Interdisciplinary Science Workshop

1. InterdisciplinaryScience Workshop

2. Project TEACH& Interdisciplinary Science Teacher Education Alliance of Colleges and High Schools Keith Clay, Co-Director

3. For further information… • Keith Clay: kclay@grcc.ctc.edu • Interdisciplinary Science:www.ivygreen.ctc.edu/ids • Project TEACH:www.projectteach.org • This presentation:www.ivygreen.ctc.edu/kclay

4. Project TEACH The Full Cycle of Teacher Preparation 1. HighSchool 2. Community College 4. K12 Beginning TeacherMentoring 3. University College of Education

5. Teacher Education Is there a shortage? • In the next 10 years, America needs to hire 2.8 million new teachers. (DOE, 2002) • Washington had 3000 vacancies for elementary and 5000 vacancies for secondary in 2001-2002. (OSPI) • But recent grads of elementary teacher education programs have had trouble finding jobs. (Seattle Times, Daily Olympian)

6. Teacher Education The Need in Washington • Rural schools report shortages in all areas • Top 5 teaching shortages forecast ‘02 – ‘07 • Special Education 72% • Mathematics 51% • Science – Chemistry 44% • Science – Physics 38% • Science – Biology 38% • Washington now has a MS Math & Science endorsement with no programs in place • Districts are recruiting elementary & middle school math/science specialists

7. Project TEACH “Strategy 3” • Mathematics for elementary teachers course sequence • 3-qtr., Interdisciplinary Science course sequence • Courses model interactive teaching and active learning To strengthen math and science for elementary schools.

8. Project TEACH Math Curriculum • Three quarter sequence covers foundations of: • Arithmetic • Geometry • Probability and statistics • Content class taught through interactive methods • Students are introduced to WA State’sEssential Academic Learning Requirements • Linked to mentored field experiences with exemplary elementary teachers

10. Project TEACH Interdisciplinary Science • Three-quarter sequence for elementary education and other liberal arts majors • Interdisciplinary approach includes biology, geology, physics, and chemistry • Inquiry-based with little lecture • Projects introduce education students to national standards and/or EALRs

11. Interdisciplinary Science: The Student Challenge • Attract future elementary teachers to a new yearlong science course • Integrate biology, chemistry, geology, and physics into an inquiry lab setting • Make it cohesive, cumulative, and interesting • Make it challenging, not intimidating

12. Interdisciplinary Science: The Student Challenge • MYTH: Elementary ed majors won’t take more science courses than absolutely necessary. • REALITY: Almost all of our elementary ed students stick around for two quarters and many are staying for three. • We have 55 IDS students now, of which 45 claim a primary interest in elementary ed.

13. Interdisciplinary Science: The Curriculum Challenge • Inquiry-based and Hands-on: Less than 20% of time in lecture Students are often self-guided • Coherent & Cumulative: GRCC uses a “Climate” theme Links to the “real world”

14. Interdisciplinary Science: The Curriculum Challenge • Get your science faculty together • Make a list of “key topics” • Be prepared to throw the list away • Your students will show you what they need to learn

15. Interdisciplinary Science: The Curriculum Challenge • Length, Area, Volume: is this science? • Heat radiation, Vapor pressure, Plate tectonics, Photosynthesis: are these? Can your students learn about the second group of subjects without the first?

16. Interdisciplinary Science: The Curriculum Challenge So be creative… • Rainfall – What’s an inch of rain? If an inch of rain falls on the rain gauge at the right, how deep will the water be?

17. Interdisciplinary Science: The Curriculum Challenge Hydrology – what’s the discharge of a river? And be more creative…

18. Interdisciplinary Science: The Curriculum Challenge Textbooks? • We write our ownwww.ivygreen.ctc.edu/ids • Physics by Inquiry, McDermott and PEG • Geology Lab manuals (loaned to students) • Biology text to be determined

19. Interdisciplinary Science: The Instruction Challenge Who’s gonna teach it? • Team teach if you can • Teach it the way that your students will teach • Hang on to your faculty • Build consensus among administrators, instructors and non-participating faculty

20. Interdisciplinary Science: The Instruction Challenge What if we just lecture? • Arizona State U (Wyckoff, Hestenes):There is a direct correlation between learning and a lack of lectures • Montana State U (Francis, Adams):Students in inquiry-based classes are better problem solvers and retain more factual knowledge one year after the class.

21. Interdisciplinary Science: The Instruction Challenge What if we just lecture? • “I was a volunteer at a public school. I took IDS because I needed a science credit. When I saw people teaching science the way I wanted someone to teach my kids, the way I wanted to teach, I decided to become a teacher and changed my major. Now I’m thinking of becoming a middle school science teacher.” Lori Epperson IDS alumna

22. Interdisciplinary Science: The Instruction Challenge Teaching by Inquiry is a lot of work! (for the students and for the teachers) The payoff for these students is huge. Some instructors just don’t get it. Cherish the ones that do.

23. Interdisciplinary Science: The Results • Students show improved scores on general science tests. • Students score significantly higher on the Science Attitude Inventory (Moore and Foy, Miami University) Lori Epperson Presenting about Project TEACH At a national AACC/NSF convention

24. Interdisciplinary Science: The Results • IDS students helped create an elementary education degree with a minor in science • IDS and GRCC math alums now lead the charge for the middle school math and science endorsement. Debbie Hanninen Helped to lobby CWU to createthe elementary ed/science option

25. English ENGL 110 – College Writing ENGL 111 – Writing in the Humanities ENGL 180 – Children’s Literature Humanities/Fine Arts SPCH 100 – Basic Speech Communication 10 credits from ART, MUSIC, DRAMA or DANCE Social Science PSYCH 100 – General Psychology or PSYCH 210 – Developmental Psychology ANTHR 202 – Cultural Anthropology or AMES 100 – American Ethnic & Minority Studies 10 credits from courses with prefixes of: HIST, GEOG, POLI SCI or ECON Fitness/Wellness PE – Fitness Course HL ED 190 – First Aid and Personal Safety Science IDS 101 – Interdisciplinary Science I IDS 102 – Interdisciplinary Science II IDS 103 – Interdisciplinary Science III Mathematics MATH 170 – Foundations of Elementary Math I (Number Theory) MATH 171 – Foundations of Elementary Math II (Geometry) MATH 172 – Foundations of Elementary Math III (Prob. & Stats) Professional Core/Practicum EDUC 170 – Introduction to Education EDUC 172.1 – Tutoring in the Elementary Schools EDUC 110 – Child Development EDUC 197 – Introduction to Special Education EDUC 270 – Teacher Portfolio Review Project TEACHAssociate Pre-Professional Degree in Elementary Education

26. CWU at GRCC • Six quarters - Fall, 2002 to Winter, 2004 • Classes taught at GRCC and local schools • 14-16 credits per quarter • Run through Continuing Education - CWU • Elementary education major, science education minor, and K-8 certificate • CWU faculty advisor travels from main campus

27. CWU at GRCC3rd and 4th Year Program Specifics

28. Bibliography • IDS Website: www.ivygreen.ctc.edu/ids • Physics by Inquiry: PEG at UW (and check out the workshop) • Explorations in Physics, Laws, et al • Atlas (etc.) of Science Literacy: Proj2061 • National Science Standards and Inquiry • Asking the Right Questions, Browne and Keeley

29. www.projectteach.org