Nsec 2017 National Conference
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- A Case Study Describing The Transformation Process of Faculty Members Adopting Learner-Centered Teaching Methods Time
- The Role of Peer Leaders in STEM Education Time
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A Case Study Describing The Transformation Process of Faculty Members Adopting Learner-Centered Teaching Methods Time: Friday, June 23, 2017 at 4:30 pm Speakers: Gili Marbach-Ad, University of Maryland Additional Authors: Carly Hunt, University of Maryland, College Park Abstract: We used a case study approach to obtain an in-depth understanding of the change process of two instructors who were redesigned a biology course. There is a critical need to understand how biology instructors transition from teacher-centered teaching towards learner-centered teaching. Using the innovation-decision model for change, we explored the motivation and decision-making and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching.
work together to solve complex, interdisciplinary problems. Biology students were given the additional task of conducting independent research projects (IRPs). Here we describe the evolution of this program over a period of four semesters. Initially, inquiry-based experiments were incorporated alongside the IRPs in Biology lab to teach fundamental skills and equipment use. The value of the IRPs became apparent quickly but the time investment in inquiry labs prevented students from working on their IRPs. Hence, we began to phase out the inquiry labs altogether in favor of the independent research projects. The IRP topics have grown from 2 to >15, each having an environmental or health-related theme. Participation PIs and instructors monitor student progress and give feedback at student ‘lab meeting’ presentations during the semester. Promoting the Success of Students with Disabilities in STEM Majors Time: Friday, June 23, 2017 at 4:30 pm Speakers: Christopher Andersen, Ohio University Additional Authors: Michelle McCombs, Ohio State University Abstract: Amid the call for improving the nation's scientific, technological, and economic competitiveness, there is increasing attention being focused on groups that are underrepresented in STEM fields and on strategies to increase their success in the STEM education/career pathway. An estimated 20% of the U.S. population has a disability, yet only 8% of employed scientists and engineers has a disability. Ohio’s STEM Ability Alliance was an NSF-funded collaboration between a university
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STEM education center, student services offices, and NSF-funded research centers that provided proactive academic and career coaching, internships and research placements, mentoring and community-building, learning communities for students and for faculty/staff, scholarships, and assistive technology to help address inequities in the STEM education/career pathway and increase the number of students with disabilities who complete STEM degrees and transition into the STEM workforce. Promoting Active Learning in an Introductory Chemistry Course: Challenges and Opportunities Time: Friday, June 23, 2017 at 4:30 pm Speakers: David Pugalee and Alisa Wickliff, UNC Charlotte Additional Authors: Kathy Asala, UNC Charlotte Abstract: The general chemistry sequence provides the content foundation for upper-level chemistry courses. General chemistry should provide students with the learning tools for success in the upper-level courses also; however, these courses are taught often in a way in which students are passive participants or require minimal effort by the student to take responsibility of their own learning. The result of which can lead to poor performance in upper-level courses by students who have been successful in the general chemistry sequence. Recent efforts to restructure the general chemistry II course at a large public institution to include active learning strategies and self-directed learning activities were made. Students were required to complete a cycle of pre-class, in-class, and post-class assignments that guide them toward accepting responsibility of their own learning and developing their own conceptual and problem-solving knowledge. The impact of the new active learning format on student learning, performance, and attitudes in general chemistry II will be presented. Preliminary results on the effect of the active learning classroom on student performance in upper-level courses will be presented. The challenges and accomplishments of implementing active learning techniques from the perspective of the instructor will be discussed. Making Connections: How a Small Learning and Teaching Center Has a Big Impact Time: Friday, June 23, 2017 at 4:30 pm Speakers: Kristin O'Connell, Carleton College Additional Authors: Melissa Eblen-Zayas, Carleton College Abstract: Carleton College’s Perlman Center for Learning and Teaching (LTC) is staffed by a faculty member with a 60% appointment in the center and half-time administrator, and is less of a “center” and more of a “connector”. This relatively small office is able to have a large impact not by developing extensive programming on its own, but rather by fostering collaboration and communication among individuals, programs, and institutional initiatives and developing programming in coordination with other efforts. In a culture that promotes grassroots efforts, faculty and staff continually work towards improving teaching practices at a variety of scales, from individual courses to department initiatives, collaborative grant-funded initiatives, and institutional changes. The LTC provides connectivity between these various efforts by providing a venue for staff, faculty, and administrators to showcase and reflect on efforts and ideas together, while also planning for new directions. Talks, workshops, book groups, and working groups often lead to follow-on projects and new collaborations.
