/
2020 Vision: Using Scientific Teaching to Address the Chall
2020 Vision: Using Scientific Teaching to Address the Chall

2020 Vision: Using Scientific Teaching to Address the Chall - PowerPoint Presentation

pamella-moone
pamella-moone . @pamella-moone
Follow
125 views | Public

2020 Vision: Using Scientific Teaching to Address the Chall - Description

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 Download Presentation

Tags :

amp students teaching learning students amp learning teaching 2003 goals university diversity faculty research college active design science professor

Please download the presentation from below link :


Download Presentation - The PPT/PDF document "2020 Vision: Using Scientific Teaching t..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.

Share:

Link:

Embed:

Presentation on theme: "2020 Vision: Using Scientific Teaching to Address the Chall"— Presentation transcript

Slide1

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!Slide6
Slide7

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