BIO 2010 TRANSFORMING UNDERGRADUATE EDUCATION FOR FUTURE RESEARCH BIOLOGISTS NRC 2003 Organized by Justin Hines Lafayette College Sarah Miller University of WisconsinMadison Speakers ID: 541585
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2020 Vision: Using Scientific Teaching to Address the Challenges of the NRC’s BIO 2010
BIO 2010: TRANSFORMING UNDERGRADUATE EDUCATION FOR FUTURE RESEARCH BIOLOGISTS
NRC: 2003
Organized by:
Justin Hines – Lafayette College
Sarah Miller – University of Wisconsin-Madison
Speakers:
Jennifer Frederick – Yale University
Justin Hines – Lafayette College
Jay
Labov
– National Research Council
Bill Wood – University of Colorado-Boulder
Event Facilitators:
Briana Burton – Harvard University
Katie Nemeth – University of Minnesota-Duluth
Amy
Prunuske
– University of Minnesota-Duluth
Special Thanks:
Thea
Clarke, Robin Wright, and the ASCB Education Committee
Susan Winslow – W.H. Freeman PublishingSlide2
Case: Frustrated ProfessorBefore the semester started, I worked really hard to set goals for the course. During the semester, I have been covering the content in clear efficient lectures that I think are really well-organized, but the students don’t seem to be learning the material. In fact, 40% of students failed the first exam.
Students these days don’t know how to take notes and study. They just don’t get it.
http://z.about.com/d/learningdisabilities/1/0/x/0/-/-/frustrated_teacher.jpgSlide3
What issues might be contributing to this situation?
Has the professor done his/her job?
Have the students done their jobs? What challenges might they be facing?
What suggestions do you have for the professor?
Have you faced a similar challenge?Slide4
NRC Board on Life Sciences (2009).
A New Biology for the 21st Century: Ensuring the United States Leads the Coming Biology Revolution
American Association for the Advancement of Science & National Science Foundation (2009)
Vision and Change in Undergraduate Education
Multiple national reports have called for a rethinking
of how we teach scienceSlide5
Approaching teaching with the creativity and rigor that we bring to research!Slide6Slide7
Bloom’s Taxonomy
Define, label, list
Classify, explain, describe
http://blogs.wsd1.org/etr/files/blooms_taxonomy.jpg
Apply, illustrate, use
Calculate, compare, contrast
Formulate, develop, create
Predict, assess, evaluate
Associated Verbs (active words)Slide8
Scientific Teaching in PracticeBackward design
Start with the end in mind:
1. Identify learning goals 2. Decide how to measure success
3. Design activities to meet those goals.Slide9
Backward Design
/outcomesSlide10
Our learning outcomes for the workshop participants
Define scientific teaching and identify ways to apply it to your own teaching.
Use active learning exercises to engage students in the course material.Apply assessment techniques to their own teaching.Slide11
These reasons become the learning goals.
Our job is to:
Help students accomplish those goals
Determine whether students achieve those goalsSlide12
PRIOR KNOWLEDGE & EXPERIENCES (SCHEMA)
DISSONANCE
CONSTRUCTION OF NEW KNOWLEDGE
RETENTION and
CHANGE IN BEHAVIOR
How People Learn (NRC)
Diversity
Active Learning
AssessmentSlide13
Diversity: definitions and dimensionsrace age
ethnicity ability statussocioeconomic status nationality
gender parental statussexual orientation language
religious beliefs marital status
political beliefs educational background (formal/informal)
learning style geographic location
Inclusion = The intentional ongoing engagement with diversity
Diversity = individual differences that can be engaged in the service of learning (Association of American Colleges and Universities, 2005) Slide14
Diversity : Benefits and ChallengesGroup performance:
Alternative viewpoints about how to best accomplish work (Ely & Thomas, 2001)
Higher level of critical analysis in decision-making (Antonio et al., 2004) Higher quality of solutions (feasibility and effectiveness)
(McLeod, Lobel, & Cox, 1996)
Individual performance:
Enhanced educational outcomes for individual students
(Milem et al., 2004; Chang et al., 2003; Turner, 2002)
Influential in student’s cognitive and identity development
(Alex-Assensoh, 2003)
Faculty:
Women and minority faculty report less satisfaction with their jobs
(Sheridan & Winchell, 2006; Harvard Task Force on Women Faculty, 2005; Trower & Chait, 2002, etc)
Faculty of color experience exclusion, alienation and racism at PWIs
(Turner & Myers, 2000; Turner, 2002)
Students:
Female students may experience unwelcome climate in class
(Salter & Persaud, 2003; Crombie et al, 2003; Swim et al, 2003; etc.)
Minority students often feel isolated and unwelcome in PWIs and may experience discrimination
(Rankin, 2003; Hurtado, Carter, & Kardia, 1998; Cress & Sax, 1998; etc.)Slide15
Practical teaching & learning tools based upon the latest research on:
the impact of inclusive teaching practices
diversity in the college classroomclassroom climate
demographics of college-bound students
http://cirtl.net/DiversityResources
Reaching All Students Resource Book
Literature Review
Self-guided Workshop
Inclusive Syllabi Collection
Case Studies