Science Case Network GAPS IN REACHING DIVERSE AUDIENCES Aditi Pai Networking Conference August 6-7, 2012 RCN-UBE Project #1062049 1062049.

Slides:

Advertisements

Similar presentations

Confirming Student Learning: Using Assessment Techniques in the Classroom Douglas R. Davenport Dean, College of Arts and Sciences Truman State University.

Advertisements

Observation and Evaluation of the Use of Clickers in CU Physics Courses Kennda Lynch ASTR 5835 Teaching Seminar, Spring 2008.

GENERAL EDUCATION ASSESSMENT Nathan Lindsay January 22-23,

Conference - Redefining the Student Experience: directions for learning, teaching and assessment Sally Alsford and Gabriella Cagliesi University of Greenwich,

Children’s Studies’ SLO Assessments. The Main Idea  Self-report survey to assess acquired skills and understanding  Administered at the beginning of.

Interactive Learning with Classroom Response System in Biomaterials Education Spencer W. Crowder and Rucha V. Joshi Department of Biomedical Engineering,

Self-Efficacy in a General Education Mathematics Course Dr. Laura Schmidt University of Wisconsin – Stout OPID Spring Conference.

Graduate Program Assessment Report. University of Central Florida Mission Communication M.A. Program is dedicated to serving its students, faculty, the.

2014 Award for Innovative Public Health Curriculum College of Science and Health Urban Public Health (MPH) Program.

Context  Learning Problem: Many students are under-prepared for freshman biology courses. They have difficulty using their biology textbook and performing.

Excerpts taken from Culturally Responsive Classroom Management Assignment for EDUC 490 Fall 2005.

Assessing Student Academic Achievement The General Education Skills.

General Education Requirements Workshop Presented by the Office of Academic Advisement.

Dr. Brad Harrington, ©2009 MB 110: Human Resource Management Course Evaluations Prof. Brad Harrington Boston College.

Using TAs to Teach Case Studies in Large-Enrollment Science Classes Paula Lemons, Duke University Annual Conference on Case Study Teaching in Science October.

Institute for innovation and development of learning process

Student Technological Mastery: It's Not Just the Hardware Wm. H. Huffman, Ph.D. Ann H. Huffman, Ph.D.

Improved Performance and Critical Thinking in Economics Students Using Current Event Journaling Sahar Bahmani, Ph.D. WI Teaching Fellow INTRODUCTION.

Ismaila Odogba Department of Geography and Geology The Impact of Collaborative Testing on Student Learning in an Introductory Level Geography Course INTRODUCTION.

Rebekka Darner, PhD University of Florida.  My past teaching experiences  Why did I start using Mastering?  How do I use Mastering?  Tutorials  Activities.

Instructional Accommodations Inservice. Who deserves accommodations? Everyone! Instructional accommodations are not just for students who are struggling.

SENSE 2013 Findings for College of Southern Idaho.

Implementing Active Learning Strategies in a Large Class Setting Travis White, Pharm.D., Assistant Professor Kristy Lucas, Pharm.D., Professor Pharmacy.

Operation STEM Cleveland State University February 22, 2014.

Creating Web-based Learning Activities to Support the Needs of Diverse K-12 Learners.

Service-Learning and Grant Writing Workshop Tennessee Technological University February 23, 2010 Presented by: Shelley Brown Department of Sociology and.

STACKING YOUR PHYSICS COURSES GOOD IDEA OR TRAGEDY WAITING TO HAPPEN? By Grant Eastland Instructor, Blue Mountain Community College Pendleton, OR.

Successes and Challenges of Implementing a Student-Centered Earth Science Curriculum at the Nation’s Largest Singly-Accredited Statewide Community College.

Flipping the Large Intro Bio Class, Round 2 Jung H. Choi, School of Biology, Georgia Institute of Technology, Atlanta, GA Abstract In fall 2011.

Thank you for your interest in Staking your Claim as a Psychology Minor at UNC Charlotte! Students wanting to declare Psychology as a MINOR need to review.

Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: Students are not adequately.

Instructional Plan Template | Slide 1 AET/515 Instructional Plan Misty Lunsford.

Thinking About Thinking About Nature Christina P. Colon, Ph.D. Assistant Professor Biological Sciences Kingsborough Community College City University of.

