Teaching for Student Success Cathryn A Manduca SAGE 2YC 7/18/2013

Harken back to when you were a student. Remember those points when things were challenging. What made it possible for you to be successful in completing your first degree?

A Framework for Success Persistence in Science and Math Drive to Succeed Academic Success Sense of Belonging Support for Learning More than just academics or cognition We need to consider the needs of the whole person A framework developed at Carleton based on literature and interview study (Gross, Manduca, Iverson and Willet, in prep)

The ECC Trilogy A Whole Student Model for Success Engagement Interest Awareness Motivation Engagement Interest Awareness Motivation Continuity Opportunities Resources Guidance Continuity Opportunities Resources Guidance Capacity Knowledge Skills Advancement Capacity Knowledge Skills Advancement Jolly, Campbell, Perlman, 2004

Challenges Reported by Students Entering STEM Majors at Carleton Feeling isolated or as if they didn’t belong. Need for mentoring or advising (peer and faculty) Perception (real or not) of being underprepared for Carleton and/or STEM fields. Problems with time management and studying. Persistence in STEM Drive to Succeed Academic Success Sense of Belonging Support for Learning

Think, discuss at your table, be ready with a few ideas for a round robin report out How do you support student success in your teaching?

Strategies for supporting student success through teaching

The Importance of Teaching Concerns leading to switch from STEM major Lack or loss of interest in science Belief that a non-STEM major holds more interest or offers better education Poor teaching by STEM faculty Feeling overwhelmed by the pace and load of curriculum demands

What are the elements of effective teaching? Effective teaching maximizes student learning

Wisdom from Learning Science Students must construct their own understanding – Must be engaged to learn – Must start from what they know – Must practice skills – Must be able to make connections to transfer to new situations Metacognition or the ability to monitor and guide learning (or its application) is a critical, learned skill Attitude, motivation, and confidence are important in the ability to learn How People Learn, NRC, 1999; How Learning Works, Ambrose et al, 2010

Research Based Methods Students engaged in collaborative learning – student-student; student- faculty (Smith et al., 2005) Learning through practice with feedback – teaching with data and research (10,000 hours) Reflection and refinement (Edelson et al, 2006) Explore before learn (Schwartz et al, 2005)

What is the motivation for students to engage with this information? What are the key relationships that are critical to understanding the use of this information? How will students make these connections? What skills (thinking and technical) are associated with using this information? How will the students practice these skills and become proficient in using the information and skills together? What is the range of situations in which a geoscientist regularly uses this information and skills? How will the student be prepared to transfer this knowledge and skills from the context of a class to a broader range of situations? Explore before Learn!!!!

Am I capitalizing on research on learning and instructional design? InTeGrate Design Rubric Cutting Edge Review CLEAN Review GeoPrisms Self-Observation

Is it Good? Will the activity lead to the desired learning? Will I be able to tell? Does the pedagogy promote learning? Are the materials I provide for students complete and helpful? Could someone else implement this from the information I provide?

Am I doing what I think I’m doing? – RTOP observational protocol RTOP observational protocol Discuss what you liked or didn’t like about this session (considering what you’ve learned). (5 minutes) Score this presentation using the RTOP protocol (10 minutes) How valuable is the score? What did it miss? What did it overvalue? What did you learn? What was surprising (10 minutes)

Is it Working? Does my teaching impact student learning the way I anticipate? If this was a scientific research project, how would I answer this question?

Assessment and Geoscience Research Understanding a Complex System Experimental design: What do I want to know? How can I obtain this information? What do I think is going on? How can I test this idea? Analysis: Is the experimental apparatus working? Is the experiment yielding the desired information? How can I verify my results? Interpretation: How do I determine causality? Is this the only interpretation?

The Scientific Assessment Process What is your hypothesis? What sources of information would illuminate whether or not your hypothesis is correct? Which of these sources can you collect? Cost/benefit analysis. Initial data collection, interpretation Revision to teaching Repeat

Final Discussion

As a table, in two parts What do I want to know? Hypotheses must be testable How would I find out? Data sources must be obtainable Does my teaching impact student learning the way I anticipate?

What You Might Want to Know What did my students know and what did they learn? How was their learning related to what I wanted them to learn? How was their learning related to my teaching? What is holding them back?