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Literacy Assessment at UW

This project focuses on teaching essential skills for interpreting data, mastering discipline-specific technical skills, and applying scientific understanding to societal problems. It includes surveys to assess fundamental and technical literacy, as well as citizenship literacy. The aim is to empower students to engage critically with diverse issues in a systematic and logical manner. The course material incorporates science and society integration to foster informed citizenship.

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Literacy Assessment at UW

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  1. Literacy Assessment at UW James D. Myers Department of Geology & Geophysics University of Wyoming

  2. Collaborators • Dr. Erin Campbell-Stone, Lecturer, Department of Geology & Geophysics • Dr. James E. McClurg, Emeritus Professor, Department of Geology & Geophysics • Dr. Garth Massey, Director of International Studies Program, Department of Sociology Teaching Quantitative Literacy - June, 2006

  3. The Course Foundation Triad Teaching Quantitative Literacy - June, 2006

  4. Supporting Literacies • three main classes: • fundamental literacies: ability to read & interpret data and make computations • technical literacies: skills specific to a scientific discipline • citizenship literacies: tools to apply scientific understanding to complex societal problems Teaching Quantitative Literacy - June, 2006

  5. Supporting Literacies: Fundamental • they are: • power to read a table or interpret a graph/chart • ability to make qualitative assessments • capability to estimate the correct magnitude of the result of simple quantitative calculations • capacity to perform simple quantitative calculations correctly • important in social sciences & life as well as the physical sciences Goodstein, E., 2006, World Watch, vol. 19, no. 1, pp. 25-27. Teaching Quantitative Literacy - June, 2006

  6. Supporting Literacies: Technical • specific to discipline • geologic ones are: • read maps • visualize in 3-D • conceptualize change over time • student familiarity may be limited • mastery requires constant practice Teaching Quantitative Literacy - June, 2006

  7. Supporting Literacies: Combined • merging of science content with fundamental & technical literacies produces scientific understanding • apply concepts learned to new situations • leaves application to societal problems to students • many general education science courses focus solely on scientific content Teaching Quantitative Literacy - June, 2006

  8. Assessment • Fundamental and Technical Literacy Survey • pre- and post-class • Details • collects demographic data • assesses literacies independent of content • used for about 4 years • in all my classes plus physical geology Teaching Quantitative Literacy - June, 2006

  9. A Shortcoming Teaching Quantitative Literacy - June, 2006

  10. Supporting Literacies: Citizenship • critical thinking • identify social, cultural & political consequences (manifest & latent) • recognize impacts to the physical environment (short- & long-term) • ascertain economic externalities (hidden & shared costs) • understanding social context • appreciation of historical background & significance • understanding of population demographics • knowledge of economic context • awareness of different cultural & social perspectives • informed engagement • devising alternative strategies • achieving common ground Teaching Quantitative Literacy - June, 2006

  11. Supporting Literacies: Complete Toolkit • helps students integrate science and society • prepares them as citizens for dealing with issues in systematic and logical manner • sacrifices breadth for depth & interconnected learning • few science courses address citizenship Teaching Quantitative Literacy - June, 2006

  12. Assessment • Citizenship Literacy Survey • pre- and post-class • Details • collects demographic data • uses sample press releases, • only used in resource classes • first used this year – haven’t analyzed yet Teaching Quantitative Literacy - June, 2006

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