An Empirical Study of In-Class Labs on Student Learning of Linear Data Structures Sarah Heckman Teaching Associate Professor Department of Computer Science.

From traditional lectures to active learning: Persistent gender differences in large introductory biology classrooms Sara E. Brownell Assistant Professor.

PER in Polynesia: How much does culture matter? Brian A. Pyper Ph.D. Director of Physics Education BYU-Idaho Department of Physics.

Jeff Johnston Assistant Director, Center for Teaching Lecturer, Department of Earth and Environmental Sciences, Vanderbilt University Meeting the learning.

Science Case Network How an RCN-UBE on Case Studies and PBL Can Help Address Vision & Change in Microbiology Education Margaret Waterman, Ethel Stanley,

Presented at the MCRI Workshop May 2009 by Dr. Megan E. Bradley Full Implementation Results for General Frostburg State University MCRI Workshop.

Background Sample Adwoa Lynn  Jessica Holbach  Senior Nursing Students Dr. Rita Sperstad, Assistant Professor  Dr. Rachael Haupt-Harrington, Assistant.

Biology Scholars Program Amy Chang American Society for Microbiology Goal: Develop faculty expertise in evidenced-based science education reform Seven.

Using Alice in an introductory programming course for non-CS majors Adelaida A. Medlock Department of Computer Science Drexel University

BI101 Instructor: Jess Friel Things to do before class starts: Sit where you want to work all term. As you wait for class to start, introduce yourself.

Patrik Hultberg Kalamazoo College

CS 139 – Algorithm Development MS. NANCY HARRIS LECTURER, DEPARTMENT OF COMPUTER SCIENCE.

Grant # STEM Modeling: Content and Practice David Erickson, PI, LABT Katie Kinney, Noyce Scholar, Biology Alan Marr, Noyce Scholar, Biology Wes.

THE STUDENT BECOMES THE TEACHER: Utilizing Teaching Assistants in a 2YC Classroom to Improve Understanding and Increase Retention Prior to Transfer Jessica.

Agro 1101 Biology of Plant Food Systems and the Environment Course Team: Kevin Smith Mary Brakke Seth Zeigler J. D. Walker Paul Baepler.

Team-Based Learning (TBL) Richard Yuretich Department of Geosciences University of Massachusetts Amherst.

Project Based Learning: Challenges & Opportunities John R. Mascazine, Ph.D. Ohio Dominican University Science Education Council of Ohio January 25 – 26,

EDUC 2130 Exploring Teaching & Learning William G. Huitt, Ph.D. Last Revised: January 2008.

TRAINING GTA S TO USE EVIDENCE- BASED PRACTICES 9 January 2016 Mary E. Pilgrim & Jessica Gehrtz Colorado State University.

Louisiana State University at Alexandria. Background Students Introductory Biology for majors 2 laboratory sections of ~ 25 students combined into 1 lecture.

FULL PROPOSAL DEADLINE (DUE BY 5 P.M. PROPOSER'S LOCAL TIME) DECEMBER 15, 2015 REvolutionizing engineering and computer science Departments (RED)

Inquiry Learning in SCI 230 (Biology) By Kelly Bohrer and M.E. Dillon University of Dayton.

Biology 1113 Course Redesign Caroline Breitenberger, Director Judy Ridgway, Assistant Director Center for Life Sciences Education.

WELCOME TO OPEN HOUSE! September 6, 2012 AP BIOLOGY G119 Mrs. Vanderfin Please sign-in at the side counters.

Erica Carnivalli Educational Portfolio. Welcome Hello my name is Erica Carnivalli, welcome to my Educational Portfolio! Nelson Mandela once said, "Education.

Good teaching for diverse learners

Developing a Survey Instrument to Improve Students’ Learning

Teaching Biomedical Ethics in a Hybrid Format

Supporting Sustainable Active Learning

Online Course Design: Is the Conversation Over?

Short-term intervention with CREATE influences

PROJECT/PROBLEM-BASED LEARNING: Who’s Doing the Thinking?

