1. Science & Math General Education Division III Third Open Meeting

2. Brief Review

3.  Survey of DPU SM faculty regarding SM gen ed requirements

4. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  General dissatisfaction with current requirement  Based on lack of goals & concern whether courses provide exposure to scientific method  General consensus on goal of teaching SM skills rather than set of “facts”

5. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings and creation of Working Group

6. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings and creation of Working Group  Consensus on initial SM gen ed goals (TOSLS): 2 broader goals  Understand methods of inquiry that lead to scientific knowledge  Organize, analyze, and interpret quantitative data and scientific information

7. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings and creation of Working Group  Assessment of incoming students’ scientific literacy skills this year (TOSLS)

8. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings and creation of Working Group  Assessment of incoming students’ scientific literacy skills this year  Active-learning workshop with Ed Prather

9. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings and creation of Working Group  Assessment of incoming students’ scientific literacy skills this year  Active-learning workshop with Ed Prather  SM advising document (salmon colored paper)

10. Brief Review  Survey of DPU SM faculty regarding SM gen ed requirements  Two Div III open meetings, Brown Bags, and creation of Working Group  Assessment of incoming students’ scientific literacy skills this year  Active-learning workshop with Ed Prather  SM advising document  WISER website (inc. previous meeting notes)

11. Moving forward

12.  We each have a 3-year Faculty Fellowship to continue facilitating this project

13. Moving forward  We each have a 3-year Faculty Fellowship to continue facilitating this project  Transparency with other divisions (Chairs Meeting Oct. 9 at Pres. Casey’s house)

14. Moving forward  We each have a 3-year Faculty Fellowship to continue facilitating this project  Transparency with other divisions (Chairs’ Meeting Oct. 9 at Pres. Casey’s house)  We are writing an NSF-IUSE grant proposal with Michael Roberts for money to continue this project

15. NSF---IUSE grant proposal

16.  Category: Institutional & Community Transformation—Exploration  Up to $250,000 over 2 years

17. NSF---IUSE grant proposal  Category: Institutional & Community Transformation—Exploration  Up to $250,000 over 2 years  Due Oct. 24!  Met with Rockman for external assessment

18. NSF---IUSE grant proposal  What we hope to accomplish:  Learning Community on Science/Math education  Clear Division 3 Gen Ed Goals  Departmental Goals for SM courses  Workshops on course transformation  Pilot the “Big Ideas” class (designed around divisional goals)  Implement meaningful assessment in classes and university-wide  Share model with other divisions & schools

19. NSF---IUSE grant proposal  Money for:  Reading groups  Divisional meetings  Workshops on teaching strategies  Departmental Retreats  Development of “Big Ideas” course  Conference attendance

20. Goals for this year

21.  Strengthen our Learning Community  Reading Group  Share ideas for new course activities

22. Goals for this year  Strengthen our Learning Community  Departmental retreats/discussions  Departmental Learning Goals for SM courses  Departmental Learning Goals for majors

23. Goals for this year  Strengthen our Learning Community  Departmental retreats/discussions  Pilot a “Big Ideas” course for SM general education-2014/2015  Michael will talk about later

24. Goals for this year  Strengthen our Learning Community  Departmental retreats/discussions  Pilot a “Big Ideas” course for SM general education-2014/2015  Collect assessment data

25. Goals for this year  Strengthen our Learning Community  Departmental retreats/discussions  Pilot a “Big Ideas” course for SM general education-2014/2015  Collect assessment data  Which is where we need help for the upcoming IUSE grant…

26. Assessment (30 minutes)  Attitudinal & Affective measures  Pretest and posttest  4 examples at your tables  Peruse & discuss with tablemates  Are we interested in self-efficacy/affect and/or perception of nature of science?  Can you envision any of these being useful in your class or helpful to this project?  Share feedback with larger group

27. Assessment (30 minutes)  Are we interested in self-efficacy/affect and/or perception of nature of science?  Can you envision any of these being useful in your class or helpful to this project?

