Scientific Teaching Jo Handelsman Yale University

Goal of the HHMI Program for Scientific Teaching To change the way science is taught nationwide To increase the diversity of students in science

Reasons For Change Widespread scientific illiteracy Inability of science students to engage in conceptual & analytical thinking Poor retention (10-20% lecture content) Exit of students from college science (biology majors ~60%) Greater loss of certain ethnic minorities Long term lack of persistence of women in academic science

A Tiny World

the learning should be active the content should capture the nature of science and the scientific endeavor the teaching should reflect the rigor, iterative nature, and spirit of discovery of science at its best the students should capture the strength of diversity Scientific Teaching Handelsman et al., 2004 Science 304:

History of Active Learning Plato John Dewey – “students are not empty vessels to be filled….” David Ausubel – constructivism –learning is a process of adjusting our models to accommodate new information –knowledge is constructed, not absorbed

Scientific Teaching in Practice Active learning Students must be engaged in the process of science Assessment Need to determine whether methods work, not assume they will Diversity Science depends on contributions from diverse people for creativity – so should teaching

Scientific Teaching in Practice Active learning Students must be engaged in the process of science Assessment Need to determine whether methods work, not assume they will Diversity Science depends on contributions from diverse people for creativity – so should teaching

Active learning in the classroom Students contribute and act –Students solve problems –Student think, discuss, and question Inquiry-based learning –Students ask questions and answer them –Students engage in the process of science Assessment - Determine whether students are learning - Provide opportunities for students to assess their own learning Cooperative/group learning –Students work in groups –Teacher is facilitator

Active Learning Works Helman and Horswill, 2002 –10% increase in exam scores Sivan et al., 2000 –Enhanced ability to be “self-managed learners” –Enhanced critical thinking skills

Cooperative Learning Works Deutsch, M Coop learning fosters: interdependence, achievement pressure higher productivity, more ideas Okebukola, P.A ,025 9th graders Cooperative mode--intellectual achievement Competitive mode--practical lab skills Johnson, D.W. et al studies Cooperative = higher achievement higher order thinking Swisher, K. and others in the 1990s Cooperative learning = higher achievement Native Americans (Navajo, Cherokee) African Americans Female Americans

Figure 2. Mean change scores on spring 1993 concept test, by question. Error bars represent one standard error (*p 0.05).

Active Learning in Developmental Biology at U Colorado From: “Teaching More by Lecturing Less” Jennifer K. Knight and William B. Wood Cell Biol Educ 4(4): With “clickers” Learning gains increased 9% Increase greatest for best students Increase greater for women than men

Example of Active Learning Identify misconceptions in A Tiny World

Scientific Teaching in Practice Active learning Students must be engaged in the process of science Assessment Need to determine whether methods work, not assume they will Diversity Science depends on contributions from diverse people for creativity – so should teaching

Human diversity leads to….. Better academic experience (Milem, 2001) More feasible and effective solutions to problems (Cox, 1993; McLeod, 1996) Better, more defensible decisions (Nemeth, 1985; 1995) More innovation in teams (Kanter, 1983) Best teams in science and theater (Science, 2005)

Cognitive and Learning Styles Cognitive style Process of thinking, perceiving, and remembering (McFadden, 1986)

Cognitive and Learning Styles Cognitive style Process of thinking, perceiving, and remembering (McFadden, 1986) Learning Style Preferred way to learn (Gregorc, 1979) Behaviors associated with learning (Kocinski, 1984)

Cognitive Style Assessment

Diversity in the Classroom Accommodate diverse cognitive and learning styles with diverse methods Examine unconscious bias to minimize its impacts

HHMI Fellows Program HHMI Teaching Fellows “Scientific Teaching” Instructional Materials Develoment Mentor Undergrad Research Project

Instructional Materials Development Develop materials – “teachable unit” Use peer review to improve Test in classroom

Teaching Fellows -- Classroom Teaching Self-reported skills and knowledge SkillBeforeAfterP-value Develop instructional materials < Reflect on teaching with rigor < Teach biology3.44.9< Develop learning goals that reflect nature of science <0.0001

Teaching Fellows -- Classroom Teaching Self-reported skills and knowledge SkillBeforeAfterP-value Include active learning < Include assessment < Reach diverse students < Create inclusive classroom <0.0001

Evaluation of quality and quantity of presentation from PRE and POST teaching philosophies of 2006 Teaching Fellows. Teaching Philosophy Scoring Category PREPOSTPRE- POST p= Definitions of Teaching and Learning View of the Learner View of the Teacher Goals & Expectations of Student-Teacher Relationship Teaching Methods Learning Assessment Professional Development Organization of the Statement

National Academies Summer Institute on Undergraduate Teaching in Biology Supported by HHMI Collaboration among NAS, HHMI, UW, and Yale Co-directed with Bill Wood

Design teachable units

Learn assessment techniques

Use peer review and iterative improvement process

NAS Summer Institute Since 2004…..  256 faculty and staff  91 research I universities  teach over 100,000 undergraduates annually  numerous teaching publications  significant gains in skills and confidence  gains persist 1 and 2 years post SI

Acknowledgments Jim Young Sarah Miller Chris Pfund Christine Pribbenow Adam Fagan and Jay Labov Peter Bruns Howard Hughes Medical Institute

HHMI Program for Scientific Teaching Producing a new generation of scientific teachers