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STEM Symposium
Science, Technology, Engineering & Mathematics
April 22, 2009
Stem Course Reform Initiatives
Facilitator: Omowale Elson, CONTACT _Con-3E32E81C1 \c \s \l Judy Tso
Notes
Marquis science courses
6 new courses
coherent
one problem, national need to educate, not only educate the scientists, all need this info
Go after non majors, what it is science does and how does it
Dean of undergraduate studies, we have bright students who never take science on campus.
You have to have a lot of AP classes, get out of science and math at University of MD
Can we attract students to take our courses
How do we teach them about science?
Donna organized folks together spring of 2007, signature program, senior faculty involved, tenure
We could teach this honors students to 20. Satisfy general education requirement and engage 100 plus students.
Deans of Computer, life sciences, and engineering. They picked from proposals
We meet as a group, how the courses are going, techniques we are using, how that integrates into style, into the group work, and philosophy we are using, trade best practices
Range of courses and broad range across 3 colleges, overarching philosophy
Sell these courses, met with undergrad advisors, they work off the reputation, we went to pitch courses to the advisors,
Goals of the course are independent of subject matter
Same course goals with different subject, educational goals. Not pre major courses.
Teach you about science. How does science attack problems where answer is unknown.
Controversy is parenthetical
Process by which science makes decisions is lost.
We had explicit goals:
Look at complex questions and how it impacts on ethical social
Understand the limits of scientific knowledge
Evaluate scientific arguments.
Ask good questions
Understand get technical information from various sources
Communicate effectively
Relate science to a personal situation
6 atmospheric sciences, weather and climate, insects course, pollinators in crisis, two engineering courses.
Engineering professors werent teaching ever to non-majors. Introductory courses, high teaching loads to non majors where engineers it was very low.
Engineers teach to engineers
Our dean bought into it.
College is looking to expand the effort, broad range of new courses
Engineering issues in medical how medicine evolves from tech
Materials of civilization advances in material and advances in civilization, nanotechnology and energy problem
Geology making a habitable planet
Physics: for decision makers, global energy crisis
Take about transportation, energy etc
Learned a lot about the physics of energy, biology, economics, population growth, global warming. Two lectures. Two recitation sessions. Energy audits, carbon footprint, fuzzy footprint.
Student engagement
Clickers
Are they fluff or challenging?
3.4 rating
3.7
Jennifer Hearn
Redesign of chem. Course for health professional and chem.
You must have admin buy in and support, two ways out of fire, burnt up or fired up
Deliver more efficiently and effectively
Went from 7 sections from 3. From 40 to 150
We offered it to more students, impact grad rate, natural sciences and health professional
111 is first of sequence of courses
Decreased from 7 to 2 and 3. 1.75 to .75 FTEs
increase effectiveness of teaching, undergrad learning assistants
Student often gravitated to student assistant
completion of chemistry computer lab, 25 work stations. Natural sciences.
Only 111 use this lab now. 2 hours a week. Supplemental instruction. We decreased meeting time. Only 75 minutes, online tutorials, receive tutoring or receive interaction.
Computer time is required. If you take out lab time.
Online web saved professors a significant time.
All homework on line.
Repetitively take assignments
Learning through repetition.
By observation, females form labs groups. Most positive influence is increase in success rate.
Grades went up.
Pass rate went up
Energy of collaboration, excitement
Questions:
Will you add more courses?
We will add more courses as they are proposed.
You have to join the club and sustainability
3 of us did the development, he taught an honors students with 20.
Recruited another colleague, drink the Koolaid
They need to participate in learning community too
How to decide what course to teach, if student isnt interested
They are working in teams
Anecdotal evidence, they might take another class
Very broad distribution of students
Some math majors, I want to do research internship to materials
Marquis is capturing or enhancing peoples understanding of science
traditional science for non-majors, data shows they know less than they came in
We are considering doing this in the core courses
could you do this in history how historians attack problems
the data does not agree, models for ozone show them how that worked
using backing of being Chair, faculty ask me about the course, they are thinking of similar ideas for their courses, a dozen courses to reach out for general education.
Majority are freshman and sophomore
Alternative, eliminated 3 as acceptable grade to exempt from science
Retention rate increases for the chemistry redesign
How to sell to senior physics folks for redesign of physics course.?
I am the youngest faculty
Reduce course load so you have more time for research and scholarship. Two senior faculty were on team for redesign.
Pick team players carefully, pick strategically.
How has the marquis changed you as a person?
A new club we belong to.
We all did this we were interested in doing it. Dean Undergrad Studies, has no money and lots of responsibility.
We are not worried about promotion and tenure. We enjoy the group.
It is influencing and broadening our scope.
Donna put thumbscrews, in Deans and thumbscrews on Chairs.
Bring materials science to broad spectrum of students.
And interact with other faculty.
Intellectually satisfying.
We dont know if it is really true (David Hammer) Assessment is needed.
Pre and post testing, how view of science changing.
Which goals they are meeting.
Tests the understanding on process or epistemology of science.
Assessment on two levels
Faculty development opportunity
Student
What would count as evidence towards meeting the goals you state?
Genetically modified foods. We asked the students, could they identify the science. What is the scientific question? Scored essays.
Pre and post test.
Hearn: Biology 111, increase retention
There is no evidence that we are getting the students who skipped out due to AP.
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