28. SMQ: Science Motivation Questionnaire (pink sheet)  30 items  Can substitute discipline name for “science”  5 subscales  Intrinsic motivation & personal relevance  Self-efficacy & assessment anxiety  Self-determination  Career motivation  Grade motivation

29. SMQ: Science Motivation Questionnaire (pink sheet)  Pros  Good reliability & validity  Fairly widely used  Pretty brief  Cons  One of the subscales is not as strong  Assesses motivation, but not epistemology or perceptions of science

30. TOSRA: Test of Science Related Attitudes (blue sheet)  70 items  7 subscales  Social implications of science  Normality of scientists  Attitude to scientific inquiry  Adoption of scientific attitudes  Enjoyment of science lessons  Leisure interest in science  Career interest in science

31. TOSRA: Test of Science Related Attitudes (blue sheet)  Pros  Comprehensive  Commonly used  Can select subscales  Cons  Long  Developed for younger audience  Some items may be outdated

32. ACS: Attitudes & Conceptions in Science (yellow sheet)  26 items  Includes some discipline-specific items  3 subscales  Attitudes toward learning science  Attitudes toward science  Conception of science

33. ACS: Attitudes & Conceptions in Science (yellow sheet)  Pros  Pretty brief  Measures both attitudes towards science and conception of science  Cons  Some subscales have few general science items  Attitudes towards science scale is weaker  Not widely used

34. SAI II: Scientific Attitude Inventory (green sheet)  60 items  6 subscales  Beliefs about whether science laws can change  Limitations of science  Scientific dispositions  Science as theoretical vs. practical  Value of public understanding of science  Interest in a science career

35. SAI II: Scientific Attitude Inventory (green sheet)  Pros  Commonly used  Measures epistemology as well as motivation  Cons  Negative items could be difficult to answer  Long  Originally validated for high school students

36. Additional measures  RISC—Research on the Integrated Science Curriculum  Managed online at Grinnell  Faculty questionnaire to complete first  78 items  Self-ratings, including experience with certain science and learning tasks, opinions about self and science

37. Additional measures  VNOS (Views of Nature of Science) Questionnaire  VOSI (Views of Scientific Inquiry) Questionnaire  VASI (Views of Scientific Inquiry) Questionnaire  All open-ended format and responses need to be scored.

38. Additional measures  There are discipline-specific measures as well.  Consider using smaller classroom assessments throughout the semester (e.g., Angelo & Cross)

39. “Big Ideas” class

40.  Address science literacy learning goals from multiple disciplines/contexts (transfer)  Engaging courses that non-majors want to take and faculty want to teach (the FYS of STEM dreams)

41. “Big Ideas” class  What’s the big idea?  Model for team-teaching the course

42. What’s the big idea?  Thematic courses  Pivotal ideas  Contemporary issues

43. What’s the big idea?  Thematic courses  Water  Science of Consciousness  Climate Change  Complex Systems

44. What’s the big idea?  Examples at Otterbein College (geared to upper level, lacking explicit learning goals) Origins (Paleontology/ Molecular Biology) The Atom (Chemistry/ Physics) Why sex? (Ecology/ Molecular Biology) Exobiology (Physics/ Microbiology) Water (Ecology/ Chemistry) Biological Sciences-Plagues and Pandemics Earth Science & Society- Coral Reef Resources Earth Science & Society-Energy Resources Energy and Society

45. What’s the big idea?  Pivotal Ideas  Evolution + Classical mechanics/Quantum mechanics + Cognitive Revolution + …

46. What’s the big idea?  Contemporary Issues  Climate change + Epigenetic effects + …

47. What’s the big idea? Please take 10 minutes to discuss the Big Ideas courses that would most excite you and excite students. Then each table will report their favorite ideas.

48. “Big Ideas” class  What’s the big idea?  Model for team-teaching the course

49. Model for team-teaching the course  Modules  5 faculty, 5 sets of X students, rotate

50. Model for team-teaching the course  Modules  5 faculty, 5 sets of X students, rotate  Lecture + “labs”/discussion  All faculty and students meet together, e.g. once a week  Each faculty also meets for a lab/discussion section with a separate subset of students

51. Model for team-teaching the course  Modules  5 faculty, 5 sets of X students, rotate  Lecture + “labs”/discussion  All faculty and students meet together, e.g. once a week  Each faculty also meets for a lab/discussion section with a separate subset of students  Alternative model?

52. Model for team-teaching the course Please take 5 minutes to discuss possible models for team-teaching the course. Then we’ll ask if there was a consensus for one of the aforementioned models, or whether an alternative model gained traction.

53. “Big Ideas” class  Want to be involved in further development of these ideas and piloting?

54. Suggestions?  Interest in Learning Community?  Topics?  Frequency (1, 2, 4 x month)?  Time (lunch, day of week)?  Other topics we should be exploring?  Departmental concerns?

55. WISER site  http://www.depauw.edu/academics/ce nters/ctl/wiser/ http://www.depauw.edu/academics/ce nters/ctl/wiser/  Calendar of events  Notes from all meetings  Educational Resources  Student Information