Craig Ogilvie, Iowa State University It takes a village to raise a scientist July 15, 2013 1 • Howard Hughes Medical Institute grant (2010-14) • Engaging all 1 st and 2 nd year STEM students @ ISU in authentic science projects • General lessons for large scale education reform [email protected]
Craig Ogilvie, Iowa State University It takes a village to raise a scientist July 15, 2013 1 Howard Hughes Medical Institute grant (2010-14) Engaging all.
Dec 27, 2015
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Craig Ogilvie, Iowa State University
It takes a village to raise a scientist
July 15, 20131
• Howard Hughes Medical Institute grant (2010-14)• Engaging all 1st and 2nd year STEM students @ ISU
in authentic science projects• General lessons for large scale education reform
Loss of STEM majors @ ISU
July 15, 20132
Presidential Council (PCAST) Report 7 Feb 2012“…increasing the retention of STEM majors from 40% to 50% would generate three-quarters of the targeted 1 million additional STEM degrees over the next decade.
Loss mainly in 1st and 2nd year
Confronting reasons that students leave STEM
July 15, 20133
Why Undergraduates Leave the Sciences. Seymour and Hewitt, 1997Loss of interest in the subject matter of scienceBelief that a non-science major would offer a better education
Losses occur among the best qualified studentsLosses occur also due to math challenges, low-resilience,…PCAST recommendations: Engage to excel
Widespread adoption of empirically validated teaching practices; Replace standard laboratory courses with discovery-based
research courses;Improving retention will also improve quality STEM education
Inquiry intro labs: each >1000 students
July 15, 20134
BiologyA, Cookbook: identification labels and detailed lab instructionsB, Inquiry: Identify plants 1, 2, 3. What are key phyla differences?
PhysicsA, Cookbook: measure P, V, T of gas and plot P vs V etc.B, Inquiry: Determine if air exhibits properties of an ideal gas.
BA
Class as scientific community
July 15, 20135
Teaching Assistant training onusing inquiry processes is vital.
Student research
July 15, 20136
Classic model: 1-on-1 mentoringScale?
Additional model, courses 20-300 students5-6 week research project in lab courses
ROLE project, UPR-Mayaguez
Course-based student research @ISU
July 15, 20137
Freshman chemistry major lab (Chem201)Design and test CO2 reduction processes and catalysts as part
of a faculty’s chemistry research program. In Geology 100, students characterize the local watershed
via high-tech diagnostic wells
12 research-lab courses @ ISU: Over 850 students/year
Student engagement in large “lectures”: Flipped classes
July 15, 20138
Use face-to-face class time for tasks that require a community
Wrestle with new concepts via group discussions
Scaffold skills, complex problemsStudents work on lower-level skills, video clips, before/after class
In Class
Out of Class From Robert Talbert
July 15, [email protected]
Upper I
Upper II
Inquiry lab
Research lab
Large face-to-face meeting
Lab 1
Lab II
Lab 1Lab 1
Lab II
Lab II
Lab 1 Lab 1
Lab II
Upper 1
Upper II
Village
Assessment
July 15, 201311
Students’ understanding of Nature of Science after research labs
• Encouraging since lack of creativity was one reason for leaving• Gains also on content knowledge (bio), but no changes in efficacy
• Consistent increase
Retention
July 15, 201312
Uptick post reform, hard to prove causeKept 3% c.f. prior 25% loss, changed 1 in 9 students’ decision
Lesson I: Emergent change, learning organization
July 15, [email protected]
Faculty Learning Communities Time/space to discuss what
change is needed Support during implementation80+ faculty involved
Science educator postdocs Bring energy, time, expertise
and short-timescaleGraduate TA Learning
Communities (GTALC)How students learnLed by senior TAs and postdocs
Lesson II: Productive TensionExperiential learning vs calls to lower costs
July 15, 201314
What skills do graduates need to help solve 21st century challenges?InnovationTeam – workOngoing drive to learn/adaptCommunicationExperiential learning can help develop these skills• Research experiences• Extra-curricular student groupsConsiderable concern about costs of higher ed, tuition, debt….Resolution? Redirect existing activities into experiential learning with little extra costs, courses, extra-curricular projects,….
http://www.aacu.org/leap/documents/2013_EmployerSurvey.pdf
Invest in experiential learning as higher priority than student admin, dorms, rec centers,…
July 15, 201315
Student Innovation Center @ ISU (proposed)Out of dark basements into prime real-estateCompetitive advantage for residential university
CanonDesign
Invest resources in experiential learning
July 15, 201316
Lab-space for course-based researchSpace for extra-curricula organizations, cross-fertilization
CanonDesign
Conclusions
July 15, 201317
Refocused our science labs at ISUInquiry rather than cookbook when ~1000 students5-6 week research projects when 20-300 students
Higher-level cognitive work in large class meetings (flip) Lessons
1. Emergent changeFaculty learning communities: time/space to planPostdocs bring in energy, expertise
2. Productive tension: experiential learning vs calls to reduce costsImpact more students at similar costProjects improve quality: innovation, team-work, communication
Acknowledgments
July 15, 201318
HHMI grant $1.6M 2010-2014Cinzia Cervato, Tom Greenbowe, Jo Anne Powell-Coffman, Gene Takle
Facilitators of Faculty Learning CommunitiesCharles Kerton, Stan Harpole, Bill Gallus, Nikki Pohl, Diane Bassham, Jim Colbert,
Tom Greenbowe, Doug Gentile, Paula Siklody, Nancy Boury, David Vleck, Phil Becraft, Soeren Prell, Tom Holme, Alex Travesset, Jason Chen, Clark Coffman, Cinzia Cervato
HHMI Science Teaching FellowsNow faculty: Liz Addis, Mike Slade, Glene’ MynhardtCurrent or Fall 13, Emily Elliot, Carol Chappel, Jenny Brigham
Deans of Liberal Arts and Sciences, College of Agriculture and Life Sciences Chem education postdocs
Kim Linenberger, Jeff Raker Community College Leaders
Jermaine Johnson, Sally Willson, Chris Russell CESMEE staff
Patsey Reilly, Tracie Miller, Stacy Renfro
Iowa State University
July 15, 201320
Residential Land Grant university, 32,000 students Fall136000 more students than in 2005
Rich tradition in agriculture, science, engineering,…Learning communities, extra-curricular student groups
Student Reaction Inquiry introductory labs
July 15, 201321
"I really enjoyed that we were encouraged to answer our own experimental questions, even at the cost of finishing a planned activity for the lab. It enabled us to be interested in and take an active role in our learning, rather than simply following step by step the lab activities.”
