Module for RWS100*

1. Module for RWS100* Evaluating Global Climate ChangeWebsites to EnhanceLearning Across the Curriculum Kathy Williams, Biology in collaboration with Annette Cavender, RWS

2. Biology Undergrad Curriculum Goals (for RWS100*) Help students learn to … • Integrate knowledge among disciplines of science • Construct a scientific argument & support it with appropriate evidence • Use diverse sources of information: Evaluate sci. arguments on websites; distinguish scientific fact from fiction • Recognize contextual aspect of argument (even in science); consider biases!

3. Design: 4 aspects • Brainstorming activity (carousel) • engage students in GCC concepts & learn what students brought to class (“pre-test”) • Speakers - professional biologists discuss writing in science • WebQuest activity - students explored websites about GCC • Evaluation - subjective & objective questions • fundamental science concepts & GCC misconceptions (“post-test”)

4. Assessing how well it worked • Inspection of carousels & questions submitted (knowledge pre-test) • Recruited speakers & interviewed them • Products of WebQuest • Self-report evaluations: responses & content • Objective questions (knowledge post-test) • Interviewed instructor

5. Conclusions about the TL module • Generally worked better than planned; expected and unexpected outcomes • Positive response from students and faculty; would do again, was worthwhile • Need to a) allot more time to activity, b) add more structure to exploring links, &c) give more direction to speakers & get formative feedback from students

6. Conclusions • surprises: alternative viewpoints & arguments (context), changes in knowledge, didn’t expect it to work as well as it did (logistically) • wish I could have compared responses from all non-sci.majors section, too

7. Problems? • deploying anonymous assessments • getting evaluation on web easily and analyzing results (Bb problems) • time!!

8. Factors contributing to success • Great educator to work with (Annette Cavender) • students had worked in groups, analyzed issues, examined arguments, had computer lab practice and access • Students were “good” • somewhat self-selected for innovation (chose special sections, probably attended orientation), classes were different (all-sci. vs. blended) • students were enthusiastic & very focused • Support: pICT, WebQuest

10. Role of Technology addresses the role of internet as a major disseminator of scientific information to public (& our students) how that form of communication is similar and different than other forms (eg. books, primary journal literature, popular literature like magazines and newspapers, and movies) computer skills will be developed and used throughout the course

11. Assessment Students compare & evaluate selected websites on global climate change, using appropriate language and argument structure; reflect on own perceptions & communicate those and ideas of others both orally and in writing. written & oral presentations possibly website postings & discussion boards Also 3 speakers - scientists visit & lead a discussion about the value of writing and communication skills in science > reflection

12. Basic approach Give examples of 3 SCIENTIFICstrengths and 3 SCIENTIFICweaknesses of each site. Strengths might be things like: - strong of evidence presented to support ideas with credible references. - interpretation of data is scientifically logical. Weaknesses might be things like: - little supporting evidence presented. - evidence not credible (no references or references weak). - arguments appeal to emotions not science and facts.