2018 SENCER Summer Institute

Santa Clara University

August 2-5, 2018

www.ncsce.net Twitter: @NCSCE

www.sencer.net Twitter: @SENCERnet

#SSI2018

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ELCOMETABLEOFCONTENTS

WelcomeNote MAPS,SCHEDULES,SSISTAFF

• CampusMap• SSI2018InternetAccessInformation• SSI2018ShuttleInformationandSchedule• SSIStaffInformation• SSIEmergencyInformation

AT-A-GLANCESCHEDULES

• InstituteScheduleAt-A-Glance NOTESONTHEPROGRAMBYDAY

• August2• August3• August4• August5

ROSTERSANDSPEAKERSBIOS

• Participants,AlphabeticallybyLastName• Participants,ContactInformationbyInstitution• BiographicalSketchesofSSI2018PlenarySpeakersandStaff

DownloadtheSSI2018MobileApp Theappwillserveasyoursourceforup-to-the-minutelogisticalinformation,personalscheduling,networking,andsocialmediaatthisyear'sInstitute.

1. DownloadtheCrowdCompassAttendeeHubappfromtheAppleorGooglePlayStores

2. Searchfor2018SENCERSummerInstitutetogetstarted. TheappisavailableforAppleandAndroidphonesandtablets,andamobilewebsiteisavailableforotherphones,andyourcomputer.Youcanviewthewebversionoftheapphere:https://crowd.cc/ssi2018

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Greetingsandwelcome!Thisisour18thSENCERSummerInstituteandwearedelightedtobereturningtoSantaClaraUniversity,thesiteoftheinaugural(2001)SummerInstitute,andmanyotherssince.WewanttoofferourheartfeltgratitudetoAmyShachterandKellyUchiumiforhostingusontheirlovelycampus. Wehaveworkedwithmembersofournationalcommunitytocreatearichprogramthatservesbothtopresentnewinformation,research,trends,andopportunities,andtoshowcaseacademicinnovationsgeneratedbyyourimplementationofSENCERapproaches.Asusualwehaveincorporated“teamtime”forworkingonspecificprojectsandgoals,aswellasfornetworkingandexploringnewcollaborations.Wehopeourtimetogetherwillgeneratenewwaysofthinkingtogetherandlearningfromoneanotherandwillserveitsgoalofre-energizingandreaffirmingour“communityoftransformation”inSTEM. Inadditiontoformalplenariesandpresentations,theSENCERSummerInstituteofferstimeandspaceforworkingwithourSENCERLeadershipandSeniorFellows(forcollegialadvice,mentoring,andsupport),connectingwithourSENCERCentersofInnovation(forcontinuityandcollaborationonissuesofregionalsignificance),withtheNationalCenter(foraccesstonationalresources),andwitheducatorsforotherorganizationswhoshareyourcommitmenttocivicallyengagedscienceeducationandwhoarefacingsimilarchallenges,andpursuingsimilargoals. TheSENCERSummerInstitutehasalwaysattractedrepresentativesoforganizationsandprojectsthatshareandsupporttheSENCER“ideals”andwewouldlikeacknowledgetheirpresenceinyear’sprogramandencourageyoutoexplorehowtheireffortscansupportyourown:

• TheDendrosGroup• LearnThroughtheUniverse• LearningSpacesCollaboratory• MarshaSemmelConsulting• Museums+More,LLC• NationalAssociationofBiologyTeachers• Success4HigherEducation

Inthespiritofscientificinquiryanddemocraticpractice,weconceiveofSENCERasanongoingexperimentinadvancingeducationalimprovementandcivicengagement.Weusethecriticismandsuggestionsofourparticipantstoshapeourprogramsandourplanning.Donothesitatetomakesuggestionsand,byallmeans,pleasecompleteouronlineevaluation.Wetakeyouradviceveryseriously. Butwhilewetackleallthepressingissuesandchallengeswefaceaseducatorsandcitizenswithgreatseriousness,SSIisalsoarareopportunitytothinkandlearn,feelsupportedandenergized,asweenjoythecompanyoflike-mindedandcommittedcolleagues,meetnewpeople,andstartpromisingcollaborationsthatwillsustainusintheyearahead.ItisNCSCE’spleasureandprivilegetoplaythissmallpartinyoureffortstopromotelearningthatreallymakesadifferencetoourcommonfuture. TheNCSCEStaff

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2018SENCERSUMMERINSTITUTEINTERNETACCESSINFORMATION SSIParticipantscanusetheSCU-Guestnetworktoaccesstheinternet.Usingabrowser,navigatetoanywebpage.ReadSCU'sTermsandConditionstousethisnetwork,andselectAgreetoconnect. 2018SENCERSUMMERINSTITUTESHUTTLEINFORMATION ShuttlestotheHolidayInnSanJoseSiliconValleyHotelwillrunapproximatelyevery30minutes.Theywillpickupanddropoffattheindicatedshuttlepick-uplocationoncampus,andwillpickupanddropoffinfrontoftheHolidayInn.Shuttleswillrunduringthefollowingtimeframes:

Date StartTime

EndTime

ServiceDescription

Thursday8/2

12:00PM

5:00PM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)

Thursday8/2

7:00PM 9:00PM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)

Friday8/3 6:30AM 8:30AM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)

Friday8/3 6:00PM 8:00PM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)

Saturday8/4

6:30AM 8:30AM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)

Saturday8/4

11:45AM TransportationfromSantaClaraUniversitytotheTechMuseumofInnovation

Saturday8/4

4:30PM 8:30PM

ShuttleLoopbetweenTechMuseumofInnovation,SantaClaraUniversity,andHolidayInnSanJose

(startsatTechMuseum)

Sunday8/5 6:30AM 8:30AM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)

Sunday8/5 4:00PM 5:00PM

ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)

STAFFOFFICELOCATION SSIstaffwillbeavailablethroughtheinstitutetoassistallparticipantsandfacilitators.Duringsessionblocks,youmayfindSSIstaffinSaintJoseph’sHallRoom113 YoumayalsoquicklyrequesthelpthroughtheSSI2018appbymessagingKyleSimmons,NCSCE’sFacultyDevelopmentEventsManager INCASEOFEMERGENCY IncaseofemergencyafterInstitutehours,pleasecall(202)276-2343.Astaffmemberwillbeavailableovernighttoansweryourcall.

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Thursday,August2,2018

Time Event Location

8:00AM-4:00PM InvitationalMeeting:TranscendingBarrierstoSuccessProject HolidayInnSanJose

12:00-4:00PM SSI2018Check-in RecitalHallLobby

1:00PM-4:00PM CaseStudiesinAcademicLeadership:aS4HEPre-SSIWorkshop

O’Connor102

4:30-6:30PM SENCERSummerInstitute2018OpeningPlenarySession RecitalHall

6:30-8:00PM SENCERSummerInstituteOpeningDinner AdobeLodge

Friday,August3,2018

7:00-8:30AM Breakfast BensonMemorialCenter

8:30-10:00AM All-InstitutePlenarySessionII RecitalHall

10:10AM-12:00PM SessionBlockI O’ConnorClassrooms

12:00-1:30PM Lunch BensonMemorialCenter

1:30-3:00PM TeamTime SantaClaraCampus

3:00-4:50PM SessionBlockII O’ConnorClassrooms

5:00-6:30PM PosterPresentations VillasMultipurposeRoom

Saturday,August4,2018

7:00-8:00AM Breakfast BensonMemorialCenter

8:00-9:50AM SessionBlockIII O’ConnorClassrooms

10:00-10:45AM TeamTime SantaClaraCampus

10:45-11:45AM Brunch BensonMemorialCenter

11:45AM-1:00PM TraveltotheTechMuseum ShuttlePick-upLocation

1:00-2:00PM All-InstitutePlenarySessionIII TechMuseumofInnovation

2:00-5:00PM AfternoonattheMuseum TechMuseumof

Innovation

Sunday,August5,2018

7:00-8:30AM Breakfast BensonMemorialCenter

8:30-10:00AM All-InstitutePlenarySessionIV RecitalHall

10:10-11:00AM SessionBlockIV O’ConnorClassrooms

11:00AM-12:30PM TeamTime,RegionalizationMeetings SantaClaraCampus

12:30-2:00PM Lunch BensonMemorialCenter

2:00-3:50PM SessionBlockV SantaClaraCampus

4:00-4:30PM InstituteAdjournmentSession RecitalHall

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SENCERSummerInstitute2018DailySchedulesataGlance

Time Thursday8/2

8:00A

TBSMeeting–HolidayInnSanJose

8:30A

9:00A

9:30A

10:00A

10:30A

11:00A

11:30A

12:00P

Check-in-MusicandDanceBuildingLobby

12:30P

1:00P

S4HEWorkshop-O’Connor104

1:30P

2:00P

2:30P

3:00P

3:30P

4:00P

4:30P

SSI2018OpeningPlenarySession-RecitalHall 5:00P

5:30P

6:00P

6:30P

Dinner-AdobeLodge 7:00P

7:30P

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Time Friday8/3

7:00-8:30A Breakfast-BensonMemorialCenter

8:30-10:00A All-InstitutePlenarySessionII-RecitalHall

10:00A

DesigningaSENCERCourse-O'Connor102

Usinga"jig-saw"Approachto

DesigningCivicEngagement

AssignmentsinaHighEnrollmentClass-O'Connor

104

WorkingTowardaSENCER-basedBiologyTeaching

Manual-O'Connor105

RealNewsorFakeNews?

DevelopingSci.Literacythrough

AnalysisofMediaReports-O'Connor106

TeachingEconomics

ThroughGrandChallengesofSustainability-O'Connor107

ImprovementScience&Networked

ImprovementCommunities

panel-O'Connor205

10:30A

11:00A

Civic-CenteredChemistryandBiochemistry-O'Connor105 Ethically

WorkingwithCommunityPartners-

O'Connor106

CreativeFabrication=Engineering+SENCER-

O'Connor107 11:30A

Murder,TheyWrote:ProblemSolvingIsFun!-O'Connor104

ScaffoldingPBLandCUREsAcrosstheCurriculum-O'Connor105

IncorporatingCivicEngagement

BetweenJournalismandSTEMStudents-O'Connor205

12:00-1:30P Lunch-BensonMemorialCenter

1:30-3:00P TeamTime,SCICo-DirectorMeeting(Co-directorsstartat12:15inO’Connor102)

3:00P

LearnThroughtheUniverseNewToolsand

OpportunitiesforSENCERModel

Courses-O'Connor102

SupportingFirstGeneration

CollegeStudents-O'Connor104

Course-basedAuthenticResearch

ExperiencesandOpportunities-O'Connor105

EvidenceofStudent

LearningandChange-

O'Connor106

SustainabilityCross-

disciplinaryConversationsI:Teaching&

LearningaboutENERGY-

O'Connor107

UsingIndigenousKnowledgetoEngageNative

HawaiianUndergradStudents

O'Connor205 ThinkingLike

LeadersSessionI-O'Connor

206

3:30P

4:00P

ActiveLearning-O'Connor104

UndergraduateResearchandCivicEngagement-O'Connor105

UsingSENCERCoursesforResearchonTeaching-

O'Connor106

GritandResilience,SuccessandRetention-

O'Connor107

GettingStartedwiththeSENCER-SALG-O'Connor

205 4:30P

IncorporatingCivicResponsibilityinto

aSharedLabIntensiveforNon-majorsBioandChemClasses-O'Connor102

5:00-6:30P PosterReception-VillasMultipurposeRoom

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Time Saturday8/4

7:00A Breakfast-BensonMemorialCenter

7:30A

8:00A

IntegratingMusicintoSTEM-

O'Connor102

HowtoSENCERizetheCurriculum-O'Connor104

InformalScienceforInquiringMinds:K-4ScienceExplorationProjects-O'Connor

105

Science,Humans,andNature:ASouthern

AppalachiaStory-O'Connor106

SustainabilityCross-disciplinary

ConversationsII:Teaching&

LearningaboutFOOD-O'Connor

205

DesigningStudentAssessmentsto

StimulateReflectionon

ComplexProblems-O'Connor107 ThinkingLike

LeadersSessionII-O'Connor

206

8:30A

9:00A BrownfieldAction:ActiveLearningina

ConstructivistEnvironment-O'Connor105

CivicEngagementinaKentuckyContext-

O'Connor106 Engineering,Technologyandthe

LiberalArts-O'Connor107

BeyondAssessment:DesigningInformativeEvaluationsof

StudentLearning-O'Connor205

9:30A

UsingNumberTalkTrainingToTrainTeachers-

O'Connor104

CommunityBasedLearninginaRuralEnvironment-O'Connor106

10:00A TeamTimeandInformalSciencePartnershipDevelopmentSession(10:00-10:45am)(InformalScienceSessioninO’Connor102)

10:30A 11:00A

Brunch(10:45am-11:45am)-BensonMemorialCenter 11:30A

12:00P TraveltotheTechMuseum(11:45am-1:00pm)-MeetatShuttlePick-upLocation

12:30P 1:00P

AllInstitutePlenarySessionIII-TechMuseumofInnovationNewVentureHall 1:30P

2:00P

AfternoonattheTechMuseumofInnovation

2:30P

3:00P

3:30P

4:00P

4:30P

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Time Sunday8/5

7:00A

Breakfast-BensonMemorialCenter 7:30A

8:00A

8:30A AllInstitutePlenarySessionIV-RecitalHall 9:00A

9:30A

10:00A

TheAutomatedPhoneticTranscriptionGradingTool:WhereComputerScienceMeetsClinicalProblemSolvingin

CommunicationDisorders-O'Connor102

ConnectingClassroomSkillstoEverydayLife:

the“Three-Column

“Approach-O'Connor105

UsingSENCERStrategiestoRemovethe

MathematicsBarriertoDegreeCompletion-

O'Connor106

SustainabilityCross-disciplinary

ConversationsIII:Teaching&Learning

aboutTRASH-O'Connor107

BuildinganInclusive

Classroom-O'Connor205

10:30A

SENCERinaSmallWorld-O'Connor

105 11:00A

TeamTime,RegionalMeetings 11:30A 12:00P 12:30P

Lunch-BensonMemorialCenter 1:00P 1:30P

2:00P CreatingaBuzz:

SENCER'izingPollinationScienceinComputer

Science,Physics,andtheLiberalArts-O'Connor

102

EngineeringandTechnologyforSocialGood-O'Connor104

DevelopingaModelforanInterdisciplinary

SENCER-basedSubstanceAbuseAwarenessCourseusingAcademicServiceLearning-O'Connor105