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Center for Science Teaching and Learning: STEM Education and Research across the Teacher Learning Continuum. Time: Friday, June 23, 2017 at 4:30 pm Speakers: Pradeep (Max) Dass, Northern Arizona University Abstract: The Center for Science Teaching and Learning (CSTL) at Northern Arizona University offers programs across the entire continuum of STEM teacher learning: From pre-service teacher education programs leading up to certification to in-service professional development of teachers including a graduate degree program; and research and evaluation of a variety of STEM-related programs. The proposed poster will highlight major activities and programs offered by the Center; provide information on how the Center is broadening participation in STEM teacher education through its recruitment activities; include data on the diverse pool of new science and mathematics teachers being produced; describe some of the current professional development projects and their impact; and showcase various partnerships that the Center has developed with K-12 schools and districts; local community college, other scientific institutions, and industries. Come learn about a Center that collaborates with STEM discipline departments to prepare new teachers and professionally enhance in-service teachers. Country.
Nguyen, andKelly Wahl, University of California Los Angeles Abstract: In this study of thousands of students in an introductory physics course, we find that compared to traditional instructors, all faculty using active learning – even those lacking pedagogy training – have students exhibiting significantly higher conceptual learning gains, lower fail rates, and decreased achievement gaps. We provide an overview of the varying and effective implementations of high-impact practices (e.g. peer instruction and learning assistants), as well as show highlights from institutional data dashboards tracking student performance at the course and instructor levels. These dashboard analyses were used by instructors to self-assess the impact of implementing active learning and helped the research team design other statistical analyses including multiple regression to consider the impact of active learning on performance in subsequent courses. We summarize here the rigorous analysis used to demonstrate the effectiveness of active learning, even by untrained faculty. Designing Educational Innovations for Sustained Adoption Time: Friday, June 23, 2017 at 4:30 pm Speakers: Charles Henderson, Western Michigan University Additional Authors: Raina Khatri, Renee Cole, Jeff Froyd, Debra Gilbuena, Courtney Stanford Abstract: Systemic and sustained adoption of research-based instructional practices is a goal of those who develop these practices, funding agencies, and many educators. Scholarly studies and national NSEC 2017 National Conference
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reports document failure to achieve systemic adoption despite compelling evidence of efficacy of these instructional practices. Based on our synthesis of the literature, analysis of successfully propagated innovations, and analysis of a subset of funded NSF CCLI proposals, we argue that a primary reason for the lack of adoption is that developers focus their efforts on dissemination (spreading the word) instead of propagation (promoting successful adoption). Analysis indicates that planning for scale and propagation typically occur after the product is developed and often leads to failure to propagate. We argue that such planning needs to occur from the very beginning of a project. www.increasetheimpact.com
The Role of Peer Leaders in STEM Education Time: Friday, June 23, 2017 at 4:30 pm Speakers: Dabney Dixon, Georgia State University Additional Authors: Rebekah Chapman, Victoria Mariani, Suazette Mooring, Joan Mutanyatta-Comar, Gigi Ray, La’Tawn Roddey, Edmund Rodgers, Brian Thoms, and Paul Ulrich, Georgia State University Abstract: A variety of factors contribute to challenges in retention and graduation in the STEM disciplines. We have developed many approaches to support our students. The use of peer leaders in a number of ways, including Peer-led Team Learning, Supplemental Instruction, and Learning Assistants, has been helpful. We are developing metrics for direct comparison of the cost effectiveness of these programs. We have worked to create a cadre of high-achieving students who can support one another in research efforts and serve as role models for students earlier in their careers. Scholarship programs as well as Course-based Undergraduate Research (CURE) projects have been useful in this regard.
initiative, including program evaluation and education research, focused on education in the Food- Energy-Water-Nexus (FEW-Nexus). This proposal reports on a growing network of discipline-based education researchers focused on education grounded in the FEW-Nexus. The newly-established Collaborative for Research on Food, Energy, and Water Education will serve as a nucleus for transdisciplinary efforts to 1) advance FEW education efforts; 2) foster FEW education research; and 3) enhance collaboration around FEW education and education research. This presentation provides an overarching vision a network through which to catalyze collaborative projects and comprehensive research programs that produce empirical findings, delineating baseline data to be used to ascertain the effectiveness of new FEW-Nexus education programs, develop innovative tools to aid in educational responsiveness to emergent FEW issues, and to address FEW issues worldwide through effective, research-based educational methods and interventions. .
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