Derek Herrmann & Ryan Smith University Assessment Services

Race and Gender in Economics

Information Systems in Organizations Introduction Carey O’Donnell

Grad V.S. Undergrad Clickers V.S. Non-clickers

Naomi Unkelos-Shpigel1,2, Julia Sheidin1,2, Moran Kupfer2

Presentation transcript:

Science Case Network GAPS IN REACHING DIVERSE AUDIENCES Aditi Pai Networking Conference August 6-7, 2012 RCN-UBE Project #

Q1. Who do YOU think of when you think of diversity in your classroom?

Diversity Race Ethnicity Gender Sexual orientation Age Religious background Cultural background

Q2. What challenges do your students have in your/traditional classes?

Challenges faced by students Engagement Social dynamics Presence/absence

Q3. What is done to reach diverse students in your institution? Department? Classrooms?

My quick answer to those questions…

How things look from where I am..

Diversity : What is the problem?

 Who? Women of color  Challenges? Disengagement Retention  What am I/my department doing? Wait for it……

Diversity : What is the solution? Customize Active learning Relevant Engaging

Customizing to-take-student-attendance.html Wants to be a doctor Wants to be a lawyer

A ctive learning

r eal life/ r elevant examples

E ngaging?

In short..  My favorite solution is CASE STUDY METHOD

Q4. How can we make it work for diverse audiences? 1. Create customized cases 2. Pick existing cases that are of special interest to your audience 3. Adapt existing cases by tweaking them

But…Aditi you may ask me..

Q5. Does it work?

And I know ready for the answer...

Case study method in an introductory Biology class  Three main questions: 1) Did the case study method work?  what are the students’ responses to case study activities and assignments, 2) Did the students learn Biology from this class?  what is the students’ gain in conceptual knowledge, and 3) How does CBL Intro class compare to the previous introductory biology course?  how does student perception of their learning in this class compare to the previous introductory Biology class?

Did students like case study work? 1. Survey of student response to all elements of course (instructors, textbook, exams, case studies, labs, field trip) in 2006, 2007 Score from 0-10, 0 worst, 10 best for whether something was interesting and/or useful  Overall: yes,  2006: average 7.3 ± 0.85  2007: average 8.11 ± 1.88 www2.warwick.ac.uk/.../students/edriab/teaching/

Did students gain conceptual knowledge over the semester? 1. Pre-and post-class test 20 questions, very basic concepts  Yes  Pre- class test 52.5% and post -class test 63%

How does CBL approach compare to traditional lecture approach? 1. College administered student evaluation 22 questions on instructors, course quality and course management  Used scores of students evaluation of their learning experience for 8 questions on college administered survey for Bio 110 (new class) and 112 (old class)  Controls:  Same instructor  Same year (2006)  Student experience (freshmen)

Questions relating to learning experience in the survey Bio112 mean (SD) Bio110 mean (SD) Result of t- test The course improves my understanding of concepts and principles in this field 3.04(1.36)4.5(0.65)T 53 =19.35 P <0.005 Course activities and assignments assist with learning the course content 3.31(1.49)4.56(0.70)T 53 =13.70 P <0.005 Exams and assignments accurately reflect the course objectives 3.80(0.87)4.39(1.40)T 53 =5.17 P <0.005 The course is intellectually challenging 3.68(0.92)4.54(0.71)T 53 =17.71 P <0.005 I can apply information and skills learned in this course 3.5(0.96)4.21(0.92)T 53 =10.59 P <0.005 The course encourages me to think critically 3.86(0.83)4.48(0.61)T 53 =16.19 P <0.005 The course motivates me to do further exploration in this area 3.59(1.05)4.24(0.54)T 53 =13.88 P <0.005 I learned a great deal from this class 3.40(1.05)4.34(0.65)T 53 =17.34 P <0.005 Comparison of Bio 112 and Bio 110

Did it work? 1) Did the case study method work?  YES 2) Did the students learn Biology from this class?  YES 3) How does Bio 110 compare to the previous introductory biology course?  Students liked Bio 110 better

Yes..it works!  Introductory courses Ecology, evolution, Biodiversity (Pai et al JCST 2010)  Advanced electives Evolution (Pai 2009, JET)  Capstone Wait for it..

So --what now? Q6.What the biggest opportunities for research on case study method and MSIs? Q7. What should the next steps be for maximizing impact of case study teaching in retention of minority students?

Thank You!