GroundingYourselfasaLeader-O'Connor106

TeachingStudentsHowtoLearn:

DesigningCoursesthatBuild

Successful,Self-DirectedDeepLearners-

O'Connor107

ThinkingLikeLeadersSessionIII-O'Connor

206

2:30P

3:00P IncludingtheHumanities

inSTEMCourses-O'Connor102

STEMinServiceofSociety-

O'Connor104

HowtoPublishinScienceEducationandCivicEngagement:An

InternationalJournal-O'Connor105

CreatingyourNextProfessionalCareerMove:Exploring

Options-O'Connor106

3:30P

4:00P InstituteAdjournment-RecitalHall

THURS

DAY,

AUGUST2

NOTESONTHEPROGRAMTHURSDAY,AUGUST2NDAllsessionswillbeheldontheSantaClaraUniversityCampus.12:00P.M.–4:00P.M. SSI2018Check-inMusicandDanceBuildingLobbyAllSSI2018participantsandfacilitatorsshouldcheckinwithSSIstaffuponarrivalatSantaClaraUniversity’sMusicandDanceBuildingtoreceiveSSImaterials,includingprintedcopiesoftheSSIprogram,namebadges(whicharerequiredforaccesstoSSImealsandevents),abag,andawaterbottle.1:00P.M.–4:00P.M. CaseStudiesinAcademicLeadership:aS4HEPre-SSIWorkshopO’Connor104

KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter

SantaClaraUniversity/Success4HigherEducationThispre-instituteworkshopwillusecasestudiestoexploreseveraldimensionsofacademicdecisionmakingandleadership.Pre-registrationisrequired.4:30P.M.–6:30P.M. SSI2018OpeningPlenarySessionMusicandDanceBuildingRecitalHall Welcometothe2018SENCERSummerInstitute

ElizaReillyExecutiveDirectorNationalCenterforScienceandCivicEngagementIntroductionofAmySchachterKarenOates

WorcesterPolytechnicInstitute/Success4HigherEducationSSI2018OpeningPlenaryAmyShachterSeniorAssociateProvost,ResearchandFacultyAffairsSantaClaraUniversity/Success4HigherEducationAimsforSSI2018ElizaReilly,eliza.reilly@stonybrook.eduExecutiveDirectorNationalCenterforScienceandCivicEngagement

FRIDAY,

AUGUST3

6:30P.M.–8:00P.M. DinnerRecognizingAchievementsintheNCSCECommunityAdobeLodgeAllSSI2018participantsareinvitedandencouragedtoattend.Duringthedinner,wewillbringattentiontotheleadersofallNCSCEinitiatives,aswellasSENCERLeadershipFellows,andotherhonoredguestswhoarejoiningusfortheInstitute.Wewillalsopresentthisyear’sWilliamE.BennettAwards.

FRIDAY,AUGUST3RDAllsessionswillbeheldontheSantaClaraUniversityCampus.7:00A.M.–8:30A.M. BreakfastBensonMemorialCenter8:30A.M.–10:00A.M. All-InstitutePlenarySessionIIMusicandDanceBuildingRecitalHallSherrylBroverman,DukeUniversity,presiding

PlenaryPresentation:PerspectivesonInclusiveTeaching OmarQuintero

AssociateProfessor TheUniversityofRichmond10:00-11:50A.M. SessionBlockI

ANOTEONTHESSI2018SESSIONBLOCKSIntobettercustomizeyourexperienceatSSI,wehaveputtogethersessionblocksinwhichsessionsofdifferentlengthswillrunconcurrently.Thisapproachtoschedulingemergesfromfeedbackfrompastsymposiaevaluationandfromconversationwithmanymembersofthecommunity.Thetwo-hourworkshopsessionswillprovidenewcomerswithanintroductiontobasicelementsoftheSENCERapproach,providealumniwithopportunitiestoapplytheSENCERapproachtonewchallenges,andprovideworkshop-styletrainingonactive-learningpedagogiesandappropriateassessment.The50minutesessionswillallowmembersoftheSENCERcommunitytosharetargetedlearningopportunitiesabouttheirworkandwillgiveparticipants“takeaways”applicableattheirhomeinstitutions.The20minutepresentationsessionswillbereportsfromthefieldbySENCERalumniandothersintendedtofacilitatethegenerationofnewideasandsparknewconnections.Allsessionsaretimedtoallow10minutesoftimebetweeneach,duringwhichyoucanmovetothenextactivity.Therearenorepeatsessions,thoughtherearemultiplesessionsthatpursueanyparticulartheme.Werecommendthatteamssplituptoassurebroadexposuretotheofferingsineachsessionblock.

FRIDAY,

AUGUST3

10:00-11:50A.M. DesigningaSENCERCourseO'Connor102

TheoKoupelis BrowardCollegeTheSENCERapproachgeneratesacurriculumthatisrelevanttostudents’needs.Teachingthroughthelensofdifficultandunresolvedissues,whichareoftentrans-disciplinaryinnature,keepsstudentsengaged,anddevelopstheirknowledge,skills,anddispositions.Thegoalofthisworkshop,whichispresentedbyafounding“SENCERModelCourse”author,istoprovideanengaging,hands-onexperienceindevelopingastep-by-stepoutlineofaneworrevisedcourse,whetheritisintendedforstudentsmajoringinSTEMoranotherdiscipline,includingassessmentstrategiesforthecourseandopportunitiesforcivicengagementpresentedbythecoursecontent.10:00-11:20A.M. Usinga"jig-saw"ApproachtoDesigningCivicEngagementAssignmentsina

HighEnrollmentClassO'Connor104

LindenHiggins EducationforCriticalThinkingLLCOneofthedistinguishingtraitsofcomplexcivicproblemsisthattheyrequireinputfrommultipledisciplinaryexpertsandstakeholderswhencraftingameaningfulremediation.Inhighenrollment'gatekeeper'coursessuchasintroductorygenetics,creatingopportunitiesforgroupworkoncomplexproblemscanbechallenging.Groupprojectsbuiltona"jig-saw"modelareoneoptionprovidingstudentswithanopportunitytoexplorethesociopoliticalimplicationsofmodernscientificandtechnologicalinnovations.Inajig-sawactivity,studentsaredividedfirstinto"expert"disciplinarygroupsthatreaddistinctfoundationaldocuments,thenregroupedas"consultants"withonerepresentativefromeachdiscipline.Theconsultantsarechargedwithdevelopingaconsensusrecommendationforacomplexproblem,whichissharedwiththeclass.Thisapproachcanbeusedbothinsmall-scalein-classactivitiesandtoprovidescaffoldingforlargecapstoneprojects.Thisworkshopwilldescribeasuccessfulpharmacogeneticscapstoneprojectasamodel,providegroup-managementresources,andprovideanopportunityforparticipantstoworkonajig-sawprojectforoneoftheirclasses.

FRIDAY,

AUGUST3

10:00-10:50A.M. WorkingTowardaSENCER-basedBiologyTeachingManualO'Connor105

RobertSeiser RooseveltUniversity

HeatherPelzel

UniversityofWisconsin-Whitewater DrewSieg YoungHarrisCollegeEngagingScienceisaSCI-MidwestinitiativeinspiredbytheNCSCEEngagingMathematicsprojectandtherichhistoryofbiologicalscienceteachinginnovationintheSENCERcommunity.ThecurrentgoaloftheEngagingScienceprojectistodevelopacollectionofscienceteachingmodulesthatwouldbeaccessibleonlineorinbookformandcouldbeusedinbiologyandgeneralsciencecoursesattheundergraduatelevel.Thesemoduleswillfollowastandardformatthatenablesinstructorstoadaptpedagogicalandcivicengagementactivitiesfortheirowninstitutionalenvironment,whileensuringthatessentialelementsofSENCERidealsandlearningscienceareaddressed.Inthisworkshop,participantswillhearaboutthehistoryandideasbehindtheEngagingScienceproject,seeexamplesofteachingmodulesthathavealreadybeendeveloped,evaluateandprovidefeedbackonthemoduletemplateandbegintodevelopnewmodulesbasedontheirexperiences.10:00-10:50A.M. RealNewsorFakeNews?DevelopingScientificLiteracythroughAnalysisof

MediaReportsO'Connor106

TraceJordan NewYorkUniversityMembersofthepublic,collegestudents,andeventrainedscientistsrelyonthenewsmediaforinformationontopicsattheforefrontofscienceandmedicine.InadditiontothetraditionalnewsoutletsofTV,newspapers,magazines,andradio,theinternetprovidesamultitudeofotherinformationsources.Howshouldwecriticallyevaluatethesciencenewsthatweread,see,andhear?Thissessiondescribestheuseofsciencemediaasaresourcetodevelopstudents’scientificliteracy.Itisbasedonacollaborationbetweenascienceeducator,asciencejournalist,andanexpertinteachingcriticalthinking.Duringtheinteractivesession,wewillexaminevarioustypesofpedagogicalstrategiesandcourseassignmentsthatintegratemedialiteracyandscientificthinking.Forexample,studentscancriticallyevaluateanewsreportonscience,andthenusescientificdatabasetoolstoaccesstheprimaryresearchliteratureonwhichthereportwasbased.Inaddition,mediareportscanbeutilizedasthebasisforcriticalthinkingquestionsinhomework,exams,andin-classactivities.Throughoutthepresentationanddiscussion,wewillreflectonhowthenewsmediacanbeavaluablecomponentofscienceeducationthatdevelopsourstudents’capacitiesasinformedcitizens.

FRIDAY,

AUGUST3

10:00-10:50A.M. TeachingEconomicsthroughGrandChallengesofSustainabilityO'Connor107

JaclynLindo Kapi'olaniCommunityCollegeEconomicsisoneofthemostmisunderstooddisciplinesamongthegeneralpublic,andoneofthemostdreadedcoursesonanycollegecampus.Farbeyonddemand&supplyand"makingmoney,"economicsisabouttheallocationofscarceresources,anditsbasicconceptsareuniversallyapplicabletoeverydecisionmadebyeveryindividual,household,business,andpolicymaker.Inatraditionaleconomicscourse,studentsdonottypicallygraspthis,untilyearslater(ifatall)whenthey'rewellintotheirlivesandcareers.Todispelmisconceptions,sparkapassion,andinspirecivicengagement,aneconomicsclassatKapi‘olaniCommunityCollegehasbeenredesignedwiththegoalofforegroundingthiscoreconceptDiscoverhowSENCER-izingaPrinciplesofMicroeconomicscourse--throughacarefullycultivatedcollectionofactivelearningstrategies--hasconnectedstudentstotheirpeers,theircommunity,theirheritage,andcurrentsocialissues,whilegettingthemtoappreciateandenjoythediscipline.Thestoryofhowthecoursewas“transitioned”andanexplorationofscaffoldedstructureofferwaystointegrateeconomicsintoothercoursesusing:

● Experientiallearning● Place-basedlearning● Servicelearning● Project-basedlearning● Indigenousknowledge,and● Undergraduateresearch

10:00-11:20A.M. ImprovementScience&NetworkedImprovementCommunities:Perspectives

forEnablingResearch&Practice(R&P)PartnershipsinIntegratedSTEM(iSTEM)Programs

O'Connor205

PaulLeMahieu TheCarnegieFoundationandUniversityofHawai'i,Mānoa

RickDuschl StephanieKnight SouthernMethodistUniversity

ThesessionwillexaminenewresearchdesignapproachesandmethodsfortwoResearch&PracticePartnershipModels-‘NetworkedImprovementScience’(NIC)and‘DesignBasedImplementationResearch’(DBIR)inthecontextofK-16iSTEMprograms.Part1providesanoverviewofframeworks,guidelinesandresourcesforiSTEMprogramsandofNetworkedImprovementScience/DBIRmethods.Part2introducesanemergentR&PPartnershipbetweentheSchoolsofEducationandEngineeringatSMU,anindustrypartner,andalargeurbanschooldistrictexaminingopportunities/challengestherein.Theexampleservesasacatalystforthinkingabouthowthenewmethodsandmodelsofassessment,research,andevaluationpresentedinPart1mightbeintegratedintotheinitialdesignandimplementationofpartnershipactivities,includingthecreationofaPre-K-8STEM-focusedcommunityschool.InPart3attendeeswilllearnaboutseveralcompletedandactiveSTEM‘ImprovementScience’and‘NetworkedImprovementCommunity’projects.

FRIDAY,

AUGUST3

11:00-11:20A.M. Civic-CenteredChemistryandBiochemistryO'Connor105

CynthiaMaguire NasrinMirsaleh-Kohan RichardSheardy TexasWoman'sUniversityTheDepartmentofChemistryandBiochemistryatTexasWoman’sUniversity(TWU)hasrecentlybeenrecognizedbytheAssociationofAmericanColleges&Universities(AAC&U)asamodeldepartmentforincorporatingcivicengagementandsocialresponsibilityintothemajors’curriculum(peerReview19-4,28-30,Fall201).SincebecominginvolvedwithSENCERin2007,civicengagementactivitieshavebeenincorporatedintoallofthesciencecoursesthatthedepartmentoffersfornon-sciencemajors.Thiswasasmoothprocesssincethecontentofthesecoursescanbequiteflexible.Ontheotherhand,incorporatingcivicengagementactivities,alongwithsocialresponsibility,intothemajors’coursesismoredifficultsincethecontentisfairlyrigidandcoverageiscritical.However,contentwillnotbesacrificedifsuchactivitiesarecreativelycoupledwith,andincorporatedin,thelaboratorycomponentsofthesecourses.ThispresentationisabriefdescriptionofhowcivicengagementandsocialresponsibilitywasincorporatedintoTWUmajors’curriculum,beginningwithfreshmanchemistrythroughupperdivisioncoursesandthroughundergraduateresearch.Finally,thistalkwilladdresshowlinkingcontenttorealworldissuespositivelyimpactsstudentlearning.11:00-11:50A.M. WorkingEthicallywithCommunityPartnersO'Connor106

SherrylBrovermanDukeUniversity

Academiahaslongusedcommunitiesforresearchandeducation.However,notalloftheseinteractionshavebeenbeneficialandrarelyhavecommunitieshadequalpowerintherelationships.Universityengineeringprogramsareincreasinglyconnectingtheoreticalworktocommunitydesignprojectsasawayofengagingstudentsearlierintheircareerandretainingunderrepresentedstudents.However,theseprogramscanalsoinadvertentlyexploitcommunityneedsforstudentlearningwithoutleadingtolongterm,equitable,orsustainablesolutions.Eventhe‘humancentereddesign’modelattributesmorepower,control,andinsighttotheengineeringstudentthanthecommunitypartner.Thistalkwillexaminethepossiblepitfallsofdesignandotherpartnershipswiththegoalofformingmorejustandrespectfulrelationships,andbetteroutcomes.

