cs 22: it takes a village to raise a scientist craig ogilvie and cinzia cervato...
TRANSCRIPT
CS 22: It Takes a Village to Raise a Scientist
Craig Ogilvie and Cinzia [email protected], [email protected] State University
Goals for this session
• Understand the ingredients of an emergent, faculty-driven, large-scale educational change process
• Crowdsource to define the key characteristics of such a change process
• Start to plan what this might entail at your college/university
Engage 1st and 2nd-year science students
Inquiry labs rather than 'cookbook' labs
at 100/200 level
Large lectures, active learning, explicit focus on
broader science skills
5-6 week research modules in
200/300 level labs
Cross multiple depts: biology, chemistry, physics, astronomy, geology, meteorology, psychology,…
HHMI–ISU Project 2010-2014
Large numbers of students~8500 students/year and growing
Mechanism of Change• ~ 60 Faculty in 4 Faculty Learning Communities (FLC)
o Place where faculty can discuss, debate ideaso Work collaboratively on projectso Broad base of faculty involved dept. change
• Solutions emerge from these communities o Drawn from national exemplars, adapted to local
• Science Teaching Fellows/postdocs (bio, chem)o Bring time, energy, scholarship, and urgency
• ~30 TAs in two Graduate Student LCs
Impact on STEM retention?
Encouraging, perhaps engaging students slightly increases the odds of deciding to stay as STEM major
Kick-off activity
• Please answer the questions in the sheets on your table
• Line up in groups based on letter from 1st question (type of institution)
o Then order yourself based on total number of points from the last two questions
Group task #1
What organizational or group mechanisms can help faculty start broad-scale curriculum change?
• Each person write 2-3 ideas (or more :)
• One idea per post-it note
• Place post-it notes on table surface, randomly
• Group at table organize notes into similar clusters
• Report out the clusters
Summary of Group task #1
What organizational or group mechanisms can help faculty start broad-scale curriculum change?
Mandate from admin
Faculty development office to support, $, release time
Faculty consensus on need for change
Faculty groups/collaborations, learning communitiesInterdisciplinary or discipline-groups
External mandates, e.g. accreditation
Centers to bring people together
Gather ideas from national meeting
Faculty Senate
Student DrivenFaculty know they havegreen-light to implement change
Group task #2
What are ways to allocate time (or people) who can implement, test, assess reformed courses?
•Each person write 2-3 ideas
•One idea per post-it note
•Place post-it notes on table surface, randomly
•Group at table organizes notes into similar clusters
Summary of Group task #2
What are ways to allocate time (or people) who can implement, test reformed courses?
Internal sabbaticals, release time
Course fees to pay for change
Grants
Use $ to pay for adjuncts
Team teaching
Leverage enthusiasm of new faculty
Assessment done well to build support
Partner with other institutionsUse student learning assistantsPay or course credit
Use local experts for assessment, education, pysch
Partner with centers for teaching
Teaching postdocs
Have educational change workcount as service to P&T
Upper I
Upper II
Inquiry lab
Research lab
Large lectureVillage
Wrap-up activity
Reflect and write in your notes how the leading ideas from the two tasks might translate to your institution1) What organizational or group mechanisms can help faculty start broad-scale curriculum change?2) What are ways to allocate time (or people) who can implement, test, assess reformed courses?
