- 1. The Earth & Ocean Sciences ScienceEducation Initiative
at the Universityof British ColumbiaSara Harris with contributions
from FrancisJones & Brett Gilley. Acknowledgement toCarl
Wieman, Sarah Gilbert, and the manyUBC faculty and student
participants.Teaching Introductory Geoscience Courses in the 21st
Century Virtual Workshop18 March 2014
2. Overview: The Carl Wieman ScienceEducation Initiative,
2007-2014CourseDesignPrinciples:Learning Goalsaligned
withActivitiesaligned withAssessmentsUsingEvidenceto
ImproveTeaching &Learning 3. Using Evidence-Based Pedagogy
inIntroductory Classes Articulated Learning Goals (student-focused)
Pre-class preparation with accountability In Class (active learning
w/timely feedback): Peer Instruction Clickers In-class Worksheets
with Clicker Check-ins Assessment: Pre-Post assessments (as
validated as possible) 2-Stage Exams (an example)For CWSEI research
papers: http://www.cwsei.ubc.ca/SEI_research/index.html 4.
Categories of Evidence(Evidence of change or improvement or good
stuff inteaching and learning) Student work/performance
Instructor-reported teaching practices andattitudes Student
perceptions 3rd party observations 5. Pre-Post Assessments
forFeedback and IterationEvidence supporting worksheets + clickers
as moreeffective for student learning than lecture + clickers6
offerings, 2 different courses, 3 different instructors, nstudents=
76-150 6. Assessment to Support Learning:2-Stage ExamsStudents take
the exam individually, then immediatelyrepeat the exam in a group
of 4. Instant feedback Students leave examknowing the answers
Measurably greaterimprovement insubsequent testing ofconcepts
discussedduring exam, than forconcepts testedindividually
onlyGilley, B. and Clarkston, B., 2014. Collaborative testing:
evidence of learning in a controlled in-classstudy of undergraduate
students, Journal of College Science Teaching, Vol. 43, No. 3,
83-91.Video at: http://blogs.ubc.ca/wpvc/two-stage-exams/ 7.
Culture Change:Teaching Practices InventoryEffective Teaching
PracticesFractional ScoreWieman, C. and Gilbert, S., submitted. The
Teaching Practices Inventory: A new tool for theevaluation and
improvement of college and university teaching in mathematics and
science.http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm
8. Culture Change:Teaching Practices InventoryMore talkingto
colleagues!Some morereading!Not muchchange
inobservationhttp://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm
9. Culture Change:Teaching Practices Inventory2013: Barriers are
aboutINSTRUCTORS2007: Barriers wereabout STUDENTS
&INFRASTRUCTUREhttp://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm
10. Student Learning Experiences Survey4. Classroom practices -
helpfulnessd. Clicker questions posed in classi. Demonstrations,
animations or simulations shown by the instructora. Lecture
presentations in classe. Discussions you had with other students
about those clicker questionsc. Discussions about why material is
useful, important or interestingb. "Socratic dialogues"; i.e.
instructors teaching by constantly asking0% 20% 40% 60% 80% 100%j.
Discussions before, during, and/or after those demonstrationsf.
In-class activities in groups using worksheets or other resourcesh.
Whole class discussions moderated by the instructorm. Help from the
instructor during classg. Questions asked of students in class NOT
involving clickers of worksheetsk. Opportunities you had to assess
or comment on work of your peersl. Help from teaching assistants
during classSurvey available at:
http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdfextremelyverymoderatelylittlenotN/A
11. Student Learning Experiences Survey4. Classroom practices -
helpfulnessd. Clicker questions posed in classe. Discussions you
had with other students about those clicker questionsa. Lecture
presentations in classb. "Socratic dialogues"; i.e. instructors
teaching by constantly asking0% 20% 40% 60% 80% 100%c. Discussions
about why material is useful, important or interestingi.
Demonstrations, animations or simulations shown by the instructorj.
Discussions before, during, and/or after those demonstrationsm.
Help from the instructor during classg. Questions asked of students
in class NOT involving clickers of worksheetsh. Whole class
discussions moderated by the instructorf. In-class activities in
groups using worksheets or other resourcesl. Help from teaching
assistants during classk. Opportunities you had to assess or
comment on work of your
peersextremelyverymoderatelylittlenotN/ASurvey available at:
http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdf 12.
Classroom Observations (COPUS):Smith, M.K.,F.H.M Jones, S.L.
Gilbert and C.E. Wieman, 2013. The Classroom Observation Protocol
forUndergraduate STEM (COPUS): A New Instrument to Characterize
University STEM ClassroomPractices, CBE-Life Sciences Education,
Vol. 12, 618-627. 13. Long-term sustainability & Challenges
Importance of involving new faculty Importance of involving
graduate students Changing the norm Collaborative co-teaching
Encouraging reflection and deliberate practice Importance of
administrative support(evaluation, tenure, promotion,
hiringdecisions) 14. Resources http://www.cwsei.ubc.ca (lots of
resources onevidence-based pedagogy for instructors!)
http://eos.ubc.ca/research/cwsei/ (approaches &outcomes from
EOS-SEI) http://eos.ubc.ca/research/cwsei/eossei-times.html(our
monthly 2-page newsletter) http://blogs.ubc.ca/wpvc/ (short video
clips oftechniques in action, e.g. 2-stage exam; jigsawactivity;
active learning in a large class; tutoringin a large class)