FRIDAY,

AUGUST3

11:00-11:50A.M. CreativeFabrication=Engineering+SENCERO'Connor107

RebeccaBruce SusanReiser UniversityofNorthCarolinaAshevilleMembersofUNCAsheville'sCreativeFabricationcoursecollaboratedwithseniorresidentsofapublichousingapartmentandtheMountainAreaHealthEducationCollaborative(MAHEC)todesignmedicationdispenserscustomizedforthefunctionalneedsandtheaestheticpreferencesoftheclient.Overthecourseofthesemester,studentsengagedwiththeirclientsininterdisciplinaryteamsconsistingofnewmediaandmechatronicsengineeringmajors.EachiterationoftheirdesignwasevaluatedbytheclientsaswellasbysubjectmatterexpertsfromMAHECandindustry.Attheendofthesemester,eachstudentteampresentedanelectronically-enhancedfunctionalprototypefortheirclient.Forexample,oneoftheclientsmadebirdhouses,sohisstudentteamdesignedandfabricatedamedicationdispenserintheshapeofabirdhouse.GreenLED'silluminatethemedicationtobetaken.SensorsnoteamisseddoseandtriggertheLEDcolortochangetored.CreativeFabrication'slearningobjectivesforallstudentsincludedtheuser-focuseddesignprocess,3Dmodeling,theelementsofartandprinciplesofdesign,andexperiencewithmanualanddigitalfabricationtechniquesutilizingour12,000squarefootmakerplace,UNCAsheville'sSTEAMStudio.11:30-11:50A.M. Murder,TheyWrote:ProblemSolvingIsFun!O'Connor104

GaryHall LipscombUniversityThispresentationisaboutaclasswheremathisintegratedwithproblemsineverydaylife.Thestudentsdiscusshowtosolverealworldproblems,problemsnotusuallyassociatedwithmathematics.GeorgePolya'sfourstepproblemsolvingprocessisusedasamethodforsolvingtheseeverydayproblems.Alongwiththisintertwiningofmathandreal-lifeproblemsmysterystoriesandnovelsareusedtotrytohoneinthestudents'skillsinproblemsolving.Thesebooksarethe"hook"togetstudentsinterestedinthecourse.11:30-11:50A.M. ScaffoldingPBLandCUREsAcrosstheCurriculumO'Connor105

DavidaSmyth MercyCollegeThistalkwilldescribeMercyCollege'sBiologyDepartment'seffortstointegrateprojectsandresearchacrossthecurriculumtoengageandinterestourminorityandunderrepresentedstudentsinSTEM.Challengesandbarriersshallbedescribedaswellaseffortstoassesstheefforts,andresultstodatewillbeoffered.Lastly,futuregoalsfortheprojectwillbeoutlined.

FRIDAY,

AUGUST3

11:30-11:50A.M. IncorporatingCivicEngagementinCross-DisciplinaryCoursesBetweenJournalismandSTEMStudents

O'Connor205

MargaretAltizer SuffolkCountyCommunityCollegeSENCER’sHelmsleyGrantTeamMemberandJournalismProfessorMollyAltizerjoinedcolleaguesfromSTEMfieldstwoyearsagotoparticipateinaprojectthatevaluatedwaterqualityonLongIsland.ThissessionwilldescribeherideasandstrategiestoadvancecivicengagementprojectsandtofurtherenhancethoseprojectsthroughinteractionandteambuildingamongcampusjournalismprogramsandtheirstudentsandSTEMprogramsandstudents.Learnhowtomakeconnections.Launchprojects,andinspirestudents!12:00–1:30P.M. LUNCHBensonMemorialCenter12:15–3:00P.M. SCICo-DirectorMeetingO’Connor102ThismeetingisforSENCERRegionalCenterforInnovationCo-Directorsandisbyinvitationonly.1:30–3:00P.M.TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.3:00-4:50p.m SessionBlockII3:00-4:20P.M. LearnThroughtheUniverse:NewToolsandOpportunitiesforSENCERModel

CoursesO'Connor102

MercedesTalley LearnThroughtheUniverseThissessionwillexploreseveralexistingSENCERcoursesforhowtheymightbeenhancedbyusingthenovelperspectivesofscaleofferedbyLearnThroughtheUniverse.Themeaningandimportanceofscaleinbothspaceandtime,anditsimportancein“systemsthinking”israrelyexaminedineducationalsettings.LearnThroughtheUniverseisanewapproachthatleadsstudentsthroughthecraftingoftrue-to-scale2Dand3Dmodelsoftheuniverseatpowersoften.Itoffersinnovativewaysoflearningforstudentsofallages,inbothformalandinformalsettings.

FRIDAY,

AUGUST3

3:00-3:50P.M. SupportingFirstGenerationCollegeStudentsO'Connor104

TheoKoupelisBrowardCollege

KarenOates

WorcesterPolytechnicInstitute/Success4HigherEducationThefastestgrowingdemographicprofileofstudentsenteringourhighereducationinstitutionsarefirstgenerationcollegestudentsseekingundergraduatedegrees.Manyofthesestudentswillcomefromlow-incomehomesandbeconfrontedwithamazeofopportunitiesandchallenges.Anestimated50%ofthecollegepopulationiscomprisedofpeoplewhoseparentsneverattendedcollege.TheNationalCenterforEducationStatisticsindicatesthat30%ofallenteringfreshmenarefirst-generationcollegestudentsandyetonly20%offirst-generationcollegestudentsultimatelyobtainedafour-yeardegree10yearsaftertheirhighschoolsophomoreyear,comparedto42%ofcontinuing-generationstudents.Inthissessionwefocusonwhateachofuscandotoincreasetheretentionandgraduationratesofourfirstgenerationundergraduatestudents.ParticipantswillleavewithaBestPracticeInventorytohelpguidefacultyactionsanduniversitysupportstructures.3:00-3:50P.M. Course-basedAuthenticResearchExperiencesandOpportunitiesO'Connor105

DavidaSmyth MercyCollege

DrewSieg YoungHarrisCollegeMaintainingundergraduateinterestinSTEMisamultifacetedchallenge.Numerousstudies,includingEngagetoExcelandVisionandChange,reportthatprovidingunderclassmenwithstructured,authenticresearchexperiencesintheclassroomincreasesretentionratesandintroducesstudentstotheskillsneededtoconductindependentresearchasupperclassmenandbeyond.Mostimportantlythesestrategiesareinclusive,enablingallstudentsregardlessoftheirbackgroundstobeexposedtoandinvolvedinresearch.Arangeoffunded,multi-institutionalinitiativeshavebeendevelopedtopromoteauthenticresearchpedagogies,allofwhichvaryintermsofsize,scope,disciplinaryfocus,andaccess.Thissessionisdesignedtoaccomplishthreegoals.First,wewillcomparehowauthenticresearchinitiatives,suchasCUREnet,TheSmallWorldInitiative,SEA-PHAGESandothers,alignwithSENCERideals.WeshallalsodescribehowadditionalfacultyhavedesignedtheirownCUREswhichincorporateaspectsoftheirpersonalresearchorallowfacultytoengageincollaborativeCUREsinvolvingseveralfacultyatonceintheirdesignandimplementation.Second,wewillbreakdownourexperiencesregardingtheimplementationofauthenticresearch,atseveralscalesandacrossthedisciplines,andhowitcancontributetopersonaldisciplinaryorpedagogicalresearchobjectives.Third,wewilldiscussassessmentstrategiesandmetricsfortrackingstudentperformanceinanauthenticresearchclassroom,includingabreakdownofsurveyinstrumentsandliteraturethatcanbeusedtosupporttheuseofthesepedagogiesatyourowninstitution.

FRIDAY,

AUGUST3

3:00-3:50P.M. EvidenceofStudentLearningandChangeO'Connor106

MattFisher SaintVincentCollegeEvidenceiscentraltoawiderangeofactivitiesthatSENCERfacultyengagein,includingassessment,promotionandtenure,grant-seeking,andscholarshipofteachingandlearning.ButmanyfacultymaynotbefamiliarwiththefullrangeofformsofevidencethatwecandrawonrelatedtostudentlearningandimpactsoftheSENCERapproachonstudents.Thissessionisdesignedtosurveyawiderangeofformsofevidence–quantitativeandqualitative,directandindirect–rangingfromstudentworkonexamsandassignments(andsomethoughtsonhowtodesignthosetofunctionbetterasevidence)totheuseofrubricstocodingtosurveysliketheSALGtofocusgroups.Participantswillbepointedtowardsresourcestheycanexploreatgreaterdepthontheirown.Aspartofthesession,eachparticipantwillbeprovidedtimetothinkabouttheirparticularcontext/needandnextstepstheycouldtakeinregardstoevidencefortheirparticularsituation(suchasassessment,personalscholarship,orpromotion/tenure).3:00-3:50P.M. SustainabilityCross-disciplinaryConversationsI:Teaching&Learningabout

ENERGYO'Connor107

TimLindstrom CathyMiddlecamp UniversityofWisconsin-MadisonEnergy-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitythanwitheverydayactivitiesofenergyuse,suchasbicycling,takingashower,orturningonalight?Thisinteractivesessiononteachingandlearningenergyprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!3:00-3:50P.M. UsingIndigenousKnowledgetoformScientificHypotheses:AnEffective

StrategytoEngageNativeHawaiianUndergraduateStudentsinSTEMEducation

O'Connor205

MichaelRoss KapiolaniCommunityCollegeMergingmodernscienceswithindigenousknowledgesystemscanbeaneffectivestrategytoincreaseenrollmentofhighlyunderrepresentedminoritygroups,suchasNativeHawaiians,inSTEMdisciplines.However,theintegrationofscienceandindigenousknowledgecanbeanevenmorepowerfultoolinpersistenceandretentionofunderrepresentedundergraduatestudentsinSTEMfieldsbyengagingtheminhigh-impactpractices,suchasundergraduateresearch.NativeHawaiianindigenousknowledgedevelopedoverthousandsofyearsasawealthofempiricalobservationsregardingecologicalandenvironmentalphenomenaaccumulated.Usingtheserichobservationsasameanstoformscientifichypothesisnotonlymakestheresearchmoreculturally-relevanttothestudent,butmanytimesresultsinanon-goingresearchprojectthatextendsacrossmultiplesemesters.Therewillbetimeallottedforparticipantstoworktogethertosharetheirownexperiencewiththisstrategy,orsimilarstrategies,aswellastimetoconsidertheadvantagesanddisadvantagesofimplementingthisapproach.

FRIDAY,

AUGUST3

3:00-4:50P.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevel

Courses--SessionIO'Connor206

SteveChristenson BrighamYoungUniversity

TheoKoupelis BrowardCollege

JayLabov NationalAcademiesofSciences,Engineering,andMedicine JackiReeves-Pepin

NationalAssociationofBiologyTeachers ElizaReilly NationalCenterforScienceandCivicEngagement

GeorgeBoggs PalomarCollege,andtheAmericanAssociationofCommunityColleges(emeritus)

DavidFerguson StonyBrookUniversity

GordonUno UniversityofOklahoma

KarenOates WorcesterPolytechnicInstituteandSuccess4HigherEducationIntroductorycoursesinbiologyandotherSTEMfieldsare(orshouldbe)thekeystonestorecruitingmajorstothediscipline,improvingSTEMliteracyforbothprospectivemajorsandstudentswhowillpursueothercoursesofstudy,andforpreparingfutureK-12teachersofSTEM.“SENCERizing”suchcoursescouldenhancealloftheseroles.However,instructorsmayfindthemselvesimpededbytheircolleaguesinacourse,othermembersofadepartment,orupperlevelleadersintheireffortstodoso.Thus,despitebesteffortstoimprovestudentlearning,componentsofthehighereducationsystemmayposebarriers.Butunderstandingthelargersystemandthesometimescompetingneedsandinterestsofthemultiplicityofstakeholderswithinthesystemmayalsoprovideimportantinsightsopportunitiesforeducationreform.ThisseriesofworkshopsisorganizedincollaborationwiththeleadershipofSENCER,theNationalAssociationofBiologyTeachers(NABT),andtheBoardonLifeSciencesoftheNationalAcademiesofSciences,Engineering,andMedicine.Thusthesystemsanalyseswilluseintroductorybiologyasaprimaryfocusbutwiththerecognitionthatchangestothesecoursescanhaveprofoundimpactsonotherdisciplines(andviceversa).

FRIDAY,

AUGUST3

4:00-4:50P.M. ActiveLearningO'Connor104

DrewSieg YoungHarrisCollegeFormanyearly-careerfaculty,thereisanabrupttransitionfrombuildingmasteryofascientificdisciplinetoemergingasaneffectiveeducator.Alackofteachingexperienceorpedagogicaltraining,resistancefromcolleaguesthatareaversetochange,balancingteachingandresearchexpectations,andminimaltimeforcoursedevelopmentcanbeintimidating.Despiteawealthofpeer-reviewedsupportforstudent-centeredpedagogies,newfacultycandefaulttoteachingastheyweretaught,whichcaninvokeanapproachwithminimalengagementthatmayhinderstudentdevelopment.Duringthisworkshop,wewilluseamixtureofin-classactivitiestoexaminethefoundationsofactivelearning,includingsocialconstructivism,metacognition,andnovelassessmenttechniques.Adiscussiononcommonchallengesassociatedwithimplementingactivelearningwillalsobeheld.Wewillalsoevaluatepeer-reviewedsupportforthesepracticesthatcanbeusedtogenerateenthusiasmforcourseredesignwithinyourdepartment.4:00-4:50P.M. UndergraduateResearchandCivicEngagementO'Connor105

SteveBachofer SaintMary'sCollegeofCalifornia CynthiaMaguire NasrinMirsaleh-Kohan RichardSheardy TexasWoman'sUniversityBothundergraduateresearchandcivicengagementareacknowledged“highimpact”educationalpractices.Theincorporationofresearchactivitiesinthecurriculumallowsmorestudentstohaveaccesstothoseexperiences.Civicengagementactivitiesfacilitatestudentlearningandmotivationsincestudentsobservethepositiveimpactoftheirworktobenefitthecommunity.ThissessionwilldescribenumerousSENCERprojectswhereresearchexperiencesarecoupledwithcivicengagementwork.TheseprojectsrangefromGISmapping,soilsampling,nativeplantgardening,andenvironmentaleducationaloutreach.Theimpactsofstudentlearningwillbediscussedandbenefitsforthecommunitywillbeoutlined.Asmallgroupdiscussionwillenableparticipantstomapoutundergraduateresearchandcivicengagementprojects.Intheclosingdiscussion,theimpactonfacultywillbehighlighted.

