI

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35 CS_GIS_Tewksbury.pdf

36 Other SSI 2010 Course Posters The SENCER Teaching Model in Indiana State University's Conservation and Sustainability Class The SENCER Teaching Method in Indiana State University's Introduction to Environmental Science Class Addressing Environmental Problems in SENCER-based Courses (Butler University) A Transdisciplinary, Integrated Science Course for General Education: A Lipscomb University Initiative Integrating Civic Engagement into an Integral Calculus Course (Roosevelt University)

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40 This book, edited by Richard D. Sheardy, codirector of the SENCER Center for Innovation Southwest, is published by the American Chemical Society (ACS) Symposium Booksand features contributions from presenters a symposium of the same name at the national ACS meeting in August of 2008 as well as other contributors. The goal of this book is to introduce the theory and practice of SENCER. Richard D. Sheardyreceived his BS in Chemistry Education at Michigan State University and his PhD in organic chemistry at the University of Florida. He is currently Professor and Chair of the Department of Chemistry and Physics at Texas Women s University. He teaches freshman chemistry, organic chemistry and biochemistry and continues his research focusing on the structure, stability and ligandbinding properties of DNA quadruplexes. Now available in hard cover from Amazon.com: Symposium/dp/ /ref=sr_1_1?s=gateway&ie=UTF8&qid= &sr=8-1

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43 GLISTEN Great Lakes Innovative Stewardship Through Education Network Initiatives/GLISTEN.cfm A three-year project that will harness the expertise and innovation of college faculty and undergraduate students in 8 states and 2 Canadian provinces to promote stewardship of the Great Lakes

44 GLISTEN Clusters will include communitybased organizations, local governments and others as collaborators working to achieve goals for water quality, clean air, conservation, and other environmental improvement. Each cluster will also include representatives from at least one informal science education venue, such as a science museum, nature center or state or national park. GLISTEN will make sub-awards to lead institutional partners designed to support collaborative clusters in 8 Great Lakes states. Each cluster will embrace at least one 4-year and one 2- year undergraduate institution where Great-Lakesstewardshipfocused courses will be developed and offered.

45 Support for Partners

46 Visiting FGCU on Tuesday, 23 November For additional information about this schedule, please contact Marguerite Forest: Phone (239) or

47 Service-Learning Pathways at Kapi olanicc in Hawai i

48 Learning%20at%20Kapi_olani%20CC/Pathway%20Brochure _.pdf

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50 Robert Franco at Kapi'olani CC

51 object/adminstaff.html Possible visit to FGCU in Spring 2011

52 /senior-faculty-fellows/

53 Students as Partners in Change Panel Presentation by Student Partners in SENCER-izing Courses Goldey, McCane, Bruns, Cecil, Dell, Ellison, Gilbert, Harbour, Hobbs, Mills, Salahani, van Milligen Audio Recording at: Audio/StudentsasPartners.wma

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55 SENCER at FGCU Many Pieces Already Exist

56 Next Steps ONE: Starting to SENCER-ize a Course BSC1051C Environmental Biology of Southwest Florida to be taught by David Green in Spring 2011 STEM and Environmental Education for Pre-Service Teachers before they do their science methods course Promote Active Learning about local and regional environmental and civic issuese.g. integrating GIS Exercises(being prepared by Graduate Assistant Kim Pierce, funded by Whitaker and M&ES): SST hurricanes storm surges vulnerable neighborhoods Tewksbury s course as one model Others at Lehigh University s Environmental Literacy and Inquiry Incorporate other SENCER elements Student Assessment of Learning Gains (SALG) Service Learning that meets SENCER Civic Engagement goals

57 /photos/galleries/2008/aug/ 25/flooding-bonitasprings/53522/#section_hea der

58 TWO: Starting to look for SENCER Course Sequences BSC1051C Environmental Biology of SW Floridaand what other courses at this level? then...???? IDS 3300 Foundations of Civic Engagement and IDS 3920 University Colloquium as capstone courses

59 THREE: Thinking about Sequential and Cumulative Service Learning projects throughout these courses GLISTEN and Kapi olani CC as models FOUR: Thinking about a SENCER-izedMinor and/or Certificate in Sustainability TWU as model SheardyJones.doc FIT as another model

60 Building Momentum Post Summer Institute Grant Awarded Board of SENCER Advisors - Completed Glenn s Visit 23NOV2010 Beta-test of Course Spring 2011 Using SENCER approach to pedagogy GIS Exercises Development Ongoing Course Sequence Assistance You all!

61 Your SENCER Action Plan Take a few minutes and write down the following: 3 Action Items A target completion date for each Resources you might need