1. Scientific Teaching Jo Handelsman Yale University

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

3. 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

4. A Tiny World

5. 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 304:521-522.

6. 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

7. 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

8. 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

9. 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

10. 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

11. Cooperative Learning Works Deutsch, M. 1949 Coop learning fosters: interdependence, achievement pressure higher productivity, more ideas Okebukola, P.A. 1984 1,025 9th graders Cooperative mode--intellectual achievement Competitive mode--practical lab skills Johnson, D.W. et al. 1981 -- 122 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

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

13. 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): 298-310 2005 With “clickers” Learning gains increased 9% Increase greatest for best students Increase greater for women than men

14. Example of Active Learning Identify misconceptions in A Tiny World

15. 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

16. 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)

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

18. 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)

19. Cognitive Style Assessment http://www.berghuis.co.nz/abiator/lsi/lsiframe.html http://www.ncsu.edu/felder-public/ILSpage.html

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

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

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

23. Teaching Fellows -- Classroom Teaching Self-reported skills and knowledge SkillBeforeAfterP-value Develop instructional materials 2.25.0<0.0001 Reflect on teaching with rigor 2.55.0 <0.0001 Teach biology3.44.9<0.0001 Develop learning goals that reflect nature of science 2.85.0<0.0001

24. Teaching Fellows -- Classroom Teaching Self-reported skills and knowledge SkillBeforeAfterP-value Include active learning 2.55.0<0.0001 Include assessment 2.64.9<0.0001 Reach diverse students 2.74.9<0.0001 Create inclusive classroom 3.04.9<0.0001

25. 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 Learning2.22.70.015 View of the Learner2.12.70.007 View of the Teacher2.62.90.009 Goals & Expectations of Student-Teacher Relationship 2.22.60.029 Teaching Methods2.12.50.048 Learning Assessment1.62.10.057 Professional Development1.81.90.736 Organization of the Statement1.92.70.001

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

27. Design teachable units

28. Learn assessment techniques

29. Use peer review and iterative improvement process

30. 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

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

32. HHMI Program for Scientific Teaching Producing a new generation of scientific teachers http://www.scientificteaching.wisc.edu