1. Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org Pathways to Scientific Teaching

3. Team at MSU Rett Weber - Plant Biology (postdoctoral researcher) Deb Linton - Plant Biology (postdoctoral researcher) Duncan Sibley - Geology Doug Luckie - Physiology Scott Harrison - Microbiology (graduate student) Tammy Long - Plant Biology Heejun Lim - Chemistry Education Rob Pennock - Philosophy Charles Ofria - Engineering Rich Lenski - Microbiolgy Janet Batzli - Plant Biology [U of Wisconsin]

4. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry

5. Engage

6. Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

7. Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

8. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale of 0-100 in increments of 10:

9. Question 4 How often do you use multiple kinds of data to make instructional decisions? Please respond on a scale of 0-100 in increments of 10:

10. Question 5 In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

11. Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

13. Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

19. Large Class Meeting

20. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale of 0-100 in increments of 10:

21. Question 4 How often do you use multiple kinds of data to make instructional decisions? Please respond on a scale of 0-100 in increments of 10:

22. Question 5 In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

23. Explore

24. What’s up with Termites? 1. On a sheet of paper, draw two circles near each other on the center of the page. 2. Release termites onto paper. 3. Keep creatures safe. I shall collect them in their original habitat. 4. What do you observe about termite behavior? 5. Develop a question your group could explore if you had more time. (15 minutes - select a timekeeper)

25. 1. Develop one possible objective for this ‘inquiry’. Team Written response. Reporter - Recorder - Timekeeper - (10 minutes) Checker - 2. Develop an assessment appropriate for the objective.

26. Explore more...

27. What type of learning do we ask of our students? Bloom (1956) Cognitive Domain of Educational Objectives 6 categories - Knowledge Comprehension Application Analysis Synthesis Evaluation

28. Identify desired outcomes Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998

29. Objective (outcome) Students will demonstrate understanding of evolution by natural selection.

30. Changes in a population occur through a gradual change in individual members of a population. New traits in species are developed in response to need. All members of a population are genetically equivalent, variation and fitness are not considered. Traits acquired during an individual’s lifetime will be inherited by offspring. Alternative Conceptions: Natural Selection

31. (AAAS 1999) Pre-test: Essay Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

32. Modified problem: populations of trees and animals

33. How do we develop rubrics? Describe the goal/objective for the activity, problem, task... Select the assessment tasks aligned with goals Develop performance standards Differentiate levels of responses based on clearly described criteria Rate (assign value) the categories

34. Scoring Rubric for Quizzes and Homework

35. Advantages of Scoring Rubrics Improve the reliability of scoring written assignments and oral presentations Convey goals and performance expectations of students in an unambiguous way Convey “grading standards” or “point values” and relate them to performance goals Engage students in critical evaluation of their own performance Save time but spend it well

36. Limitations of Scoring Rubrics Problem of criteria Problem of practice and regular use Scoring Rubric website http://www.wcer.wisc.edu/nise/cl1/flag/ Sample Rubrics for Environmental Science http://www.msu.edu/~ebertmay/isb202/home.html

37. Explain

38. What is assessment? Data collection with the purpose of answering questions about… students’ understanding students’ attitudes students’ skills instructional design and implementation curricular reform (at multiple grainsizes)

39. Why do assessment? 1. Improve student learning and development. 2. Provide students and faculty substantive feedback about student understanding. 3. Challenge to use disciplinary research strategies to assess learning.

40. Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low low Potential for Assessment of Learning high Theoretical Framework Ausubel 1968; meaningful learning Novak 1998; visual representations King and Kitchner 1994; reflective judgment National Research Council 1999; theoretical frameworks for assessment Assessment Gradient

41. Do C-maps help students learn? How well do C-maps reveal students’ thinking? What evidence will we accept? Concept Maps low tech: high tech

42. How many of you are familiar with concept maps? How many of you used concept maps for teaching tools and/or assessment tools? If a concept mapping tool was easily accessible on the web, would that influence your decision to use them? Questions

43. Fold Paper in Half On top half, draw a bicycle On bottom half, describe the bicycle in a paragraph

44. cycle Text What is the power of visual models?

45. Concepts are... Prototypical Knowledge-based Lexical

46. Hierarchy has Structure has Concept Maps Visual Diagrams Or Models are represent Knowledge or Understanding Concepts display connected with Linking Words Used for AssessmentOrganization Reflection & Learning promotes Context is constructed with New Information Prior Knowledge

47. www.ctools.msu.edu

48. Robo Grader in Action

49. Student’s Concept Map

50. For a course you teach..... 1. Select a concept that is critical for your students to understand. 2. Identify 4 or 5 subconcepts that are important to understanding that concept e.g., DNA - Gene- Chromosome - Enzyme 3. Arrange them by rank order - top most general, bottom most specific 4. Add linking lines to make connections between two concepts 5. Add linking words that describe the relationship between two concepts