Faculty showcase code: HXL2XCW

1. 1) Go to www.learningcatalytics.com and click Create student account Please create an account now on your smartphone or laptop or ipad 2) Click I have a signup code 3) Enter your name and email address, the signup code your instructor gave you, choose a password, and click Create my account Faculty showcase code: HXL2XCW Once you are logged in– The class session is: 187655

2. A meteorologist predicts a 40% chance of rain in London and a 70% chance in Chicago. What is the most likely outcome? A. It rains only in London B. It rains only in Chicago C. It rains in London and Chicago D. It rains in London or Chicago Please answer this on your own. http://www.supercoloring.com/pages/raining/

3. A meteorologist predicts a 40% chance of rain in London and a 70% chance in Chicago. What is the most likely outcome? A. It rains only in London B. It rains only in Chicago C. It rains in London and Chicago D. It rains in London or Chicago Please discuss. Justify the answer you chose to your peers. http://www.supercoloring.com/pages/raining/

4. Moving beyond remembering and describing in any size class… Learning Catalytics is a tool to help do that.

5. Think about the difference between weather and climate. What would be the danger of someone not understanding the difference when entering the climate change “debate”? We’re moving beyond content on this question and thinking about why this content matters.

6. Think about the difference between weather and climate. What would be the danger of someone not understanding the difference when entering the climate change “debate”? Is this inclusive? Will the same 5 people just answer questions over the semester? (YES.)

7. Why not ask all of them?

8. Do solar flares contribute to global warming? Yes No (Confidence Question, you have four votes to put between the two choices) Source of diagrams: Wikipedia and http://cires.colorado.edu/education/outreach/climateCommunication/

9. Do solar flares contribute to global warming? Yes No (Confidence Question) We’re moving beyond content on this question and having students analyze data and make a confident conclusion.

11. Role play: What might you say to Michelle Bachmann if she said this to you? “The science indicates that human activity is not the cause of all this global warming. And that in fact, nature is the cause, with solar flares, etc.” - Michelle Bachmann http://www.freewoodpost.com/wp-content/uploads/2013/10/Backmann.jpg

12. http://www.skepticalscience.com/

13. Match each quote to a “myth” "We're seeing weekly, or even daily, scientists who are coming forward and questioning the original idea that man-made global warming is what's causing the climate to change” -Rick Perry Myth: There is no consensus among the scientific community Maybe because we have learned to be skeptical of "scientific" claims, …telling us for decades that we are just a slightly higher form of life than a bacterium that is here purely by chance, or the Environmental Protection Agency's informing us last week that man-made carbon dioxide - a gas that humans exhale and plants need to live, a gas that represents less than 0.1 percent of the atmosphere - is a dangerous pollutant threatening to overheat the world.” -Rick Santorum Myth: The scientific model is unreliable Myth: It’s not bad (there is no problem) “There are a substantial number of scientists who have manipulated data so that they will have dollars rolling into their projects"- Rick Perry

14. Match each quote to a “myth” "We're seeing weekly, or even daily, scientists who are coming forward and questioning the original idea that man-made global warming is what's causing the climate to change” -Rick Perry Myth: There is no consensus among the scientific community Maybe because we have learned to be skeptical of "scientific" claims, …telling us for decades that we are just a slightly higher form of life than a bacterium that is here purely by chance, or the Environmental Protection Agency's informing us last week that man-made carbon dioxide - a gas that humans exhale and plants need to live, a gas that represents less than 0.1 percent of the atmosphere - is a dangerous pollutant threatening to overheat the world.” -Rick Santorum Myth: The scientific model is unreliable Myth: It’s not bad (there is no problem) Moving beyond content and having the students analyze

15. What word comes to mind when you think about climate change policy in the U.S.? (Word cloud question) This might be a conversation starter, a launch into a discussion…

17. Highlight any article headline you think contributes to the polarizing opinions on climate change, but specifically, at least one that promotes the belief that climate change is not real. HEADLINES: • How do you get people to give a damn about climate change? • Climate change warnings -- science or "scientific-sounding"? • Memo to Al Gore -- IPCC report confirms the "planetary emergency" is over • A victim of climate change? Polar bear found starved to death looked 'like a rug' • New study says threat of man-made global warming greatly exaggerated • Climate change likely culprit in vanishing lake • Obama’s climate change plan masks hidden agenda • Climate change will not spare an inch of ocean, study finds • Coastal living a bummer with climate change, report says

18. Highlight any article headline you think contributes to the polarizing opinions on climate change, but specifically, at least one that promotes the belief that climate change is not real. HEADLINES: • How do you get people to give a damn about climate change? • Climate change warnings -- science or "scientific-sounding"? • Memo to Al Gore -- IPCC report confirms the "planetary emergency" is over • A victim of climate change? Polar bear found starved to death looked 'like a rug' • New study says threat of man-made global warming greatly exaggerated • Climate change likely culprit in vanishing lake • Obama’s climate change plan masks hidden agenda • Climate change will not spare an inch of ocean, study finds • Coastal living a bummer with climate change, report says We’re moving beyond content on this question and having students evaluate content for bias.

19. Results displayed compositely as a “heat map” on the most common phrases highlighted.

20. Which region of the earth is warming at the fastest rate? “Hotspot question”

21. Which region of the earth is warming at the fastest rate? “Hotspot question” This question gets at content, but allows an instructor to see misconceptions or address ideas that are still fuzzy with the science

23. Make a prediction. How do you think perceived risk about climate change relates to science literacy/numeracy? (Make a bar graph) Participants were asked, “how much risk do you think climate change poses to human health, safety, or prosperity? (*Numeracy refers to the capacity of individuals to comprehend and make use of quantitative information.) We’re moving beyond content on this question and having students predict and synthesize.

24. individual sketches on the computer or photo uploads: composite sketches:

25. Discuss with a group the implications of these results. (Person with birthday closest to today is the group’s “reporter”) http://www.nature.com/nclimate/journal/v2/n10/full/nclimate1547.html Adapted from: Nature Climate Change 2, 732–735 (2012)

26. Approximately how many miles do you drive to get back and forth from work? (Data collection question) We’re using data relevant to the students to begin diving into content about “ecofootprints” and the cost of American lifestyles.

28. Other forward thinking ideas with Learning Catalytics Increasing peer discussion and team work

29. Imagine knowing the name of the student sitting in 3D or 5G or 14F… Tina Ali Sue Photo from: http://macdailynews.com/2007/10/02/lecture_hall_photo_shows_widespread_mac_use/

30. Students “check in” each day into their seat number on the digital map. (Instructor can see the names of students this way.) “Turn to Sarah who is sitting behind you and discuss your answer” (Sarah and this student had different answers.)

31. Team-Based Assessment Student answers a set of questions alone (self-paced) Student joins a team and together they answer the same questions again. Anyone in the group can answer and the points go to the team. The team cannot move on until getting the right answer (points deducted with each incorrect choice.)