on one of the note cards at your table, please tell us... your name your institution and role...
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On one of the note cards at your table, please tell us...
• Your name• Your institution and role (professor, administrator, etc.)• Your discipline• What are your expectations for this workshop?• What are you doing in your university/organization to promote
civic education?
Goal
To advance your efforts in developing courses and professional development programs that cultivate engaged
citizenship in students and faculty.
Plan• Brief description of the Innovative Course-building Group• Philosophy & Timeline• Two “case-studies”• Abbreviated think-pair-share
Engaging Courses
Scientifically Literate Citizens
Supporting Innovative course
development
STEM mini-grants
ResearchStudentFaculty
AssessmentInstitutionsProgramsCore/General Ed.Students
Recognition
Faculty Teaching Network
Connecting toK-12
Community Science
Service Learning
SENCER / Social Issues
Interdisciplinary Innovative Course Building Group
Mathematical Modeling through Financial Calculations
Educational Strategies for Non-Traditional Instructional Settings
Animal, Vegetable Human: The Science and Sociology of YOUR food
Critical Thinking: Climate and Chemistry
Critical Thinking: Public Deliberation
Civic Engagement in the Curriculum
Inquiry and Reflection in Science
Environmental Health
…and many innovative activities and units in “traditional” courses
Social Justice:Indigenous and African movements in Latin America
Mathematics on the Fringe
SENCER robustly connects science and civic engagement by teaching “through” complex, contested, capacious, current, and unresolved public issues “to” basic science.
SENCER helps reveal the limits of science by identifying the elements of public issues where science doesn’t help us decide what to do.
SENCER shows the power of science by identifying the dimensions of a public issue that can be better understood with certain mathematical and scientific ways of knowing.
SENCER, by focusing on contested issues, encourages student engagement with “multidisciplinary trouble” and with civic questions that require attention now.
SENCER includes faculty (tenure AND non-tenure track) and administrators from ….
•Liberal arts institutions
•Community Colleges
•Research Universities
•High Schools
SENCER at GCSU – a timeline (not to scale)
You are
here
20112009
Cohort became the Innovative Course Building Group (ICBG)
2nd faculty development workshop
Planning for next cohort of ICBGers
GCSU’s 1st faculty development workshop (funded by SENCER post institute award)
Every year new participants join the leadership team AND become mentors to the next cohort of ICBGers.
2003
The Science Education Center hosts David Burns to present SENCER ideals
2004 2005
Julia Metzker nominated and appointed a SENCER Fellow
2008
= Attended SSI
First SSI attended
2010
3rd workshop & focus on dissemination
http://icbg.wordpress.com
Who we are …The Innovative Course-Building Group (IC-BG) is a grass-roots social network for learning that supports teaching faculty and staff across disciplines. We use civic issues as a catalyst for designing engaging courses that will result in important student learning.
Our guiding principles …• Time is valuable: gatherings are deliberately designed to be productive,
meaningful, and enjoyable uses of this limited resource.• Good ideas recycled, refined, and adapted become great ideas.• Teaching and learning rarely happen in isolation: collaboration supports
innovation.Our participants…• Will design a course (and activities) ready to teach!
Start of fall semester: Recruit new faculty, review applications, setup schedule.3 meetings in the fall semester and 3 meetings in the spring.
Our Innovative Course Building Group Workshop Logistics
Topic Homework*
1 Introduction. Identify course and complex issues addressed in course.
Decide on course. Develop interdisciplinary connections.
2 Course Goals. Write course goals.
3 Active learning strategies & course activities.
Examine 2 SENCER model courses.
4 Assessment techniques/ strategies (including SALG)
Map course activities and assessment to course goals.
5 Critique first draft of course. Work on final course presentation.
6 Socialize & present final course (poster presentations)
*Homework typically posted to blog where other members can comment.ICbG blog: http://icbg.wordpress.com/
Development of a typical IC-bGer (not to scale)
Where are
you?
Tried an in-class assessment
Mapped activities and assessments to course goals
Facilitating workshops and
mentoring
Introduced a new activity (or several)
Thinking about changing her
course
Wrote new course goals
Noticed a lack of student
engagement
Innovative course
redesign
Building & sustaining a professional
network
Portrait of an IC-bGerGregg Kaufman – Government Instructor
• Gregg had been teaching part-time when he joined the ICbG last year. Currently, he is teaching ¾ time and coordinates the ADP program.
• As an instructor (non-tenure track) many development activities were unavailable to him.
• Through ICbG workshops, Gregg designed Public Deliberation, a core curriculum course for first-year students that addresses critical thinking. His course design began with specific course learning outcomes and ended with a course-map that links the assessment and activities to course goals.
• As a new member of the ICbG mentor group, Gregg will participate in future workshop development, mentoring and SOTL activities.
Portrait of an IC-bGerJulia Metzker – Chemistry Professor
• After her first year at Georgia College, Julia noticed students in her chemistry course were not engaged with or excited about the course content. She began converting laboratory courses from “canned-labs” to inquiry projects with social relevance and “retooled” a science course for non-science majors.
• After attending a SENCER summer institute, she co-wrote a small grant to create a professional development community for university teachers (IcBG). This community went on to design a series of course-design workshops.
• Julia has “re-designed” several courses around active learning, including a successful course that investigates the causes and consequences of our high-mileage food system.
• She continues to be an active member of the Innovative Course-building Group and enjoys belonging to a “social network for learning”.
Deliberation
Choice
LearningCitizen
GroupCommunity
Comprehension
Application
Analysis
Synthesis
Knowledge
Purpose
Question at issue
Information
Point of View
Implications & Consequences
Assumptions
Concepts
Interpretations & Inferences
PUBLIC WORK
KEYDeliberation CycleLearning TaxonomyCritical Thinking Elements
Activity: Your goalsThink-Pair Share
• Think– Identify where you are on the timeline and write down a
goal you intend to accomplish.– Quickly map the tasks and resources needed to
accomplish your goal.
• Pair– Find someone from another school that you do not know
• Share– Your goal and map– Refine your partner’s plan
• Share with everyone
On the other side of your notecard, please tell us...
• Were your expectations met? Why or why not?
• Write one action item you intend to accomplish when you return to your own campus.
Connect with us blog: icbg.wordpress.com
email: julia.metzker@gcsu.edu, gregg.kaufman@gcsu.edu
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