SusanElrod,ProjectKaleidoscopeatAAC&U

UniversityofOklahoma
TeachingScholarsIniDaDve
October20,2011
FocusingonUndergraduate
Educa1on:TeachingandResearch
inBalance
ThinkofaDmewhenyou
feltyouwereareally
eecDveteacher.

Whatisonewordthat
describesthat5me.
Teaching
Plus:
APBioRevisions
(2012)
MCATRevision
(2015)
NASScience
Framework(2011)
TheNaDonalSTEMLandscape
hup://www.herl.ucla.edu/nlh/PL8l_8esearch8rlef_CL_2010_S1LM.pdf
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TheSTEMPipeline
ScienDcLiteracy
Miller,J.,(2010)AdultScienceLearningintheInternetEra,Curator53(2):191.
Miller,J.Conceptualiza7onandMeasurementofCivicScien7cLiteracyinScienceandthe
EducatedAmerican.Cambridge,MA:AmericanAcademyofArtsandSciences.2010.
28%of
U.S.Adults
2008
1987
College-levelcourseworkisprimarypredictorofcivicscien1cliteracy.
TheBigPicture:Pre[yBleak
Mathprociencyofcollegestudentsmarginal
5%offreshmenprocient;10%ofseniors(ETSdata)
Mathprociencydoesntchange(CAAPtestdata)
Desiretocontributetosciencesdoesntchangemuch
21%increaseoverfouryears(WabashNaDonalStudy)
16.9%offreshmen;20%ofseniors(CollegeSeniorSurvey)
AMtudesregardingquan1ta1veliteracyincreasemoderately
36%increaseinposiDvea_tude;53%nogrowthordecline(Wabash
NaDonalStudy)
Measuresofreading,wri1ngandcri1calthinkingarenotany
bePer[seealso,AcademicallyAdri?(Arum&Roksa,2011)]

[Source:Finley,A.(2011)MakingProgress?:WhatAssessmentDataTellsUsAbout
LiberalEduca7onOutcomes.Washington,DC:AAC&U]
AFinerGrainPicture:Physics
Learninggainsininterac1ve-engagingphysicscourses(Hake,1998)
Tradi1onalInstruc1on~25-30%
EngagedInstruc1on~55%
HoellwarthandMoelter,AmericanJournalofPhysics(2011)
30%
NSSESTEM/non-STEMAnalysis
GoodNews:Paritywithnon-STEMstudentsin
acDve/collaboraDvelearningandstudent-faculty
interacDons
BadNews:STEMstudentsreportfewer
experienceswithhigherorder,integraDveand
reecDvelearningthannon-STEMcounterparts

[Source:NelsonLaird,etal.(2011)PeerReview]
NSSE2010AnnualReport:h[p://nsse.iub.edu/html/annual_results.cfm
Learning
ThinkofaDmewhenyou
feltyoureallylearned
something.

Whatisonewordthat
describesthat5me.
LearningPrinciples
1. Construc5vism:Individualsbuildtheirknowledgebyprocessing
theinforma7ontheyreceive,buildingpaLernsofassocia7on
toexis7ngknowledge.
2. Context:Whatpeopleconstructdepends
onthecontext;relevanceimprovestransfer.
3. Reec5on:Metacogni7onimproveslearning.
4. Distribu5onfunc5on:Individualsshowa
signicantvaria7onintheirstyleoflearning.
5. Sociallearning:Formostindividuals,learningismost
eec7velycarriedoutviasocialinterac7on.
Redish,E.F.(2003)TeachingPhysicswiththePhysicsSuite,Wiley:Hoboken,NJ
Bransford,J.(2000)HowPeopleLearn,NaDonalAcademies:Washington,DC.
THECYCLEOFLEARNING
ANDADULTDEVELOPMENT
MATURETHINKERSWHOARE
CRITICALLYAUTONOMOUS
EPISODESOFLEARNING
INTERVENTIONSOFTEACHING
4-5years
ofcollege
SixQuesDonstoAsk
Whatshouldstudents
know?
Howwillweknow?
Howshallweteach?
InstructorPerspec1ve
Whatdostudents
know/notknow?
Howwilltheyknow?
Howwilltheylearn?
StudentPerspec1ve
BasedonWigginsandMcTighesbackwarddesignprinciples(2005).
Whatisyourvisionforlearning?
Thinkofadicultconcept
inyourcoursethatyouwant
studentstolearn,onethat
theyalmostneverget.

Whatisthatconcept?
ScholarlyApproachtoTeaching
VisionforLearning
EvidenceforLearning Strategy/PlanforTeaching
Reec1ononResults
BloomsTaxonomy
Bloom(1956);UpdatedAndersonandKrathwohl'sTaxonomy(2000)
Thinkabouttheevidence
thatyoucollectregarding
studentlearningofthat
dicultconcept,theonethat
studentsalmostneverget.

Whatisthatevidence?
Whatevidencedoyouhave?
Assessment
FormaDve SummaDve
Indirect Direct
ReecDononResults
Assess
pre/postknowledge/
understanding
Reconcile
withyourexpectaDons
(blindspots;expert
frameworks)
Modify/Adjust
instrucDon
andassessment
Con7nuousCycleofReec7vePrac7ce
Thinkofawordthatdescribes
yourideallearningenvironment,
onethatpromotesthekindof
learningrequiredbyourstudents
forsuccessinthiscentury.
Whatisyourvisionfor21
st
century
learning?
Research-basedTeaching&Learning
Modiedfrom:W.Wood,Annu.Rev.CellDev.Biol.2009.25:5.15.20
TRADITIONAL RESEARCH-BASED
Topicalcontent
Studentsworkindividuallyand
competitively
Summativeassessments
Learningispassive(lecture)
Studentsaredependontextand
instructorforcontent
TAsasgraders
Verication/cookbooklabs
Conceptandoutcomesbased
Studentsworkcooperatively
Frequentfeedbackthatisboth
formativeandsummative
Learningisactive(guided)
Studentsusemultiplesources,
constructknowledge
TAsaspeerleaders
Inquiry-basedlabs
Textbook Figures vs. Real Data
Meselson, M. and F.W. Stahl, 1958, The Replication of
DNA in Escherichia coli, Proceedings of the National
Academy of Sciences, 44: 671-682.
Figure 12.3 from Pierce, Benjamin, 2005, Genetics: A
Conceptual Approach, WH Freeman, New York.
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Curriculum/CoursePlanning
LearningOutcome Evidence TeachingStrategy

Employknowledgeofthe
componentsofeukaryoDc
cellstoexplainhow
dierentcomponents
contributetocellularand
organismalfuncDon.

AVisionfor21
st
CenturyLearning:
TheCollec7ve
ProjectKaleidoscope
NaDonalorganizaDon
dedicatedtoadvancing
whatworksin
undergraduateSTEM
educaDon
Crossdisciplinary
communityofnearly7,000
peopleatover1,000
colleges,universiDes,and
organizaDons
AssociaDonofAmerican
Colleges&UniversiDes
(AAC&U)aliaDon
h[p://www.aacu.org/pkal