FRIDAY,

AUGUST3

4:00-4:50P.M. UsingSENCERCoursesforResearchonTeachingO'Connor106

LindenHigginsEducationforCriticalThinking

MonicaDevanas

RutgersUniversityAsyouconsideryourcoursesanddesignorre-designthemthroughtheSENCERapproach,richopportunitiestousetheprocessfordevelopingnewareasofresearchonteachingwillemerge.TheScholarshipofTeachingandLearning(SoTL)asdevelopedbytheCarnegieFoundation,isasystematicinquiryintostudentlearning.Butbeforethatlevelofworkisundertaken,facultyneedtobethinkingaheadandwithdeliberationabouttheircourses.PreparationforSoTLbeginswithcarefulattentiontocurrentresearchonteachingandlearning,theplanningofresearchquestion(s),ideasaboutactivitiesandassessments,i.e.theresearch,andhowthatevidencewillbeusedtoimprovestudentlearning.Finally,oneneedstoconsiderhowtosharethatworkwiththelargercommunityand“gopublic”withtheoutcomes.Participantsinthissessionwillconsiderquestionsregardingtheliteratureandcharacteristicsofscholarshipofteachingandlearning;whataretheformsofevidenceforthistypeofscholarship;whatconstitutesapublicforumfordisseminationofthisresearch.Mostimportantly,discussionwillfocusonhowSENCERisausefulapproachtoconnectthefaculty,studentsandcommunitywiththisformofscholarship.4:00-4:50P.M. GritandResilience,SuccessandRetentionO'Connor107

AmyShachter SantaClaraUniversity

FRIDAY,

AUGUST3

4:00-4:50P.M. GettingStartedwiththeSENCER-SALGO'Connor205

StephenCarrollSantaClaraUniversityThissessionwillintroduceattendeestotheSENCER–SALG(StudentAssessmentoftheirLearningGains)andprovideinstructionsonhowtouseittoassessstudentlearningintheirclasses.ThesessionwillbeginwithsomebasicprinciplesoftheSENCER-SALG’sdesignandshowhowunderstandingthoseprincipleshelpsfacultyunderstandandassesstheirstudents’learningmoreeffectively.Participantswilllearnhow(andwhy)theSENCER-SALGdiffersfromotherclassroomassessmentinstruments,howtosetupsurveyinstrumentsfortheirownclasses,howtoadministerthesurveys,andhowtointerprettheresults.Participantswillalsolearnhowtocustomizetheinstrumenttoincludetheirowncoursegoals.ThissessionisespeciallygearedforthosenewtotheSENCER–SALG.Participantswillbeableto:

● understandbasicprinciplesofassessingstudentlearning(especiallyastheyaremanifestedintheSENCER–SALG),

● usetheSENCER–SALGtoassessstudentlearningintheirclasses,and● customizetheSENCER–SALGtoincludetheirowncoursegoals.

4:30-4:50P.M. FromtheClassroomtotheCommunity:IncorporatingCivicResponsibilityinto

aSharedLabIntensiveforNon-majorsBiologyandChemistryClassesO'Connor102

LisaHoferkampToddRadenbaugh

UniversityofAlaskaCivicdutiesarelegallymandatedresponsibilitiesforwhichallcitizensshouldfeelanobligation.TheAmericanuniversitysystemoffersanexceptionalopportunitytodemonstratetheimportanceandbenefitsoffulfillingtheseresponsibilities.Manyfacultyinhighereducation,especiallythoseinSTEMdisciplines,seemuncomfortableincludingintheircurriculadiscussionsofapoliticalnatureandrarelyifever,promotecivicandcommunityengagement.However,recentpartisandiscoursehasbeguntolimittheamountofSTEMknowledgeincludedinlegislativediscussionsthatultimatelyproducedecisionsorsetpolicy.Cleardemonstrationsofthelinksbetweensounddecisionmakingandconsiderationsofscientificdatainnon-majorssciencecoursesareanidealopportunitytoencourageanalyticalthinkingregardingthosecivicresponsibilitiesamongyoungadults,someofwhommayeventuallyworkingovernmentalorpolicy-makingroles.Thispresentationwillpresentplansforamulti-disciplinaryintensivelabthatcomplementsa100levelbiologyanda100levelchemistrycourseandusestheNationalCenterforScienceandCivicEngagement’sSENCERapproachtoinsertimportantlinksbetweencivicsandSTEMeducation.Theintendedoutcomeoftheproposedcourseistostrengthenstudent’sunderstandingofSTEMprinciplesbyconnectingcoursetopicstolocalandglobalissuesofimportance.Thispresentationwillpresentplansforclassroomandlaboratoryactivitiesthatrevealhowthescientificmethodandscientificprinciplesprovideaconsistentandpredictivetoolfortheimpactsofhumanaction(andinaction).SimilartopreviouseffortsattheUniversityofAlaskato“SENCERize”physicalgeographyandclimatechangecourses,laboratoryactivitiesandcourserevisionsaimedatdelineatingtheimportantlinksbetweenSTEMprinciples,humanimpactsandcivicengagementwillbepresentedwithaspecificfocusonchangesinculture,ecology,andclimateinAlaska.Theoverarchinggoalisacoursethatencouragesstudentstodeepentheirunderstandingofhowscienceinfluencesgovernmentalpolicy.

FRIDAY,

AUGUST3

5:00P.M.–6:30P.M. POSTERPRESENTATIONSVillasMultipurposeRoomPosterpresentersmayputuppostersbeginningat8:00AMtoday.Therewillberefreshmentsservedattonight’sreception.PosterPresentationRemarks

KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducation BruceAlbertsChancellor’sLeadershipChairinBiochemistryandBiophysicsforScienceandEducationUniversityofCalifornia,SanFrancisco

ANOTEONTHESSI2018POSTERPRESENTATIONSWearepleasedtoinviteyoutoattendaspecialpostersessionthatfeaturestheworkofSSI2018participants.Posterauthorswillbeonhandtosharetheirwork,exchangeideas,andanswerquestionsduringthedesignatedPosterPresentationstime.

PlantingSENCERatAuburnUniversity:GrowthfromSmallBeginnings

PaulaBobrowski RobertHolm

AuburnUniversityOurposterchartsthehistoryofSENCERatAuburnUniversity.FromasmallbeginningwithonepersonbringingtheSENCERidealtotheAuburncampusin2012,insixshortyearstheSENCERethosisnowsharedbyover10facultyindiversedepartmentsrangingfrommusictopsychologytocommunicationdisorders.TheuniversitycountsthreeSENCERfellowsamongitsfaculty.PastSENCER/NSFgrantsandthecontinuingsupportofuniversityadministrationhavenurturedthegrowthofSENCER;encouragefacultytobecomeinvolvedinSENCERandpresenteitheraposterorholdapanelpresentationattheSENCERSummerInstitutes.TopicspresentedincludetheScienceofMusic,theEvolutionofaMusicandScienceCourse,theIntegrationofArtsandHumanitieswithSTEM.BroadeningInterestinSTEMinHighSchoolStudentsthroughFoldscope-BasedInterdisciplinaryActivities

QuyenAoh NicholasConklin BarbaraPriestap AnneSchmitz GannonUniversityDatafromtheUSBureauofLaborStatisticspredictsthatby2022,occupationsinscience,technology,engineering,andmath(STEM)areprojectedtogrowtomorethanninemillion.Thisgrowingworkforceisexpectedtomakeupoverfivepercentofalljobs.Indeed,manypredictthatthenewglobaleconomywillbebuiltonSTEMcareers.However,recentstudiessuggeststhatasignificantnumberofhighschoolstudentsbegintoloseinterestinSTEMfieldsastheygetolder,inpartbecauseoflackofexposuretoSTEManditsapplicationsandalackofconfidenceintheirabilitytopursueSTEM-relatedcareers.

FRIDAY,

AUGUST3

Tobolsterinterestandconfidenceinself-efficacytopursueSTEMfields,wehavedevelopedaone-dayoutreachprogramthatfocusesontheengineering,theoreticalbasis,andapplicationoftheFoldscopepapermicroscope.Amongapopulationofcollege-bound,butat-riskmatriculatinghighschoolstudents,wefoundthatthisoutreachprogramincreasedstudentinterestinSTEMingeneral,improvedconfidenceintheirabilitytolearnSTEM,andincreasedstudents’opennesstocareersinSTEMfields.Interestingly,studentsmostenjoyedtheconstructionanduseoftheFoldscope,andleastenjoyedunderstandingthebasicopticsbehindtheFoldscope.TheseresultsareconsistentwithstudentdatathatshowmoreinterestinappliedthanbasicstudyofSTEMfields.GeologyOutreachtotheScoutingCommunity

JuliaNord AmandaSchulte GeorgeMasonUniversityGeorgeMasonUniversity(Mason)withNorthernVirginiaMineralClub(NVMC),holdsahighlysuccessfulannualGem,MineralandFossilShowthatattractsover1000communitymembers,manyofthemchildren.Buildingonthissuccess,in2014MasonjoinedwithBoyScoutsofAmerica(BSA),toofferprogramsforBoyScoutMeritBadgesinGeology,andWebelosandCubBoyScoutpinsandbelt-loops,nowchangedtoSTEMAwards.TheeventisheldintheMasongeologylabsandisrunbygeology-focusedstudentsintheGraduateSchoolofEducation.Eachlabhostsaspecificrequirementandstudentsrotatebetweenlabs.FacultyrunRequirement4,asthescoutneedsto“visitageologistintheirplaceofwork”,learnabouttheirresearchandtalkaboutcareeropportunities.Theother4requirementsareledbyundergraduates,includingstudentsinGEOL302,Mineralogy,LearningAssistantsandgraduatestudents.Theone-of-a-kindprogramhasbeenverysuccessful,althoughnumbershavefluctuateddramaticallyandmanylessonshavebeenlearnedincludingtheimportanceofteamworkbetweenthreeverydifferententitieswitheducationasacommongoal.ItistheonlylargeSTEMeventheldatauniversitywithintheDC/Maryland/VirginiaregionthatworkswithBSA.MaintainingstudentinterestinSciencethroughmiddleandhighschoolisimperativeforcreatingastrongfutureSTEMworkforce.Nationally,thenumberofBoyScoutsreceivingthisbadgehasdeclinedbyapproximately15%overthepastfiveyears(BSA),despitebeingoneofthemorepopularmeritbadgeswhenexcludingallrequiredbadgeprograms.Since2014approximately550BoyScouts,Webelos,andlike-mindedyouth(includingfemales)haveattendedtheMasonprogram.52BoyScoutshaveobtainedtheirgeologymeritbadgesand481WebeloshavereceivedSTEMawards.In2018weofferedawell-attendedspringeventforthefirsttime.Beginningin2019,BSAwillallowfemalestoattainMeritBadgesandweexpectanincreaseinfemaleattendees.

FRIDAY,

AUGUST3

ASwitchatLipscombTurnsontheLIGHT:IlluminatingGlobalEngagement

TameraKlingbyll LipscombUniversityAftertheinitialconversionsofgeneraleducationbiologycourses,FoundationsofBiologyandPowerofScience,theintegrationofbiologyandchemistry,intotheLipscombLIGHTInitiative(illuminatingglobalengagement)andaredesignoftheSALGusedforclasses,Spring2018producedthefirstofficialdataforthecoursesandthevalueofthenewlearningstyles.FoundationsofBiologydatawasobtainedfromtwoclasses,onedayandonenight.ThelearningstylesinadherencetothepurposeofLIGHTbroughtanintentionalfocusonamoreglobalandlocalsenseofstudywithaprominentpresenceofthehumanities.Forthefirsttime,students,inplaceoftakingacumulativefinalexam,wouldproduceacumulativefinalproject.Classeswereshownhowtheprojectsweremadecumulativeandincorporatedanentiresemestersvolumeoflearning.Whilemakingsurestudentslearninformation,studentsalsobuiltonhiddencompetenciese.g.confidence,informationmanipulation,learningforunderstanding,reflectionandteamwork.Coursematerialsarecurrentlyunderreviewmovingtowardsamoreofflipped-classroomdesign,thusallowingformorediscussion.ASALGredesignfollows.UsingHands-onActivitiesinTeachingMathematicsK-4th

CarrollWells LipscombUniversityTopicswhichweretaughtinasummerinstituteforK-4thteacherssponsoredbyaMath/SciencePartnershipGrant,summer2018,willbepresented.Useofhands-onactivitiestogetstudentsinvolvedinlearningmathematicswillbeillustrated.Theseincludeitemsfromnumbersense,geometry,andproblemsolving.AProject-BasedLearning(PBL)ApproachForEngagingStudentsinUndergraduateChemistryCourses

MadhavanNarayananJoshuaSabatini

DavidaSmythGeethaSurendran

MercyCollegeIthasbeenwelldocumentedthatstudentlearningissignificantlyimpactedpositivelybyexposingthemasearlyaspossibletoprojectbasedorresearchbasedcourses.Thenumberoffoundationallevelmodelchemistrycoursesthatinvolveeitheroftheseapproachesarefewandfarbetween.Thisisunderstandableconsideringthedifficultyoneisfacedwithwhendecidingthenumberofkeyconceptstobecoveredwithinthelimitedtimeduringasemester.AtMercyCollege,weuseproject-basedlearning(PBL)infirstandsecondyearundergraduatechemistrycourseswiththeaimtoengagestudentsinlearningtohelpthemunderstandcoreconcepts,developcorescientificcompetencies,andimprovingstudent’sattitudetowardschemistry.WehavedesignedandimplementedanantacidbasedPBLingeneralchemistryIlaboratoryandaminiresearchprojectontheeffectofnuclearchemistryinsocietyinthegeneralchemistryIlecture.IntheorganicchemistryIIlaboratoryourstudentsdidaprojectanalyzingthekeyorganicingredientsincarrieroils,essentialoilsandsunscreens,thestudents’extractaromaticorganiccompoundsfromcommercialoilsandsun-screensandquantifythemusingopticalspectroscopy.HerewepresentresultsfromStudentAssessmentofLearningGains(SALG)surveysfromthesecourses.

