Why Diversity is Good for Everyone

Scientific Teaching

Brad HymanUniversity of California, RiversideClarissa DirksThe Evergreen State College1Goals for Summer InstituteTo enhance the quality of science education

To create a more diverse scientific community

Initiate a national revolution in science educationNSF ADVANCE2Explain the need for change in science educationDefine scientific teachingList and describe the three themes of scientific teachingEngage in the process of science

Learning Outcomes for Scientific Teaching Session Participants will be able to..3AAAS Science for All AmericansNRC How People LearnNAS From Analysis to ActionNRC Bio2010President Obama Win the FutureNeed for increase of science literacyNSF and AAAS Vision and ChangeCalls for Change in Science Education 4Reasons For ChangeTalk to your neighbor5Reasons For ChangeInability of science students to engage in conceptual and analytical thinking Poor retention (10-20% lecture content)Exit of students from college science (biology majors ~60%)Long term lack of persistence of women in academic science Greater loss of certain ethnic minorities (~80% for African American students)

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Science 324: 1386-1387 2009Minority Retention Rates in Science Are A Sore Spot for Most Universities Underrepresented students dont stay the course.7What is Scientific Teaching?Talk to your neighborNSF ADVANCE8The classroom reflects the process of science evidence basedThe classroom captures the rigor, iterative nature, and spirit of discovery of science at its bestStudents learn the process and skills of scienceThe classroom includes all studentsWhat is Scientific Teaching?Handelsman et al., 2004 Science 304:521-522. NSF ADVANCE9Summer Institute ThemesAssessmentActive learningDiversityNSF ADVANCE10Summer Institute ThemesAssessmentNot assume that our teaching methods workEmpower students to assess their own learning- metacognitionEnable instructor to monitor student progress

NSF ADVANCE11Summer Institute ThemesAssessment

Active learningStudents must be engaged in the process of learningTransition from a passive to an active learnerNSF ADVANCE12Active LearningYou are now playing the role of an undergraduate in introductory biology

Please read the information on the next slide and discuss this in groups of three at your table13Active Learning(NOTE: If you know the answer to this, please dont reveal it to your group!)You an undergraduates at a party. One of your male friends goes into the bathroom and comes back to you looking rather distraught. He tells you that he found a box of pregnancy tests in the bathroom and as a joke took the test. He was shocked when he unexpectedly saw a positive result. Discuss the results with your group of 3 and propose a hypothesis and design an experiment.14Active LearningShare your hypothesis and experimental design with the other group(s) at your table.

15Active LearningNew information:You think that the test is faulty and advise your friend to go into the bathroom and take another test. You are amazed to find out that the second test is also positive. You even confirmed that he was reading the results correctly!

Does this new information change your hypothesis?What questions do you have for us?

16Active LearningLets Brainstorm!

17Active LearningWe just modeled:The process of scienceThe importance of collaborative of workAsk, dont tellEveryone was engaged!

18Summer Institute ThemesAssessment

Active learning

DiversityScience depends on contributions from diverse people for creativity so should our classroomsNSF ADVANCE19What is DIVERSITY in the classroom?

Brainstorm!20

DIVERSITY in the classroomCognitive StyleLearning StyleGender, Race, and StylePrejudice and Bias in the Classroom

21Your Work at The Summer InstituteTerminology:A teachable unit versus a teachable tidbitTeachable Unit: a framework of a teaching plan designed to help students master a particular concept

Teachable Tidbit: one or two teaching activities from this unit that are developed in detail (you will present it on Thursday) Materials Are Developed With FeedbackTerminology: Do-Si-Do/group shareDo-Si-Do:An event in which one group presents their preliminary work to another team for feedback.

Each group should explain their learning outcomes, then teach their tidbit to the other group. The groups offer one another constructive feedback for improvements. Discuss the typical approach faculty take.When a faculty member in your department is given a new course to teach, what steps do they take to prepare?24Standard course planningChoose textbookCreate syllabusWrite/revise lectures, notesPrepare PowerPoint presentationsWrite examsInstructor-centeredAdapted from Wiggins and McTighe (1998)General Course GoalsMeasurableOutcomesSummative Assessment(Exams)Formative Assessment(Instruction)An Alternative Approach Is Backward Design

Student CenteredAdapted from Wiggins and McTighe (1998)MeasurableOutcomesSummative Assessment(Exams)Formative Assessment(Instruction)General Course GoalsMondayTuesdayandWednesdayEverything is inclusive of Diversity! Final Presentations on ThursdayEach group will have 25 minutes to present an outline of their unit and teach their tidbit.

Presentations will be followed by 10 minutes of comments and suggestions.Note: The process is the important part of the Summer Institute and developing the materials provides practice. Throughout the Summer InstituteWe Will Use A Variety of Techniques and ToolsiClickerA radio frequency classroom response system that helps us better connect!

Why do we want our students to use iClickers?iClickers, or personal response systems, will:

help students to be engaged during lectures.

allow students to assess your knowledge during lectures.

allow faculty to assess students knowledge during lectures.

keep student responses confidential.

enhance peer instruction.Lets Practice Using Them!I have used iClickers or another personal response system in my teaching.

YesNoWe Will Use iClickers To Gain Important Information From You Throughout the Summer InstituteFor Example . . .I am familiar with or have used a Wiki prior to the Summer Institute:

YesNoThis Summer Institute will help you be in a position to do . . .In the literal sense you will be able to:introduce innovative teaching approaches measure the effects on student learninguse the data to improve the course next time around

Scientific Teaching!

35Point out the analogy to laboratory science with an assay for student learning, you can apply the scientific approach to optimizing your teaching. Break Time!