[email protected] July 15, 201323
[email protected] July 15, 201324
Analytics
July 15, 201325
Use data on who is not being retained as science major at ISU1300 new science majors from HS
70% stay as major after 1-year17% leave ISU after 1-year13% leave science after 1-year but stay at ISU
Science-switchersBroad range of ACT scoresLower math diagnostic scores (rational numbers, radicals)Lower self-efficacy, confidence (MAP-works 5 week survey)
Predictive model of high-risk switchers?Advising, bridge programs, pre-calc math…..
Inquiry introductory labs
July 15, 201326
TA training Phys 501, two Graduate TA Learning Communities, Spring 13CIRTL www.cirtl.net
Dept Courses Status
Physics 111,112,115,221,222 POGIL Implemented
Chemistry 177L, 178L POGIL/local First trials Fall 13, spring 14
Biology 211L Diversity exploration Implemented
Biology 212L First trial Fall 13
Intro bio lectures, bio 212:
July 15, 201327
National and ISU concern that courses were sequence of factoids FLCs discussed, forged consensus on big-picture outcomes, e.g. 2121. Cellular / molecular basis of life, including an understanding of scale, biological
membranes, and basic cellular structure and function2. Transmission and expression of genetic information3. Bioenergetics & carbon and nitrogen cycles4. Compare and contrast plants, animals, and microbes5. Understanding how science is conducted and why it is important. Assess, teach for these big picture goals
Active learning in large lectures with undergraduate learning assistants First results showed very little gain in student understanding Some growth in student efficacy
Improve active learning materials, more attention to Karplus learning cycle
Research projects in lab courses
July 15, 201328
Course Fall 12 Spring 13enrollment/
semesterAstro 250 16Astro 344L 12Astro 346 27Bio 256L Human physiology 340Bio 313L Genetics 180Bio 423L Developmental Biology Lab 25BIOLOGY 354L ANIMAL BEHAVIOR 14Chem 201 50Chem 334L 26Geol 100L 70Mteor 301 22Psych 440 80Psych 102
Increasing diversity
July 15, 201329
Many under-represented students start at community collegeChallenge is transfer to 4-year + continue as science majorPotential key is student’s identity as a young scientist
~10 students nominated by CC faculty8 weeks summer research-work in ISU faculty labsSummer after first year of CC, return to CC for sophomore yearMath/bio coursework + field trips
Summer 2012 scholars
SUSSI
July 15, 201330
NoS: Student Understanding of Science and Scientific Inquiry (SUSSI, Liang et al, 2005)
• 8 NoS categories • 4 questions with Likert scale• 1 short response
• Pre and post test
A. Scientists use their imagination and creativity when they collect data. SD D U A SA
B.Scientists use their imagination and creativity when they analyze and interpret data. SD D U A SA
C.Scientists do not use their imagination and creativity because these conflict with their logical reasoning. SD D U A SA
D.Scientists do not use their imagination and creativity because these can interfere with the need to be unbiased. SD D U A SA
Explain why scientists use OR do not use imagination and creativity, and provide examples to support your answer.
Course-based student research (III of III)
July 15, 201331
Old organic lab: detailed instructions to make final “product”New organic lab: Research of faculty, novel organic dyes
Student groups responsible for multi-step synthesis
Thinking like a chemist
Lesson I: Large scale educational change
July 15, 201332
Research-based instructional strategies (RBIS)Widely available, but not adopted
Develop, test, disseminate (run workshops, provide materials)
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (submitted) The Use of Research-Based Instructional Strategies in Introductory Physics: Where do Faculty Leave the Innovation-Decision Process?.
Assessment (II of II)
July 15, 201333
Faculty engagement in teaching/learningIncrease in conversations about teaching within a dept
2009-2010 2011-2012Faculty Learning
Community
Roles in network: 1) hubs of sub-groups, 2) connectors between groupsstrategically work with these individuals to facilitate change
HHMI 2.0RFP HHMI: Persistence in science
Anchored on PCAST “Engage to excel”course-based research labs, active learning lectures,.. …Tools to excel: mathDiversify pathways
Deadline Oct 1, 35 awards ~$2M eachWriting over summer
July 15, 201334
Vision for next proposal (II of II)
July 15, 201336
Vision 2: Support Faculty, staff, graduate students as they grow from being good to great educators
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