FRIDAY,

AUGUST3

DevelopingSignatureAssignmentsinaMultidisciplinaryIntegratedLearningCommunityFocusedonClimateChange

CatherineDuckett KatieGatto MonmouthUniversityMonmouthUniversitywillpilotanintegratedlearningcommunitydesignedtodeepenstudentcriticalthinkingskillsanddevelopotherskillsinaformthatstudentsfindrelevantandmeaningfulinFall2018.StudentswillenrollinthreecoursesrequiredintheMonmouthgeneraleducationcurriculum.Twoofthecoursesfocusondevelopmentofskillsratherthanonexpandingstudentsubjectknowledge(InformationTechnologyandEnglishComposition);thethirdisaninterdisciplinaryfreshmanseminar(ScienceandLiterature)whichaddressestransitionalissuesanddevelopingcriticalthinkingthroughcoursework.Thesethreecoursesallexplorethetopicofclimatechangeandwillsharesomereadingmaterials.AnActiveLearningApproachUtilizingCaseStudyPresentationstoDemonstratephysiologicalPrinciplesinAnatomyandPhysiology

BernadetteDunphy MonmouthUniversityInclusionofactivelearningtechniques,specificallycasestudywork,resultedinlearninggainsasnotedbyincreasedscoresonanationalstandardizedexam.ActiveLearningisamethodthatcanbeusedinaclassroomthatdirectlyinvolvesstudentsinthelearningprocess.Thismethodcanincludecasestudypresentationandanalysis,studentsusingthewhiteboardduringdiscussions,orsmallgroupdiscussioninclass.Thistypeofmetacognitivelearningissuccessfulindocumentedgainsinthemoredifficultintegrativephysiologicalprocesses.Metacognitivelearningresearchhasbeendone,howeverwewereprimarilyinterestedintheuseofactivelearninginupperlevelanatomyandphysiologyclasses.Thisintegrationwouldnotonlybenefitthestudent’slearningofphysiologicalprocesses,butalsogivethemaplatformtobuildtheknowledgeofdifferenthumansystems,andintegratethatknowledgethroughoutthetwocourseseries.ItishypothesizedthattheuseofactivelearningstudentswilllearnthematerialbetterandtheresultswillbeanincreasedscoreontheHAPSexam.ThisisacomprehensiveexamproducedbytheHumanAnatomyandPhysiologySociety.ItcanbeassumedthatamajorityofprofessorsintheUnitedStatesprimarilyteachusingtraditionalmethods.Thestudents’scoresonthisexamwererecordedinthespring2016(n=25)andspring2017(n=17)semesters.Student’st-testwasusedtocompareeachsemestertothenationalaverage.Usingthistest,itwasfoundthatinbothsemesters,thestudentsscoredsignificantlyhigherthanthenationalaverage.Thisdifferencecanbeattributedtoactivelearning,andhasshownthatactivelearningisabettertechniquethantraditionallearninginAnatomyandPhysiology.

FRIDAY,

AUGUST3

APictureandaThousandWords:DemonstratingOutcomesinaGeneralEducationScienceCourse

RobinKucharczyk MonmouthUniversityMonmouthUniversityoffersDiscoveryandThinkingintheNaturalSciences(SC100)asoneoftheGeneralEducationNaturalSciencecourseoptionsfornon-sciencemajors.Thissurveycoursecoversmajordevelopmentsinphysics,chemistry,andbiologyandistaughtinatraditionalformat.WhenRobinKucharczykbecameCoordinatorofGeneralEducationNaturalScienceinfall2017shereturnedtoteachingSC100afteraseven-yearhiatusandbroughtSENCER-inspiredinnovationsintoherclassroom.DrawinginspirationfromapostershehadviewedatoneSummerInstituteshecreatedanovelphotograph-basedassignmentthatengagedherstudentsinwritingaboutscienceatthestartandendofthesemester.Atthestartofthetermstudentssubmittedphotosofthemselveswithobjectsorinsettingsthatwereofinteresttothem.Totheirphototheyattachedaparagraphinwhichtheydescribedthesciencebehindtheirobjectorsettingastheycurrentlyunderstoodit.Aspartoftheirfinalexaminthecourse,theythenwroteastructuredpaperthatdescribedtheirunderstandingoftheirobjectorsettingasseenthroughthelensofthecoursecontent.Theyalsocomparedthiswritingwiththeirwritingatthestartofthecourseandreflectedontheirlearning.Robinwillsharephotographsandwritingexcerptsthatillustratehowherstudentsusedalavalamp,adirtyoutdoorpool,apetladybug,awaterslide,andotherselectionsastoolsthroughwhichtheymeasuredforthemselvesthetransformationintheirabilitytorecognize,understand,andcommunicatethescienceintheworldtheylivein.StudentAssessmentofLearningGains(SALG):AReassessmentofValidity

LindenHigginsEducationforCriticalThinkingLLCHeideEstesCatherineDuckett

MonmouthUniversityStudentevaluationsofcourseshavebeenshowntobebiasedagainstchallengingcontentandagainstinstructorswhodivergefromthepresumedwhite,heterosexual,cis-malefaculty“norm.”TheStudentAssessmentofLearningGains(SALG)hasbeenunderstoodtoavoidproblemswithothermethodsofstudentcourseandfacultyevaluation.However,astudyoftwocomparablecoursesofdifferentdifficultyhaschallengedthevalidityoftheSALG.WeevaluatedtwoFirstYearSeminarcoursesataregionalcomprehensiveuniversitybyadministeringtheSALGbothpre-andpost-courseandanalyzingstudentessaysformeasuresofcriticalthinkingtoinvestigatecorrelationsbetweenself-assessedlearninggainsandstudentperformanceonalatesemesteressay.Reviewofsyllabiandcourseassignmentsalongwithstudentreportsofdifficultyagreeinjudgingonecoursetohavebeenmorechallengingthantheother.Inthelesschallengingcourse,thevariationincriticalthinkinginstudentessaysisgreaterthaninthemoredifficultcourse,wheretheaverageperformancewasthesamebuttherewasverylittlevariationamongstudents.However,improvedperformancedoesnotcorrelatewithstudentreportsoflearninggainsontheSALG.Studentsinthemorechallengingcoursereported“littlegain”intheircriticalthinkingskills,whilestudentsinthelesschallengingcoursereported“greatgain.”Students’enthusiasmforthecoursecorrelatedwithself-reportedgreaterimprovementincriticalthinkingskills.ThisdifferencesuggeststhatevenfortheSALG,students’ownassessmentsmaybebiasedbytheirenthusiasmforthecourseand/ortheinstructor.Assuch,theself-assessmentisnotaconsistentgoodindicatorofactualstudentlearninggains,anditsuseshouldbeaccompaniedbyothermeasuresofstudentperformance.

FRIDAY,

AUGUST3

DevelopingaSENCERModelSubstanceAbuseAwarenessCourse:ACampus-CommunityEffortFocusedonInterdisciplinaryLearningStrategies

IreneDabrowskiRobertaHayes

St.John'sUniversityThecivicengagementgoalofaninterdisciplinarylearningcommunityhasfocusedonaddressingthelocalandnationalsubstanceabuseepidemic(tobacco,alcohol,andopioids)inordertoincreasestudentunderstandingandawarenessofthefactorsinvolvedinperpetuatingacultureofsubstanceabuse.Twocorecurriculumcourses,ScientificInquiryandIntroductiontoSociology,placedasocio-biologicallensonsubstanceabuseincorporatingcollaborativeresearchprojectsandstudentengagementactivitiesoverthecourseoftwosemestersontheStatenIsland,NYcampusofSt.John'sUniversity.Thestudentsintherespectiveclassesworkedwithaproblem-solvingapproachfulfillinganacademicservicelearning(AS-L)requirementwithwrittenandparticipatoryassignmentspilotingapotentialtemplateforaSENCERModelSubstanceAbusecourse.Theserequirementsentailedfivedigitalresearchassignmentsforreviewingboththepopularmediaandthescholarlyliteratureto"getthefacts"aboutsubstanceabuseasportrayedtothegeneralpublicandhowthatmaydifferfromreadingscholarly/scientificarticles.Studentsattendedamonthlongspeakerandfilmseriesonsubstanceabusetocomplementtheirresearchactivities.Thespeakerswereselectedinpartnershipwithcommunitygroupsanduniversityfaculty.Teamworkbecameintegraltolearningandproblem-solvingasstudentscollectivelyconstructedinfographicandpublicservicepostersforpresentationinaninterdisciplinaryclassdesignatedasanopendialogueday,allowingstudentsfrombothscienceandsociologyto"talkover"resultswithoneanother.Theposterswerefinallysharedwiththeentirecampuscommunityonauniversity-wideresearchdayplacingemphasison"peerseducatingpeers"aboutthedangersofdruguse.Inaddition,allstudentsintheuniversityhavebeeninvitedtorespondtoatobaccosurveyforthepurposeofcollectingempiricaldatadirectedtowardthepolicyformationofatobacco-freeuniversityinconjunctionwithoneofourASLpartners.IntegratingLiberalArtsandEngineeringthroughtheNationalAcademyofEngineeringGrandChallenges

KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducation

WiththesupportoftheTeagleFoundation,FourcampuswhicharepartoftheAITUsystem(AssociationofIndependentandTechnicalUniversities)underwentatwoyearcycletobringtogetherEngineeringandLiberalArtsFacultywiththegoalof;(1)creatingnewmodules/courses/activitiesorexperiencesthatintegratemultidisciplinaryperspectives,waysofknowingandapproachestosolvingproblemofsocialconsequence;(2)studyingtheinteractionsoftheengineeringandliberalartsfacultyandhowcommunicationstakesplaceamongstandbetweenthemindevelopingasharedacademicexperiencewhile;(3)creatingforeachcampusasuccessfulapplicationfortheNationalAcademyofEngineering(NAE),GrandChallengeScholarsProgramwhichemphasizestheinfluencetheliberalartsdisciplineshaveinpreparingengineeringstudentsforboththeirprofessionaswellastheirsocialresponsibility.Wepresentourexperiencesworkingasateamoncampusandaspartofthismulticampusproject,aswellasthechallengeswefacedandtheoverallsuccessofintroducingtheNAE-GlobalGrandChallengeScholarsProgramtostudentsandfaculty.

FRIDAY,

AUGUST3

PromotingScienceThroughWizardry

CynthiaMaguire TexasWoman'sUniversityAnunexpectedopportunitycomesalongwhenweleastexpectit,andthatishowCynthiaMaguirecametotraveltoMiddleEarth(NewZealand)asawizardapprenticeinfall2016.Alongtheway,shelearnedatotallynewanduniquewayofrelatingscienceinformationtochildren,therebyincreasingtheirinterestinscience.HerposterisadescriptionofherjourneyasshetrulybecametheMistressofPotions(MPforshort).SincereturningtoTexas,sheisseekingopportunitiestovisitschoolsforkidsofallagesinordertodemonstratethepower—andfun—ofscience!Wizardingperformancesareprovidedfreeofcharge,butwhenovernighttravelisneededthecommunityisaskedtoprovidelocalmealsandabedinsomeone’shome.Thisprovidestheopportunitytostrengthenbondswiththepeopleshemeetswhilereducingthecostofprovidingthisuniqueperformancetoschools.PerformingastheMistressofPotions,shehopestobearolemodelforyoungwomeninscienceandanambassadorforTWU.Formoreinformation,emailMPatcmaguire@twu.eduMulti-facetedCivicEngagementinaBelizeVillage

DavidRylander TexasWoman'sUniversitySanAntonioRioHondaisasmallvillageinBelize(approx.500people)thathadlittleeconomicopportunity,nobooksfortheschool/children,nowastemanagement,minimaluseofgardeningopportunities,andaculturethatsuppressedwomenandgirls.WiththehelpofaformerPeaceCorpsvolunteerlivinginthevillage,TexasWoman’sUniversitystudentsdevelopedandimplementeda5-yearplanofcivicengagementtohelpimprovetheseconditions.Thiswasdonethroughastudentorganization(Enactus/SIFE)andastudytourcourse.Throughaseriesofthreestudenttripstothevillageandadditionalsupportfromadistance,studentswereabletomakeanimpactineachareaofneed,whileachievingadepthoflearningbeyondwhataregularclassroomsettingcanprovide.Projectsincludedsupportforwomen’scraftbusinesses,booksforachildren’slibrary,anewgirlssoccerteam,gardeninginitiatives,andothersustainable-focusedefforts.Studentsengagedinlearninglocalcultureandhistory,thenaturalenvironment,andpoliticalandbusinessenvironments.Highlightsoftheprojectswillbepresented,alongwithoutcomes,challenges,assessmentsandsustainableimpacts.ResearchDiscoveryinInstrumentalAnalysisandEnvironmentalChemistryLaboratoriesatTexasWoman’sUniversity

ManalOmary TexasWoman'sUniversityThispresentationwilloverviewourresearchdiscovery-styleforboththeInstrumentalAnalysisandEnvironmentalChemistrylaboratoriesatTexasWoman’sUniversity.Thelabinvolvestwocomponents,onebasedonconventionalexperimentsinstandardtextbooks/manualsforthesetypesoflabs,andthesecondcomponentwhichtargetsnewresearchdiscoverieswherebythesametechniquesonstandardmaterialsareappliedforinterestingtechnologicalapplications.Forexample,wehavebeenanalyzingpollutedwaterfromhydraulicfracturing(fracking)sitesinTexas/Oklahomanaturalgaswellstoinvestigatetheirvariousorganicandinorganicpollutantsbothquantitativelyandqualitativelyviavariousanalyticaltechniques(HPLC.Atomicabsorption,UV/vis,andGC-MS).

SATURD

AY,AUGUST4

TranscendingBoundariesandMonitoringChange:ResilienceandAdaptationthroughouttheYukonRiverWatershed

LarryDuffy UniversityofAlaskaFairbanksTheYukonRiverWatershedprovidesanideal,broadscaletopicforresiliencestudies.OurgoalistocreateasustainableresearchprogramtostudytheimpactofclimatechangeonwatersecurityandresilienceinAlaska.GlobalwarmingandindustrialdevelopmenthavethepotentialtocauselargescalechangesintheYukonRiverWatershedandtheassociatedhumandimension.WeproposetousetheYukonRiverWatershedto:

● establishandexpandabaselineagainstwhichfuturechangecanbemoreaccuratelyassessed,● enhancetheAlaskanresearchandeducationinfrastructure,● PromoteinterdisciplinaryresearchandCitizenScience,and● advanceregionaleconomicanalysis.

