Pathways to Scientific Teaching

1. Pathways to Scientific Teaching • Diane Ebert-May • Department of Plant Biology • Michigan State University • ebertmay@msu.edu • http://first2.org

3. Team at MSU • Rett Weber - Plant Biology (postdoctoral researcher) • Deb Linton - Plant Biology (Tri-C, Ohio) • Duncan Sibley - Geology • Doug Luckie - Physiology • Scott Harrison - Microbiology (graduate student) • Tammy Long - Plant Biology • Heejun Lim - Chemistry Education • Rob Pennock - Philosophy • Charles Ofria - Engineering • Rich Lenski - Microbiolgy • Janet Batzli - Plant Biology [U of Wisconsin]

4. The trouble with our times is that the future is not what it used to be. • -Paul Valery, The Art of Poetry

5. Engage

6. Question 1 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • Scientific teaching involves active learning strategies to engage students in the process of science.

7. Question 2 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • Students learn science best by doing science.

8. Question 3 Please respond on a scale of 0-100 in increments of 10: • How important is it to use multiple kinds of data to assess student learning?

9. Question 4 Please respond on a scale of 0-100 in increments of 10: • How often do you use multiple kinds of data to make instructional decisions?

10. Question 5 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • In my department, excellence in teaching is rewarded at a level comparable to excellence in research.

11. Question 1 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • Scientific teaching involves active learning strategies to engage students in the process of science.

13. Question 2 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • Students learn science best by doing science.

19. Large Class Meeting

20. Question 3 Please respond on a scale of 0-100 in increments of 10: • How important is it to use multiple kinds of data to assess student learning?

21. Question 4 Please respond on a scale of 0-100 in increments of 10: • How often do you use multiple kinds of data to make instructional decisions?

22. How People Learn Bransford et al 1999, 2004

23. Question 5 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree • In my department, excellence in teaching is rewarded at a level comparable to excellence in research.

25. Articles derived from journal papers

26. Explore

27. Working Backwards Identify desired goals/objectives Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998

28. Assessment Gradient low Potential for Assessment of Learning high Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low Theoretical Framework • Ausubel 1968; meaningful learning • Novak 1998; visual representations • King and Kitchner 1994; reflective judgment • National Research Council 1999; theoretical frameworks for assessment

29. What is assessment? • Data collection with the purpose of answering questions about… • students’ understanding • students’ attitudes • students’ skills • instructional design and implementation • curricular reform (at multiple grainsizes)

30. Learning objectives • Once you have a set of learning goals…. • assign a Bloom-level to each goal. • Statement that indicates level of expectation of performance

31. What level of learning do we ask of our students? Bloom (1956) Cognitive Domain of Educational Objectives 6 categories - Knowledge Comprehension Application Analysis Synthesis Evaluation

32. Department of Plant Biology Mean Bloom Level Course Level

33. Department of Plant Biology Bloom Level % Total Qs Course Level *N items

34. Explore more...

35. Individually [on your carbonless paper] • Draw a visual model that shows the relationship between two terms: • Teaching • Research

36. How do instructors move from assessment to designing research on learning? Guidelines for Planning Research

37. Ask Questions • What did the assessment data suggest about student understanding? • Why didn’t students understand critical concepts? • What has been done already about students’ understanding of these concepts?

38. Investigator’s Purpose • Improve own classroom instruction - action research? • Scientific research?

39. Design Study Collect Data • How and why will you select the research methods? • What kinds of data will you collect? Direct or Self-Report? • How will you analyze the data?

40. Research Designs

41. DataCollection

42. Analyze Data • How will you analyze the data? • How could the results influence instruction?

43. Data Analysis • Quantitative data - statistical analysis • Qualitative data • break into manageable units and define coding categories • search for patterns, quantify • interpret and synthesize • Valid and repeatable measures

44. Report the Study • Ideas and results are peer reviewed - formally and/or informally. • Science journals

45. Explain

46. Assessment Tools Detect Learning .....or not

47. 2 What’s a tool used to test student’s attitudes? 1. Self-Efficacy 2.VASS (Views)

48. 2 What’s a tool used to test knowledge? 1. Exam 2. Writing 3. PBA 4. Concept Inventory

49. 2 The most common tool used is?

50. What is the relationship among DNA, a gene, and a chromosome? • a. A chromosome contains hundreds of genes which are composed of DNA. • b. DNA contains hundreds of genes which are composed of chromosomes. • c. A gene contains hundreds of chromosomes which are composed of DNA.