1. Teaching Computation in the Sciences Using MATLAB®
Introduction and goals for today

2. Workshop Goals
Establish a community of practice invested in teaching computation that supports student learning
Effectively incorporate high-impact practices into introductory thru advanced courses
Recognize and make use of strategies that are inclusive of all students
Leave here ready to use the backward design process to (re)design a course or activity
Following 8 slides taken from Anne Egger, Sean Tvelia, Karen Viskupic during a NAGT course design workshop.

3. All freely downloadable from the National Academies Press:
Research on learning
Collected research on learning
All freely downloadable from the National Academies Press:

4. Key findings
Students come in to our classes with preconceptions, not blank slates
Students must have the opportunity to develop a conceptual framework that facilitates retrieval and builds on deep knowledge
A metacognitive approach helps students monitor their own learning and become better learners
Promising practices:
Developing (and using) learning outcomes
Engaging students in activities during class, in groups
Organizing content in scenarios, with context
Getting and giving feedback through formative assessment

5. If you could choose one thing…
NAGT-TWP Course Design Workshop
23 October 2015
If you could choose one thing…
What would you want students to remember from your course in (5, 10, 20) years? How do we design courses that facilitate this process?

6. NAGT-TWP Course Design Workshop
23 October 2015
Course Design
“Traditional”
= instructor-centered
Typical syllabus
Week 1: Chapter 1
Week 2: Chapter 2 …
Typically graded based on
1-2 midterms
Final
List Course Topics
Design Instruction
Design Exams/Papers
Wiggins, G., & McTighe, J. (1998). Understanding by design .Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins and McTighe (1998)

7. NAGT-TWP Course Design Workshop
23 October 2015
Course Design
“Backward”
= learner-centered
Identify outcomes: what you want students to know and be able to do
Figure out how you will know that they know
Design activities that help them succeed
Typical syllabus
Learning goals
Organization of course …
Typically graded based on
Weekly assignments
Projects
Wiggins and McTighe (1998)

8. NAGT-TWP Course Design Workshop
23 October 2015
Backward Design
Identify Desired
Results
Determine
Acceptable
Evidence
Plan Learning
Experiences
and Instruction
Wiggins and McTighe (1998)

9. Backward Design Identify desired results  learning goals/outcomes
Enduring understandings: that one thing…
Course-level outcomes: aspirational and substantial
Unit-level outcomes: achievable and measurable
Goals should “bundle up”
Determine acceptable evidence  assessment
Consider a wide range of assessments
Align assessments to learning outcomes
Plan learning experiences
Use instructional strategies that foster engagement
Design activities that give students practice

10. Some enduring goals
Enduring understanding: What do you want your students to remember 5 to 10 years from now?
Example from GEOS 357 Computation for Geoscientists
Overview
Processing data and developing quantitative models are critical skills for scientists and engineers. …The goal of this course is to empower the learner to use computational tools to address geoscience problems, as well as to use computers as a tool for scientific inquiry…. We need to be able to perform calculations, analyze and visualize data, and create numerical models to more deeply understand complex systems. This course will cover the basics of computational thinking and put the associated skills and practices in the context of solving geoscience problems.
Example from GEOL 360 Structural Geology (Anne Eager)
Overview
…A critical skill for structural geologists is 3-dimensional thinking, including the ability to visualize complex, 3-dimensional structures from sparse data. And really, 4-dimensional thinking: how these structures develop and change over time.

11. Some course outcomes
Course-level outcomes: What should your students know and be able to do by the end of the course?
Example from GEOS 357 Computation for Geoscientists
By the end of this course, you will be able to…
Apply…
Analyze and interpret quantitative and qualitative data to address questions about relevant Earth science concepts
Articulate...
Find and utilize a variety of computational resources to study Earth science processes

12. Some unit outcomes
Unit-level outcomes: What should your students know and be able to do (and show you they can do it) by the end of an activity?
Example from GEOL 357 Computation for Geoscientists
1: Computational concepts
Define logical operators and relational operators, giving examples from the Earth science data.
implement different loops with the proper exit strategy
use loops to do repetitive tasks ….
2: Tools for Earth science visualization
Appropriately use vector and raster graphic formats to display different types of geoscientific data …
Over 10 weeks, these “bundle up” into:
Analyze, interpret, and visualize quantitative and qualitative data to address questions about relevant Earth science concepts and processes.

13. Backward Design Identify desired results  learning goals
Enduring understandings: that one thing…
Course-level goals: aspirational and substantial
Unit-level goals: achievable and measurable
Goals should “bundle up”
Determine acceptable evidence  assessment
Consider a wide range of assessments
Align assessments to learning outcomes
Plan learning experiences
Use instructional strategies that foster engagement
Design activities that give students practice
Now!
Shortly
Later

14. Table Discussions: Cross-disciplinary learning outcomes
On your own: (5 minutes)
Come up with:
one enduring understanding - What do you want students to remember 5, 10, or 20 years after your course?
one course-level outcome - What should students know and be able to do at the end of your course?
one unit-level outcome - What should students know and be able to do at the end of an activity?
At your table: (until 9:30)
What are the overarching computational learning goals in your courses?
What computational learning goals are shared across the disciplines at your table?

15. Make sure to capture your conversation
Step 1: Go to the workshop program
Step 2: Click on Table discussion session reporting pages
Step 3: Click on your table number
Step 3: (one person – please identify a recorder)
Click “Show editing controls” (upper right, red box)
Click “Edit this page” (top green box)
Click anywhere in the text to start typing
Make sure to ”Save” regularly