TraditionalEcologicalKnowledge(TEK)willbeintegratedwithResilienceTheory.SATURDAY,AUGUST4THSessionswillbeheldontheSantaClaraUniversityCampusandattheTechMuseumofInnovationinSanJose7:00A.M.–8:00A.M. BREAKFASTBensonMemorialCenter8:00-9:50A.M. SessionBlockIII

SATU

RDAY,

AUGUST4

8:00-9:50A.M. IntegratingMusicintoSTEMO'Connor102

FrankAbrahamsElenaByasseJanetCapeJessicaDalrymple

DonnaJeanFredeenPalmerHaffnerNicholaLampeJohnLucadoLindseyReinhardRiderUniversity

Inthissessionwepresenttheresultsofaresearchprojecttoinvestigatematerials,anddesigninstructionforamusiccurriculumthatalignstothegoalsandobjectivesofSTEM–anationalinitiativetoimprovethequalityofpublicschooleducationbyfocusingonScience,Technology,EngineeringandMathematicsinelementaryandsecondarypre-collegeeducation.SomeartseducatorsbelievethataddingtheartstoSTEMcreatingSTEAM,providesamorerelevantandcomprehensiveapproachtoeducatingthecompletechild,andprovidesopportunitiesforchildrentoexpressthemselvesthroughtheartsinwaysthatenhanceengagementswithscience,technology,engineering,andmathematics.Thescopeoftheprojectwastoidentifyatheoreticalframework,developatemplateforinstruction,andgeneratesampleplansformusicexperiencestoconnectandintegrateintothegoalsandcontentofSTEMsubjects,alwaysmaintainingtheintegrityofmusicasasubjectworthyofstudyonitsown.Whileitisimportanttoconsiderdance,drama,andvisualarts,thoseconsiderationswerebeyondthescopeofthisstudy.Thissessionisintwoparts.First,wepresentthetheoreticalframework,literaturereview,lessonplanandensembleplantemplatesanddescribesomesamplelessons.After,participantswillhavetheopportunitytotrysomeofthematerialstoexploreoptionsforcreativeexpressionintegratingmusicintoSTEM.8:00-9:20A.M. HowtoSENCERizetheCurriculumO'Connor104

TheoKoupelis BrowardCollegeTheSENCERapproachisabouttheteachingandlearningofachallengingcurriculumsteepedincivicengagementissues.Includingthisapproachasanintegralpartofacurriculumchangecanbedoneatanylevel,fromtheindividualcoursetothegeneraleducationcurriculum.Thegoalofthissessionistoengageinadialoguethatcoverstheentireprocessofsuchachange,discusschallenges,supportneeded,guidingprinciples,andtoprovideexamplesofsuccessfulefforts.ThesessionisintendedforparticipantsnewtotheSENCERproject.

SATURD

AY,AUGUST4

8:00-8:50A.M. InformalScienceforInquiringMinds:K-4ScienceExplorationProjectsO'Connor105

GingerReasonover LipscombAcademyElementarySchoolLipscombAcademyElementarySchoolprovidesbothformalin-schoolscienceteachingandafter-schoolscienceexplorationprogramsforstudentsingradesK-4.Nextgenerationsciencelabscoverahostofscienceprinciplesthroughfoodandcooking:physics,biology,chemistry,andenvironmentalscience,inparticular.Foodand/orcookingcanbeusedtoteachtherockcycle,statesofmatter,layersoftheearth’scrust,temperature,thebutterflylifecycle,thescienceofsunsandcomets,aquifers,andsustainability.Thissessionwillbeahands-onpresentationofafoodscienceprojectthatallowsstudentstoexplorephysics,chemistry,andbiologyconceptsinafunandinformalscienceexplorationclass.ThesessionwillalsoprovidenetworkingandcollaborationpotentialforK-12educators.8:00-8:50A.M. Science,Humans,andNature:ASouthernAppalachiaStoryO'Connor106

LaRoyBrandt LincolnMemorialUniversityTheSENCER-ISEprogramwasdesignedtofostercross-sectorcivicengagementpartnerships.Utilizingthefinancialsupportfromthisprogramathree-waypartnershipbetweentheLincolnMemorialUniversityDepartmentofBiology,theAbrahamLincolnLibraryandMuseum,andtheCumberlandMountainResearchCenter(allinHarrogate,TN)wasestablished.ThisprojectdevelopedspecializedtrainingforLMUconservationandwildlifebiologystudentsintheenvironmentalhistoryandhumangeographyofsouthernAppalachia,aswellasformaltrainingininterpretiveprograming.Underfacultyguidance,LMUstudentsdevelopededucationalprogramsthatwereofferedthroughtheMuseumtomiddleschoolstudentsfromourlocalcommunity.OnOct27,2017,LMUhostedover80middleschoolstudentsforarotatingsequenceofthreeprograms:(1)WaterasanEnvironmentalandHistoricalforce,(2)HistoryandCurrentStatusofRegionalBiodiversity,and(3)HumansandLandUseNatureHike.TheSENCERSALGwasutilizedtoobtainfeedbackfromLMUstudentsabouttheirexperiencesinthisprogram.Althoughthisprojectisviewedasasuccess,discussionsconcerningoftheprojectfrominceptiontodevelopmenttoimplementationtoassessmentandvarioushurdlesalongthewayarewarranted.

SATU

RDAY,

AUGUST4

8:00-8:50A.M. SoTL:DesigningStudentAssessmentstoStimulateReflectiononComplexProblems

O'Connor107

LindenHigginsEducationforCriticalThinking

MonicaDevanas

RutgersUniversitySENCERizedcoursespresentbothbenefitsandchallengestostudents,inpartduetotheinterdisciplinaryapproachrequiredtoworkonthereal-worldproblemsatthecoreoftheSENCERideal.Students,developmentallyandintheirpriorexperiences,oftenapproachproblemsinalinearfashion.Moreover,‘transfer’acrosscoursesandamongdisciplinesiswidelyacknowledgedasonethemostchallengingthingstolearn,andtoteach.Intoday’sworkshop,wewilldiscusssomestrategiesforhelpingstudentswhentheystrugglewiththeinherentcomplexityofSENCERizedcoursesandrealworldproblems,provideanoutlineofactivitiesandstrategiesfordifferentpointsinthesemester,andprovidetimeandresourcesforparticipantstooutlineanactivityforoneoftheircourses.Wewillclosewithanoverviewofresourcesformanagingdiscussionsaroundparticularlychallengingtopicsthatmaytriggerstrongemotionalreactionsinstudents.8:00-8:50A.M. SustainabilityCross-disciplinaryConversationsII:Teaching&Learningabout

FOODO'Connor205

TomBryanCathyMiddlecamp

UniversityofWisconsin-MadisonFood-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitywithstudentsthanwiththefoodtheyeatoncampus?Asaninstructor,youcanhelpstudentsfindexamplesofhowwhattheyeataffectsboththeirhealthandthehealthoftheplanet.Thisinteractivesessiononteachingandlearningfoodprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!

SATURD

AY,AUGUST4

8:00-9:50A.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevelCoursesSessionII

O'Connor206 ThisisthesecondofthethreesessionsintheThinkingLikeLeadersworkshopsequence.ItwillexaminetheinterconnectednessofintroductorybiologytootherdisciplinesinSTEMaswellastheartsandhumanitiesfromasystemsperspectiveusingafacilitatedcasestudy.

BruceAlbertsChancellor’sLeadershipChairinBiochemistryandBiophysicsforScienceandEducationUniversityofCalifornia,SanFranciscoDavidFerguson

StonyBrookUniversityMattFisher

SaintVincentCollegeTheoKoupelis

BrowardCollegeCathyMiddlecamp

UniversityofWisconsin-Madison

JayLabov NationalAcademiesofSciences,Engineering,andMedicine ElizaReilly NationalCenterforScienceandCivicEngagement 9:00-9:50A.M. BrownfieldAction:ActiveLearninginaConstructivistEnvironmentO'Connor105

PeterBower BarnardCollege/ColumbiaUniversityBrownfieldAction(BA)isawebbased,interactive,threedimensionaldigitalspaceandlearningsimulationinwhichstudentsformgeotechnicalconsultingcompaniesandworkcollaborativelytoexploreandsolveproblemsinenvironmentalforensics.BrownfieldAction(BA)wasselectedin2003asanexampleof“nationalmodelcurriculum”bySENCER.BAistheonlySENCERModelwithanetworkoffacultycollaboratinginacommunityofpractice.Thesimulationandthefacultynetworkwillbedescribedaswellasitsimpactonstudentlearningandcareergoals.

SATU

RDAY,

AUGUST4

9:00-9:20A.M. CivicEngagementinaKentuckyContextO'Connor106

MartinBrock EasternKentuckyUniversityThispresentationwillexploreseveralmodelsinwhichKentucky-specificissuescanbeandhavebeenusedasframeworksforfurtheringcontentdeliveryinbothnaturalscienceandsocialsciencecontexts.Thefourexamplestobeemphasizedincludethechestnutproblem,inwhichchestnutblightdecimatedthedominantarborealspeciesinmuchofAppalachia;theBluegrassArmyDepot,atwhichtonsofnerveagenthavebeenstoredsincethemid-20thcenturyandagainstwhichtreatyobligationshavemadetheirdestructionmandatory,butwhichemergingtechnologieshadbeenexpectedtoresolvetheissuesquickly;MaxiFlats,averybadmodelofmis-handlingradioactivewaste,andwhichcontinuestoplayout,inspiteoflessonsthatweresupposedtohavebeenlearned;andfinallytheproblemsassociatedwithtraditionalenergygenerationandthedifficultieswithtransitioningtoalternativesources.Eachofthesemodelsworkattheinterfacebetweenthesocialsciences,includingpoliticalscience,economics,sociology,andgeography,andoneormoreofthenaturalsciences,althoughforthispresentationmostlychemicalaspectswillbeemphasized.Inaddition,solutionstoeachoftheseissueswillrequirecooperationamonganumberofcivicplayers.Throughroleplaying,studentsareabletobetterappreciatethecomplexityoftheissuesfacingourcommonwealth.9:00-9:50A.M. Engineering,TechnologyandtheLiberalArtsO'Connor107

DaveFerguson StonyBrookUniversityThissessionwillfocusoncoursesandotherexperiencesaimedathelpingstudentsoutsideofengineeringandtechnologybetterunderstandsomeofthetechnicaldimensionsandsocietalimplicationsofaworldthatisincreasinglydrivenbyextremeautomation.Participantswillexplorewaysinwhichcurriculaorcoursesmayaddressthechallengesandopportunitiescreatedbyengineering-drivenapproachestosuchissuesashealth/medicine,sustainability,andsecurity.9:00-9:50A.M. BeyondAssessment:DesigningInformativeEvaluationsofStudentLearningO'Connor205

LindenHiggins EducationforCriticalThinkingLLCManyfacultyaredeeplyinterestedinknowingwhethertheirteachingstrategiesarehavingimpactsonstudentlearning.Detectingimpactsisthefocusofprogramevaluation,andthissessionintroducesthebasicconceptsofdesigninganevaluation.Followingapresentationofhowevaluationisdistinctfromresearch,therewillbeawhiteboardcollaborativemappingofresources,outputs,anddesiredimpactsforahypotheticalcourseactivity.Basedonthismodel,thegroupwillidentifyanddiscusspossibleevaluationquestions,consideringfactorssuchasgenerality,context,andfoundationalquestionsintheliteraturearoundteachingandlearning.Afterabriefpresentationaboutchoosingappropriateindicators,'triangulation,'andthemeaningsofvalidityandreliabilityinSoTLdataanalysis,thegroupwillidentifypossibleindicatorsforthehypotheticalprogrammodel,anddiscusshowthosemightbemeasured.Thesessionwillclosewithdiscussionofparticipants'thoughtsofhowtoproceedwithevaluatingimpactoftheirSENCERcourses.

SATURD

AY,AUGUST4

9:30-9:50A.M. UsingNumberTalkTrainingToTrainTeachersO'Connor104

BrandonBanes LipscombUniversityNumberTalksarerichinstructionalactivitiesthathelpstudentsdevelopnumbersenseandflexiblethinkinginmathematics.Forteachers,numbertalksrequireawidesetofteachingskills.Thispresentationwillshowcasethepresenter'sexperienceusingnumbertalktrainingtomotivateteacherstodeveloptheirteachingpracticeingeneral.9:30-9:50A.M. CommunityBasedLearninginaRuralEnvironmentO'Connor106

PamelaProulx-Curry MaineCampusCompactCommunityBasedLearningevolvedlargelyinurbanenvironmentswheremanystructuresthatfacilitatestudentinvolvementinoff-campusprojects(e.g.localtransportationsystems,largesocialserviceagencieswithvolunteermanagementpersonnel).Manytimesthesestructuresdon’texistinruralcommunities,thuscreatingauniquesetofchallengesforfacultyinterestedininvolvingtheirstudentsinoff-campuscivicengagementactivities.Thissessionwillengageparticipantsinadiscussionofthesechallengesandapproachestodealingwiththem.10:00-10:45A.M. TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.10:00-10:45A.M. SENCER-ISE:HelpGuidetheNextStepsO'Connor102

MarshaSemmelMarshaSemmelConsultingDaveUckoMuseums+MoreLLC

Inthissession,wewilluseSENCEReffortstodateinpartneringhighereducationinstitutionswithinformallearningorganizationsasaspringboardforconversation.Youwillshareyourexperiencewithcross-sectorpartnershipsasweexplorenewopportunitiesforcollaboration.YourinputwillenableustobuildonpriorworkandnewideasinplanningfutureSENCERprojects.10:45-11:45A.M. BrunchBensonMemorialCenter11:45A.M.-1:00P.M. TraveltotheTechMuseumBusLoopSSIparticipantswillboardthebustotheTechMuseumofInnovationatthebusloopasindicatedonyourcampusmap.

SUNDAY,

AUGUST5

1:00–2:00P.M. ALL-INSTITUTEPLENARYSESSIONIIITechMuseumofInnovationNewVentureHallMarshaSemmel,presiding

PlenaryPresentation:CommunityInvolvementandParticipationAdvancingLearningandCivicEngagementTimRitchiePresidentandCEO

TheTechMuseumofInnovation2:00-5:00P.M. AfternoonattheTechMuseumTechMuseumofInnovationFollowingtheplenaryaddress,SSIparticipantswillhavetheafternoontospendintheTechMuseum.PleaseconsulttheshuttlescheduleinyourprogrambookfortransportationbacktocampusandtheHolidayInn.

