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CREATE Mini Conference

CREATE Mini Conference. Melanie M Cooper Michigan State University May 2013. Todays students. Will have on average > 8 jobs May have jobs that have not been invented yet (~ 65% of them according to NYT) Need skills that are not necessarily emphasized in college. The time is right.

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CREATE Mini Conference

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  1. CREATE Mini Conference Melanie M Cooper Michigan State University May 2013

  2. Todays students • Will have on average > 8 jobs • May have jobs that have not been invented yet • (~ 65% of them according to NYT) • Need skills that are not necessarily emphasized in college

  3. The time is right Proposed changes to both K-12 and college STEM education are upon us Theycould drive significant improvements in STEM education.

  4. BUT, K-12 and higher education have a chicken and egg problem

  5. There is a huge need for STEM disciplinary departments to engage in education research and practice

  6. PCAST agrees!

  7. PCAST Recommendations • Catalyze widespread adoption of empirically validated teaching practices. • Advocate and provide support for replacing standard laboratory courses with discovery based research courses. • Launch a national experiment in postsecondary mathematics education to address the math preparation gap. • Encourage partnerships among stakeholders to diversify pathways to STEM careers. • Create a Presidential Council on STEM Education http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf

  8. PCAST Recommendations • Catalyze widespread adoption of empirically validated teaching practices. • Advocate and provide support for replacing standard laboratory courses with discovery based research courses. • Launch a national experiment in postsecondary mathematics education to address the math preparation gap. • Encourage partnerships among stakeholders to diversify pathways to STEM careers. • Create a Presidential Council on STEM Education http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf

  9. PCAST Recommendation 1 1.1 Establish discipline-focused programs funded by Federal research agencies, academic institutions, disciplinary societies, and foundations to train current and future faculty in evidence-based teaching practices. 1.2 Create a “STEM Institutional Transformation Awards” competitive grants program at NSF 1.3 Request that the National Academies develop metrics to evaluate STEM education

  10. 1.1 Evidence-Based Teaching Practices?

  11. Discipline Based Education Research “DBER combines knowledge of teaching and learning with deep knowledge of discipline based STEM content. It describes the specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding” www.nap.edu/catalog.php?record_id=13362

  12. 1.2 Create a “STEM Institutional Transformation Awards” competitive grants program at NSF

  13. 1.3 Request that the National Academies develop metrics to evaluate STEM education This is where the rubber hits the road!

  14. “to educate and improve student performance, not merely to audit it” Assessment: Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass “if you don’t assess what’s important, what’s assessed becomes important”

  15. Our ultimate goal: to allow students to learn the knowledge and skills that can be applied to new situations Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, NRC 2012

  16. How to assess/evaluate what we say we value is a major issue

  17. A cautionary tale

  18. Reforms • Weekly meetings to negotiate “big ideas” and learning outcomes and assessments (backward design) • Reduce class size (to about 100 from 180) • Remove content (~30%) • Add “active” learning (group work, clickers etc) • Each faculty member uses their own notes/class management style • there were typically no difference in grade distribution regardless of amount of “active learning”

  19. Success! We can go home

  20. Not so fast… “The potential energy goes up … when you break a bond it releases energy” What happens to the potential energy when you bring two hydrogen atoms together?

  21. Energy changes and bonding

  22. In our studies we found that good students (hard working, conscientious, bright A students) had significant problems understanding core disciplinary ideas, and were unable to apply their knowledge to new situations

  23. NRC Report: Assessing 21st century skills

  24. NRC report: Assessing 21st Century Skills (2011) Economy-wide measures of routine and nonroutine task input: 1969-1998 (1969 = 0). SOURCE: Levi and Murnane (2004).

  25. The Next Generation Science Standards (NGSS) provide us with a potential model to drive development of new assessments

  26. Scientific and Engineering Practices • The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world. 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations and design solutions 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

  27. NGSS Performance Expectations drive assesment

  28. HS-PS1-4 “Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.” Performance Expectations

  29. HS-PS-1c.Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the electrical forces within and between atoms. 

  30. Not this How many molecules are in 1.00 kg of hydrazine, N2H4? 9.40  1021 B. 1.88  1025 C. 1.88  1022 D. 1.13  1026 E. 1.13  1023

  31. But This

  32. Use technology to design, administer, grade, model and evaluate student performances

  33. Problem Solving Strategies -captured during student performance Stevens, R., Soller, A., Cooper, M., Sprang, M., (2004) Computer Science Editorial III, Springer-Verlag, Heidelberg Germany

  34. Across method and time. Cooper, M. M.; Sandi-Urena, S., Chem. Educ. Res. Pract., 2008, 9, 18-24

  35. beSocratic • Allows, recognizes and responds to free form input – graphs, chemical structures, diagrams, gestures, and some text • Provides tiered, contextual, Socratic feedback

  36. beSocratic.chemistry.msu.edu

  37. Summary • The time is right to implement evidence based practices in STEM education • Appropriate assessments are crucial • We are all in this together – collaboration is key

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