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Science Education: Vital Connection of Science to the Public Sphere

Science Education: Vital Connection of Science to the Public Sphere. 19 th Biennial Conference on Chemical Education 2006. The bridge between teaching and learning. 2005.

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Science Education: Vital Connection of Science to the Public Sphere

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  1. Science Education: Vital Connection of Science to the Public Sphere 19th Biennial Conference on Chemical Education2006 The bridge between teaching and learning

  2. 2005 Using Contemporary Issues to Teach Skeptical Inquiry: An Approach to Improve Science and Information Literacy among Undergraduates Nora Egan Demers ndemers@fgcu.edu http://itech.fgcu.edu/faculty/ndemers.demers.html Florida Gulf Coast University College of Arts & Sciences

  3. FGCU Academic Affairs College of Arts & Sciences Whitaker Center Planning and Evaluation Research and Sponsored Programs Lee County Mosquito Control district (flights for images) FGCU Art students Sam Miranda Lenore Benefield Cid Conley Andy Tirado Rich Coughlin many other colleagues and students Acknowledgements BCCE Chemistry IUPUI

  4. Overview • Brief evolutionary history of Institution and IDS program • Description of the course • Goals and outcomes • collaborations with IT and Library • View into the future

  5. 2005

  6. FGCU- Then • Opened Fall, 1997- 5 colleges • Target audience: upper division students (2+2 articulation with local Community college) • 25% smaller footprint with Distance Learning • Arts and Sciences had a single B.A. in Liberal Studies

  7. FGCU- Now • Arts and Sciences has 13 B.A. degree offerings and 3 B.S. • B.A.’s requires: • IDS 3300 Foundations of Civic Engagement • 2 other IDS including IDS 3303 • A Capstone course

  8. Student profile- changing demographics Average Age1997: 331999: 282000: 292005: 25.52006: 23 FTIC 1997: 175 (entire year) 1999: 302 (fall) 2000: 465 (fall) 2004: 975 (fall) 2006: 1800 (fall)

  9. Collegium of Integrated Learning Arts & Sciences Strategy to Address the Student Learning Outcomes at FGCU- -originally 5 Upper Division courses and a Capstone (24 credit hours) -Compressed to 18 hours in 2000 -Now (2006) required for B.A, not B.S. -Degrees awarded in specific disciplines -Once again under revision

  10. Student Learning Outcomes Mapped to IDS 3303 Issues in Science and Technology: problem solving, information literacy, technological literacy

  11. Emphasize Science as a way of knowing

  12. Use empirical data to falsify stance

  13. Go beyond headlines and “Inside Edition” knowledge

  14. 55% –Assignments 10% –Oral “debate” or presentation 20% – Independent presentation - written 5% – Summary discussions 10% – Class participation/attendance 0% – Portfolio Grading Scheme Scaffold

  15. 55% –Assignments • List of five Issues in Science and Technology (2%) • Forming a Question/Making a Research Plan Worksheet (5%) • Mining Resources (5%) • Outline and First version (5%) • My Librarian (5%) • Evaluation of Websites (4%) • Annotated bibliography (4%) • Timeline of issues (5%) • Second version (5%) • Data and Information on topic (with citations) to be used during the debates (7%) • Summaries (written summaries of debates (5%)

  16. Collaborations with IT Evaluate “WebTrends” data to help redesign course

  17. Collaborations with IT • Pages hit most immediately before and after class • almost 40% between 10 PM and 4 AM

  18. Collaborations with Library faculty “just in time” learning

  19. Information Literacy skills crucial

  20. Powerful Influences • Politics & Economics • Culture & Society

  21. Powerful Influences • Media, Arts and Literature • Ecology and the Environment

  22. Future Directions • More computer tutorial sessions • policy & legislation • More Peer Review • Emphasize Civic Engagement • Clarify role of Library in world of Google

  23. Conclusions • Allow students to choose topic • Everything that matters has to “count” toward the grade (is there another way?) • Focus on process and critical thinking skills • Emphasize need to consider the source and bias • Nothing is as “Black and White” as we might think • Important and valuable to hear others ideas • Great learning experience for all involved • Possible to incorporate strategy into other courses

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