SUNDAY,AUGUST5THAllsessionswillbeheldontheSantaClaraUniversityCampus.7:00A.M.–8:30A.M. BREAKFASTBensonMemorialCenter7:00A.M.–8:30A.M. TranscendingBarriersMeetingO'Connor1028:30A.M.–10:00A.M. ALL-INSTITUTEPLENARYSESSIONIVMusicandDanceBuildingRecitalHallElizaReilly,NCSCE,presiding

PlenaryPresentation:MakingCommunityPropertyofTeaching,Learning,andtheCriesoftheWorldMattFisherAssociateProfessor,Chemistry

SaintVincentCollege10:00-10:50A.M. SessionBlockIV

SUNDAY,

AUGUST5

10:00-10:20A.M. TheAutomatedPhoneticTranscriptionGradingTool:WhereComputerScienceMeetsClinicalProblemSolvinginCommunicationDisorders

O'Connor102

MarishaSpeightsAtkinsDallinBailey

CherylSeals AuburnUniversityTheuseofinnovativetechnologiesforclinicalpracticeinspeech-languagepathologyisrevolutionizingpracticesfordiagnosisandtreatmentofcommunicationrelateddisordersacrossthelife-span.Thisevolutionhasalsorequirededucatorstointegratetheuseoftechnologiesintotheclinicaltrainingpedagogy.Phonetictranscription,afoundationalskillpresentedearlyintheundergraduatespeech-pathologycurriculum,servesasthebasisforadvancedcourseworkinproblemsolvingandclinicaldiagnosticdecision-making.Whenlearningmethodsforphonetictranscription,studentsbenefitfromregularfeedbackontheirprogress.Wesoughttoexploreamethodtoaddressthepedagogicalchallengeofprovidingobjectiveandtimelyfeedbacktostudentsusingauser-friendly,computer-basedplatform.ThedevelopmentofTheAutomatedPhoneticTranscriptionGradingTool(APT-GT),servedasamechanismforanintegratedlearningopportunitybetweenthedepartmentsofCommunicationDisordersandComputerScienceandSoftwareEngineeringatAuburnUniversity.Themarriageofcommunicationdisordersandcomputersoftwareengineeringlearningobjectivesmeettwomajorgoals:(1)toprovideincreasedstudentengagementbetweensocialsciencesandengineeringand(2)toincreaseappliedsciencebyaddressingreal-worldproblems.Thissessionwilldescribethecollaborativeandmulti-facettedeffort,tocreatearichlearningexperienceforstudentsinbothdepartments.10:00-10:20A.M. ConnectingClassroomSkillstoEverydayLife:the“Three-Column“ApproachO'Connor105

NasrinMirsaleh-Kohan TexasWoman’sUniversityThispresentationwilldiscussanactivitycalled,“Three-Column,”whichisdesignedforstudentstodevelopanappreciationofhowimportantphysicsisintheireverydaylives.Throughthisactivity,studentsareaskedtotakeapieceofpaperand,withoutwritingtheirnamesonit,dividethepageintothreecolumns.Inthefirstcolumn,therearetowritesomethingtheyarestrugglingwithorthatistroublingthematthemoment.Inthesecondcolumn,studentsareaskedtosuggestsolutionstotheproblemintheirfirstcolumn.Andfinally,inthethirdcolumn,studentsareaskedtowritesomethingtheyarepassionateaboutorsomethingthatmotivatesthem.Inaddingthethirdcolumn,thefocusisontheirthoughtsontheirpassionsorgoalsfortworeasons:whenthinkingaboutourpassions,webecomehappierandautomaticallymovetowardabetterstateofmindmakingitmoreprobablethatwecansolveourproblemsoratleastthinkaboutourproblemsinaneffectiveway.Thisactivitycanbecompletedinafewdifferentways,eitherindividuallyorasagroup.Studentscanusethismethodtorefocusonaproblemortopictheyarestrugglingwithorthisactivitycanbeusedasanicebreakeronthefirstdayofclass.Thegoalofthisactivityistodemonstratewhyitisimportanttopracticeproblemsolvingandanalyticalthinkingskillsinsideandoutsideoftheclassroom.Inthispresentation,somestudentresponseswillbesharedalongwiththewaysactivityhashelpedthemappreciatethesubjectandimprovetheirskillsetsinthisclass.Furthermorethesessionwillsharehowthepresenter'soutlookhaschangedbylearningmoreaboutstudentsandtheirstruggles.

SUNDAY,

AUGUST5

10:00-10:50A.M. UsingSENCERStrategiestoRemovetheMathematicsBarriertoDegreeCompletion

O'Connor106

CindyKaus MetropolitanStateUniversityMathematicsstudentsfromdiversebackgroundshavethepowertoserveasinvaluableresourcesfortheirclassmates,teachersandthecommunity.Theybringabroadrangeofexperiencesandperspectivesthatenrichthelearningenvironment.Howdowetransformtheclassroomtosupportandencouragestudentsfromallbackgroundstoadopttheidentityofamathematicalthinker?Whatstructuralbarriersareinplacethatwemustmovebeyond?Howdowechangeourstudents’mathematicalstoriessothattheylearntoappreciatethebeautyandapplicationsofmathematicsandalsohaveconfidenceintheirmathematicalability?IwillpresentamodelthataddressesthesequestionsforagroupofstudentswhohavetakenmeonaprofessionalpathIneverexpected.10:00-10:50A.M. SustainabilityCross-disciplinaryConversationsIII:Teaching&Learningabout

TRASHO'Connor107

TomBryanTimLindstromCathyMiddlecamp

UniversityofWisconsin-MadisonTrash-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitywithstudentsthanby“talkingtrash”?Researchingandreducingcampuswastestreams,includingthosefromstudentresidencehalls,quicklycanengagestudentsandinstructorsalike.Thisinteractivesessiononteachingandlearningtrashprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!10:00-10:50A.M. BuildinganInclusiveClassroom,or“Whydoesn’tthe

black/female/latinx/URMstudentinmyclassaskmorequestions?”O'Connor205

SherrylBrovermanDukeUniversity

Focuscontinuestoincreaseonthecriticalneedtorecruitandretainunder-representedminoritiesandwomenintoSTEMprograms.Programs,faculty,andfinancialinvestmentoftenstartbyfocusingonaccessandrectifyingperceived“intrinsic”deficitsinstudents,suchascomingfrompoorhighschoolsorlackofAPcourses,oftenleadingtoadeficitmindsetforbothstudentsandfaculty.Recentliteratureandnewmodelsindicatethatlookingat‘extrinsic’factors,suchasclassroomstructureanddynamics,candramaticallyimproveoutcomesandreducetheachievementgap.Thissessionwillshowdataandsharestrategiestostructureclassroominteractionstobuildamoreinclusiveclassroom.

SUNDAY,

AUGUST5

10:30-10:50A.M. SENCERinaSmallWorldO'Connor105

HeatherPelzel UniversityofWI-WhitewaterIntheSpring2018semester,studentsatUW-Whitewaterjoinedaninternationalsearchfornovelantibiotic-producingbacteriaaspartoftheSmallWorldInitiative(SWI).SWIisaloosecurricularprogramthatfacilitatesstudent-ledexperimentsinwhichtheycollectsoilsamples,isolatediversebacteria,testtheirbacteriaagainstclinically-relevantmicroorganisms,andcharacterizethoseshowinginhibitoryactivity.Thecoursedesignallowsstudentstoexperienceamoreauthenticresearchprocessratherthanthemoretraditional“cookbook”labs.Inthefallsemester,anewgroupofstudentswilljointheproject,buttheprojectwillbeacoordinatedeffortbetweenUWWstudentsandWisconsinScienceFestivalattendees,whowillhavetheopportunitytocollectanddonatesoilsamplestotheproject.Thestudentsintheclasswillthencommunicatethroughoutthesemesterwiththecitizenscientiststhatcollectedthesoilsamples.11:00A.M.–12:30P.M. TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.

12:30-2:00P.M. LunchBensonMemorialCenter2:00-3:50P.M. SessionBlockV2:00-2:50P.M. CreatingaBuzz:SENCER'izingPollinationScienceinComputerScience,Physics,

andtheLiberalArtsO'Connor102

JudyBeckSusanReiser

CathyWhitlock UniversityofNorthCarolinaAshevilleFoodproductionistiedtopollinationand,foravarietyofreasons,thenumberofpollinatorsisdecreasing.Inresponse,UNCAshevilledevelopedsustainablehabitatsforpollinatorsandwasrecognizedfordoingsobybeingdesignatedaBeeCampusUSA.Ourpollination-themedprojectconductedinthefall2017wastocreatebeeswaxsoapsasaninterdisciplinarycollaborationbetweenthreeintroductoryclasses:studentsandfacultyfromafirstyearseminaronhoneybeescollectedthewaxandhoney.Computersciencestudentsandfacultypreparedthedesignstobe3Dprintedwithpolylacticacid(PLA)filamentandconductthemold-making.Physics/AstronomystudentsandfacultyfromafirstyearseminarontheSundesignedandbuiltsolarmelterstobeusedtopurifythebeeswax.Thedual-enrolledcomputersciencestudentsfromCherokeeHighSchoolcametoUNCAshevilletomoldthesoapsandlearnaboutthecampus.Subsequently,inthespringsemester,withthesupportoftheNorthCarolinaScienceFestival,wehostedadesigncompetitionforallagestocreatecustom,pollination-themed,food-safesiliconemoldsfrom3Dprints,andtomakehoney-basedmoldedtreatstodistributeduringapollinationfestival.AttheendofApril,wehostedthepollinationfestivaloncampusforlocalparticipants.Duringanafternoon,campusexpertsconductedtoursofUNCAsheville'sBeeHotel,thepollinationgardens,thebeehives,andthedisplayofthesolarwaxmelters,3Ddesigns,andmolds.Participantscouldbuildtheirownbeehotelsandenjoycustomtreatsmoldedfromthewinningdesigns.Contestwinnersreceivedsiliconemoldsincorporatingallofthewinningdesigns.

SUNDAY,

AUGUST5

2:00-2:50P.M. EngineeringandTechnologyforSocialGoodO'Connor104

DaveFerguson StonyBrookUniversityThissessionwillfocusoncoursesandotherexperiencesaimedathelpingengineersandtechnologistsunderstandhowvaluesarereflectedinalldimensionsoftheirwork,includingtheselectionofproblemsandthedesignofdevicesandsystems.Giventhattheworkforceisdistributedandthatapplicationsfindtheirwayintomanypartstheworld,considerationsofculturalandglobalrelevanceareessential.2:00-2:50P.M. DevelopingaModelforanInterdisciplinarySENCER-basedSubstanceAbuse

AwarenessCourseusingAcademicServiceLearningO'Connor105

IreneDabrowskiRobertaHayes

StJohn'sUniversityStudentsinScientificInquiryandIntroductiontoSociology,twocorecurriculumcourses,ontheStatenIsland,NYcampusofSt.John’sUniversity,participatedinproblem-solvingbasedactivitiesinconjunctionwithacommunitypartnertofulfillcourseacademicservicelearning(AS-L)requirements.Usingasocio-biologicallenseachcourseexploredmultiplefactorsrelatedtosubstanceabuseutilizingcollaborativeresearchprojectsandstudentengagementactivities.ThewrittenandparticipatoryassignmentswerechosentoexploreapotentialtemplateforaSENCERModelSubstanceAbusecourse.Theserequirementsentailedfivedigitalresearchassignmentsforreviewingboththepopularmediaandthescholarlyliteratureto“getthefacts”aboutsubstanceabuseasportrayedtothegeneralpublicandhowthatmaydifferfromreadingscholarly/scientificarticles.Studentsattendedamonthlongspeakerandfilmseriesonsubstanceabusetocomplementtheirresearchactivities.Thespeakerswereselectedinpartnershipwithcommunitygroupsandfacultywithintheuniversity.Groupworkwasapartoflearningandproblem-solvingasstudentscollectivelyconstructedinfographicandpublicservicepostersforpresentationinaninterdisciplinaryclassdesignatedasopendialoguedayallowingstudentsfrombothscienceandsociologyto“talkover”resultswithoneanother.Theposterswerefinallysharedwiththeentirecampuscommunityonauniversity-wideresearchdayemphasizingtheimportanceof“peerseducatingpeers”inthestudentcultureaboutthedangersofdruguse.Inaddition,allstudentsintheuniversityhavebeeninvitedtorespondtoatobaccosurveyforthepurposeofcollectingempiricaldatadirectedtowardthepolicyformationofatobaccofreeuniversityinconjunctionwithoneofourASLpartners.LearningObjectiveswerefocusedonunderstandingsubstanceabuseasapersonalandpublicissuealongwiththeneedforresponsiblelifestylechoicesandcommunityaction;theimportanceofscientificandsociologicaleducationinunderstandingandcultivatingsubstanceabuseawareness;andbecominginformedaboutthelawsregulatingdrugsandthelegalconsequences.

SUNDAY,

AUGUST5

2:00-2:50P.M. GroundingYourselfasaLeaderO'Connor106

KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter

SantaClaraUniversity/Success4HigherEducationAuthenticleaders,thoseindividualswhochoosetolivetheirvaluesandpassionswhileputtingtheirskillsintopracticetoservicetheacademyareawareoftheimportanceofstayinggrounded.Leadingishighstresswork.Awell-groundedleaderisbothconfidentandsteadywhiledealingwiththechaoswhatmaysurroundthem.Youcanbesure,asaleader,yourinstitutionwillneverstopmakingdemandsofyou,sotheresponsibilitytodrawtheline,todeterminehowmuchyouarewillingtogive,restswithyou.Inthissessionweexplorehowtointegrateyourprofessionalandpersonallife,tobegroundedinyourauthenticself,especiallywhentheoutsideworldischaotic.Wewillprovideaseriesofstepsyoucantakenowtogroundyouasaleaderwhilemaintainingyourauthenticself.2:00-2:50P.M. TeachingStudentsHowtoLearn:DesigningCoursesthatBuildSuccessful,Self-

DirectedDeepLearnersO'Connor107

StephenCarrollSantaClaraUniversityOurstudents’personalandprofessionalsuccessinarapidlychangingworldwilldependontheirabilitytolearnnewideas,skillsandhabitsquicklyandeffectively.Yetfewstudentshavebeenexplicitlytaughthowtolearnsomostofthemmisunderstandtheprocessandrelyoninefficientandcounterproductivelearningstrategies.Twelveyears’worthofdatashowsthatexplicitlyteachingstudentswhatlearningisandhowtodoiteffectivelymakesstudentsbetterlearners:theylearnfaster,learnmoreandretainwhattheylearnlonger.Thissessionwilldrawoncurrentresearchincognitivescience,physiologyoflearningandneuro-psychologytobuildasix-phasemodelthatmeasurablyacceleratesstudents’learning—reducingtheirdependenceontheirinstructorsandenhancingfacultyperformance.You’lllearnbydoing—experiencingpedagogiesandlearningactivitiesyoucanusetodeepenstudentlearningandacceleratetheirprogresstowardbecomingeffectiveself-motivated,self-directedandself-regulatinglearners.

SUNDAY,

AUGUST5

2:00-3:50P.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevelCourses--SessionIII

O'Connor206 ThisisthethirdandfinalofthethreesessionsintheThinkingLikeLeadersworkshopsequence.Participantsanddiscussionleaderswilldiscussthedevelopmentofa“systems-informed”plantoaddressthechallengesthattheyarefacingontheircampusesandthenworkingroupstoreviewandoffersuggestionsforimprovingtheplan.Smallgroupdiscussionswillfacilitatedbypresentersandpanelists.

JayLabov NationalAcademiesofSciences,Engineering,andMedicine JackiReeves-Pepin

NationalAssociationofBiologyTeachers ElizaReilly NationalCenterforScienceandCivicEngagement3:00-3:20P.M. IncludingtheHumanitiesinSTEMCoursesO'Connor102

TomWood GeorgeMasonUniversitySchoolofIntegratedStudiesThispresentationwilltracethedevelopmentandlessonslearnedbyincorporatingartintoaSTEMnon-majorcoursefocuseduponthescienceofclimatechangeandbiodiversityloss.Preparingstudentsfor,andintentionallyincorporating,learningfocusedontheaffectivedomainenhancesstudentinterestinscientificcanonsrangingfromevolutionaryprinciplestotheKeelingcurve.Studentassessmentofthisapproachtolearning,incorporatingscientificknowledgeintoartisticexpression,willbepresented.Facultyinterestedindevelopingnewapproachestoengagingstudentsinbasicsciencemayfindthistobeausefulapproachtoteaching.3:00-3:50P.M. STEMinServiceofSocietyO'Connor104

MorganThompson HarvardUniversityParticipantsinthissessionwillcontributetothedevelopmentofanewNCSCEinitiativetocreateaseriesofcoursemodelsandfacultydevelopmentopportunitiesthatapplySENCERprinciplestotheintegrationofsocialjusticeandhumanissuesintoarangeofdisciplines,includingSTEM.

SUNDAY,

AUGUST5

3:00-3:50P.M. HowtoPublishinScienceEducationandCivicEngagement:AnInternationalJournal

O'Connor105

TraceJordanNewYorkUniversity

MattFisher

SaintVincentCollegeDoyouwanttopublishajournalmanuscripttoshareyoureducationalinnovationswiththeSENCERcommunityandbeyond?Thissessiondescribesapeer-reviewedonlinejournalthatisinspiredbytheSENCERprojectandpublishedbytheNationalCenterforScienceandCivicEngagement.Thejournalservesasaforumforpublishingcreativeworkattheinterfaceofscienceeducationandcivicengagement.Wewillprovidepracticaladviceforpreparingajournalmanuscriptbyfocusingonhowtotranslateyoureducationalpracticeintoscholarshiponteachingandlearning.Aspartofthesession,eachparticipantwillidentifyoneideafordevelopingajournalmanuscript,assesshowdevelopedtheideais,andidentifynextstepstomoveclosertothegoalofsubmittingtothejournal.3:00-3:50P.M. CreatingyourNextProfessionalCareerMove:ExploringOptionsO'Connor104

KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter

SantaClaraUniversity/Success4HigherEducationAsyoubeginmovingforwardandexploringnewpositions,youmayfindyourselfsearchingforthatfirststep.Somepeopledevotealltheirattentiontothisfirststepbecauseforthem,it’sallaboutgettingready.Othersrecognizethisstepasthefirstofmanytowardanimportantgoal,andtheyarealreadystartingtothinkfaraheadintothefuture.Othersseethefirststepassomethingthatteststhevalidityofevengettingonapath.TheImportantpartisyoubegintomovetowardsyourultimategoal.Weaimforbothsuccessandfulfillment!Successisoftenmeasuredinexternalways,butthere’saninternalmeasureofsuccess,calledfulfillment.Fulfillmentcomesfromrealizingyourtalents-addingvalueandlivingbyyourvalues.RichardLeiderwiselywrites:fulfillmentcomesfrombeingwhoyouareandexpressingwhoyouareasfullyaspossible.Itdoesn’thavetodowithyourjobdescriptionorthespecificsofyourwork.Ithastodowithhowyoubringyourselftoyourwork,regardlessofwhatthatworkis.Inthissessionweexplorewhatasuccessfulcareermeanstoyou,andwhatfulfillsyourneedsbothprofessionallyandpersonallythroughavarietyofactivitiesincludingavaluesinventory.4:00P.M.–4:30P.M. SSI2018ADJOURNMENTSESSIONMusicandDanceBuildingRecitalHallThissessionwillcloseoutthe2018SENCERSummerInstitutewithsomereflections,nextsteps,andannouncementsaboutupcomingmeetingsandinitiatives.

SPEA

KER

BIOS

BIOGRAPHICALSKETCHESOFSSI2018PLENARYSPEAKERSANDSTAFF DavidFergusonholdsaPh.D.fromtheUniversityofCalifornia,Berkeleywherehestudiedmathematicsandmathematicseducation.HeisadistinguishedserviceprofessorintheDepartmentofTechnologyandSocietyintheCollegeofEngineeringandAppliedSciencesatStonyBrookUniversity.HeholdsaffiliatedappointmentsinAppliedMathematicsandStatistics,andComputerScience.Inadditiontohisdepartmentalresponsibilities,heholdsthepositionofProvost’sScholarforLeadershipandTransformationinDiversity.HehelpedtoestablishtheDepartmentofTechnologyandSocietyatSUNYKorea.Hehasdirectednumerousprojects,includingadozenNSFprojects,aimedatimprovingscience,technology,engineering,andmathematics(STEM)educationatboththeundergraduateandgraduatelevels.Hisresearchandteachingthrustsareintheareasofproblemsolving,advancedtechnologiesinthelearningandteachingofmathematicsandscience,andsocio-technologicaldecision-making.DaveisaNewYorkStateandnationalleaderinprogramstoenhancetheparticipationofunderrepresentedgroupsinscienceandengineering.HedirectstwoNSF-fundedprojectsinthisarea:theSUNYLouisStokesAllianceforMinorityParticipation(LSAMP),andtheAllianceforGraduateEducationandtheProfessoriate-TransformationProject(AGEP-T).HeisPIonStonyBrook’sScienceandTechnologyEntryProgram(STEP)andCollegiateScienceandTechnologyEntryProgram(CSTEP)—bothfundedbytheNewYorkStateEducationDepartment.Heistherecipientofseveralawards:theU.S.PresidentialAwardforExcellenceinScience,MathematicsandEngineeringMentoring(PAESMEM),theArchieLaceyAwardoftheNewYorkAcademyofSciences,andtheEngineeringEducatorAwardoftheJointCommitteeonEngineeringofLongIsland.DaveisalsoaCo-PrincipalInvestigatorforSENCER. MattFisherisanassociateprofessorofchemistryatSaintVincentCollegeandaseniorfellowwiththeNationalCenterforScienceandCivicEngagement,wherehecoordinatesNCSCE’seffortsinthescholarshipofteachingandlearning.Hereceivedabachelor’sdegreeinbiochemistryfromTempleUniversityin1982andaPh.D.inbiochemistryfromtheUniversityofWisconsin-Madisonin1990.Inadditiontohisresponsibilitiesasafacultymember,MattwasdepartmentchairforsevenyearsandthedirectorofSaintVincentCollege’sTeachingEnhancementandMentoringProgramforasimilarlengthoftime.HehasdevelopedtwoSENCERmodelcourses:ChemistryofDailyLife:DiabetesandMalnutrition(2005)andUndergraduateBiochemistryThroughPublicHealthIssues(2009).ChemistryofDailyLifeisacoursefornon-sciencemajorsthatfulfillsgeneraleducationrequirementswhileUndergraduateBiochemistryThroughPublicHealthconsistsoftwocoursesforundergraduateSTEMmajors.MatthasbeenactiveintheAmericanChemicalSociety’s(ACS)DivisionofChemicalEducation,servingontheDivisionProgramCommitteeandasmeetingprogramco-chairfortheDivision’sprogramattheAugust2008ACSNationalMeetinginPhiladelphia.HewasamemberoftheACSCommitteeonEnvironmentalImprovement(CEI)foroveradecade,helpedleadCEI’seffortsineducationduringthattime,andchairedthecommitteein2013.HenowservesasamemberoftheACSCommitteeonSciencewherehechairsthePublicPolicySubcommittee.Mattisa2005CarnegieScholarandspentthe2005-2006academicyearworkingonaprojecttoconnecttopicsinundergraduatebiochemistrytopublicpolicy,publichealth,andinstitutional/personalvaluesinsupportofintegrativelearning.Hehasgivenpresentationsatconferencesandfacilitatedworkshopsonintegrativelearninginthecontextofundergraduatesciencecourses,publishedseveralbookchaptersonhisworkinSENCER,andisco-author(withJacquelineDewarandCurtisBennett)oftheforthcomingvolumeTheScholarshipofTeachingandLearning:AGuideforScientists,Engineers,andMathematicians.MatthasbeenrecognizedasanACSFellowandreceivedtheACS-CEIAwardforIncorporatingSustainabilityintoChemistryEducationin2015.

SPEAKERBIOS

OmarQuinteroisanAssociateProfessoratTheUniversityofRichmondwherehewasamemberoftheteamresponsibleforrevisingtheBiologyCurriculumtoalignwiththerecommendationsofthe“Vision&ChangeinUndergraduateBiologyEducation:ACalltoAction”reportfromtheNSFandAAAS.Hebeganpreparingforhiscareerasaresearch-active,student-centered,teaching-focusedfacultymemberduringhisIRACDA-fundedpostdoctoralfellowshipattheUniversityofNorthCarolina-ChapelHillwherehetrainedinteachingandpedagogyaswellasinthecellbiologyofmolecularmotorsandthecytoskeleton.Hehasmaintainedanactiveresearchprogramwhereundergraduatesareco-authorsonmanyofhispublications.HismodelforrunninghisresearchgroupisbasedonhisexperiencesundertheguidanceofDr.JoRaeWrightduringhisPhDworkatDukeUniversity.Thesuccessofhisgroupisbaseduponeachindividual’sabilitytocontributetotheteam,andeachteammember’sabilitytocontributedependsuponthementor’sabilitytoindividuallyguidanceandmotivateeachmemberonthatteam.Hisapproachtohisworkintheclassroomissimilar—heviewseachclassasanuniqueprojectwhereallmembersoftheteam(studentsandfaculty)playanactiveroleinthelearningandsuccessoftheclass.Inadditiontoleadershiprolesinpedagogydevelopmentinhishomedepartment,Dr.Quinterohastakenaleadershiproleintheeducation-focusedactivitiesofhisprofessionalsociety,servingoftheEducationCommitteeoftheAmericanSocietyforCellBiology. ElizaReillyistheExecutiveDirectoroftheNationalCenterforScienceandCivicEngagement.Elizahastwodecadesofexperienceinthedesignandimplementationofprogramsandmaterialstoadvancecurriculum,academicleadershipandfacultydevelopment.ShehasservedastheExecutiveDirectoroftheAmericanConferenceofAcademicDeansandasaDirectorofProgramsattheAssociationofAmericanCollegesandUniversities,whereshewasoneoftheoriginalstaffmembersfortheSENCERinitiative.Inthelastdecadeshehasfocusedoncampus-basedfacultydevelopmentandcurricularintegrationthroughdirectorshipsoftheCenterforLiberalArtsandSocietyandthePhillipsMuseumofArtatFranklin&MarshallCollege,whereshealsohadafacultyappointmentinAmericanStudies.ElizaholdsaM.A.intheHistoryofArtandaPh.D.inAmericanHistoryfromRutgersUniversity.ShehasbeenanongoingparticipantinSENCERandtheNationalCenter’sotherprogramssince2001andcurrentlyservesastheExecutiveDirectorforNCSCE.SheisalsotheGeneralEditoroftheSENCERModelsandtheco-Editorofthejournal. TimRitchieispresidentandCEOofTheTechMuseumofInnovation.TimjoinedTheTechin2011,withamandatetobreathelifeintoitsmission–inspiringtheinnovatorineveryone.Sincethen,theinstitutionhastransformeditsexhibitsandprogramstomakethemmorerelevanttoschools,familiesandthecommunity.TimcametoTheTechfromMcWaneScienceCenter,inBirmingham,Ala,wherehewaspresidentandCEO.Avariedcareerledhimtothesciencecenterworld.AfterearninghisB.A.fromDavidsonCollegeandhisJ.D.fromDukeLawSchool,heworkedasaclerkfortheChiefJusticeoftheNorthCarolinaSupremeCourt,representeddefendantsonNorthCarolina’sdeathrow,practicedlawinBirminghamandwaspresidentofLouisvilleDiversifiedServices,aKentuckynon-profitsupportingadultswithdevelopmentaldisabilities.HealsohasanM.P.A.fromHarvard. AmyShachteristheseniorassociateprovostforresearchandfacultyaffairsandanassociateprofessorofchemistryatSantaClaraUniversity.Shereceivedherbachelor’sdegreeatKnoxCollegeandearnedherPh.D.ininorganicchemistryattheUniversityofColorado-Boulder.Herresearchinterestscenteronporphyrinsynthesis.HerworktoimproveundergraduatescienceeducationhasbeensupportedbytheHowardHughesMedicalInstitute,theNationalScienceFoundation,W.M.KeckFoundation,andtheCamilleandHenryDreyfusFoundation. KyleSimmonsistheFacultyDevelopmentEventsManagerforNCSCE,SENCERandrelatedinitiatives.Inthisrole,heplansandmanagesNCSCE’ssignatureannualevents,theSENCERSummerInstituteandtheDCSymposium,andprovidessupportforotherregionalmeetings.Healsoworkswithregionalorganizationsandinitiativestoensurecommunicationandthesharingofbestpractices.KylebringswithhimexperiencefromhisworkwiththeJuniorStatesmenFoundation,whereheplannedandmanagedciviceducationconferencesforhighschoolstudents.KyleholdsaB.A.inpoliticalsciencefromHowardUniversity.