Theory Theory Tom Haffie 3M Teaching Fellow; Learning Development Coordinator, Faculty of Science; Lecturer, Biology Dept. University of Western Ontario, London, ON Introducing BioLiteracy into Introductory Biology at UWO Alberta Introductory Biology Association 2010 Ken Meadows, Linda Dunn, Roger Graves, Johnston Miller
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Theory Tom Haffie 3M Teaching Fellow; Learning Development Coordinator, Faculty of Science; Lecturer, Biology Dept. University of Western Ontario, London,
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Theory
Theory
Tom Haffie3M Teaching Fellow;Learning DevelopmentCoordinator,Faculty of Science;Lecturer, Biology Dept.
University of Western Ontario, London, ON
Introducing BioLiteracy into Introductory Biology at UWO
Alberta Introductory Biology Association 2010
Ken Meadows, Linda Dunn, Roger Graves, Johnston Miller
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HEQCO
HEQCO
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NSSE: National Survey of Student
Engagement
NSSE (CLASSE) “Benchmarks”
1. Level of Academic Challenge2. Active and Collaborative Learning3. Student Interaction with Faculty 4. Enriching Educational Experiences5. Supportive Campus Environment
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BioLiteracy Project
Objectives and Overview
• Introduce a tutorial curriculum “intervention”, based on writing-to-learn principles, designed to improve BioLiteracy
• Test the ability of NSSE, CLASSE and other instruments to detect differences
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First Year Bio at Western
• two “intake” courses, depending on high school background
• 1800 students
• Full year courses, 2 or 3 lecture hours, alternating lab and tutorial
• Team taught in series
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BioLiteracy
Nominal Functional Structural Multi-dimensional
BioLiteracy
(Uno & Bybee, 1994)
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The Intervention
Pre-Intervention
Optional tutorials run as “review” sessions by TAs who attended lectures
Intervention
New curriculum of 10 tutorials (best 8 give 5% of grade plus Final Exam question, 5%)Run by TA who facilitates but is not a lecturecontent expert
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Tutorial 1 Outcomes
• Identify components of Biological Literacy and explain how they will be addressed in tutorial.
• Reflect on your previous experience of learning biological ideas.
• Write 200 to 400 words of connected prose in response to a prompt (in class).
• Collaborate in a spontaneous semi-structured group to identify common themes in the writing of peers.
• Deliver a brief public oral report (one person per group).
Autobiographical Writing
Tutorial 2 Outcomes
Summarizing and Linking Lectures
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Tutorial 3 Outcomes
Scientific Method
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Tutorial 4 Outcomes
Explain a Concept to Non-Specialists
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Tutorial 5 Outcomes
The Scientific Literature
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Tutorial 6 Outcomes
Peer Review and Evaluation of Resources
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Tutorial 7 Outcomes
Journal Club: Presentations, Citations and Annotations
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Tutorial 8 Outcomes
Plagiarism: Using the Scientific Literature
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Tutorial 9 Outcomes
Microthemes and Rubrics
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Tutorial 10 Outcomes
Mock Final Exam Case Study
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Final Exam Question
Written answer to a Case Study (40 min.) 5% of Final Grade
Graded by faculty and TAs on a 6 point rubric as used in Tutorial
Study Design
DE
08/09
07/08
NSSE
CLASSE+
SkillsYear 2Prep?
Pre-Intervention
Post-Intervention
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Pre vs. Post InterventionSignificance at the individual item level . . .
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Pre vs. Post Intervention
Principal Components Analysis
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Pre vs. Post InterventionPrincipal Components Analysis
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Pre vs. Post InterventionNSSE Benchmarks
Pre vs. Post Intervention
Literacy Skills Assessment
Pre vs. Post Intervention
Preparation for Year 2 Biology
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Summary
• NSSE did not detect a pre/post change in the first year Bio class.
• CLASSE did detect an increase in “collaboration”.
• Non-CLASSE questions exposed an improvement in self-reported information literacy skills.
• Skills Assessment revealed an improvement in literacy skills.
• “Preparation for Year 2” survey identified improvement.
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Remaining questions . . .
• On-line search skills?• paraphrasing and summarizing skills?
• ongoing enhancement of tutorial curriculum
Discovery Café
• First year students join posted groups (25/)
• Meet weekly with faculty member and peer mentor
• Extracurricular, no agenda, no grades
• Broad outcomes to enhance experience of academic community; improve academic skills, increase awareness of University organization, access to scientific literature etc.
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Discovery Café
Hi Tom,
You asked us a couple questions at the cafe wrap up meeting, and now that I’ve had a bit more time to marinate, I think I want to add/edit a few comments for you to share at your conference in Alberta.
In Norm’s group we always encouraged an atmosphere that promoted asking questions, whether it was about the science program at Western, the way governments were structured, the state of our economy and environment, or most of all, what we as students should be learning from all this.
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Discovery Café
Additionally, our cafe group promoted getting the most of our undergraduate experience. We talked about Grad school, research possibilities, the student’s summer plans, tips on school life etc. We arranged guided tours of the Biotron, nano-fab lab, avian facility and surface science so that the students could get to know the possibilities at Western better. This connects with the elimination of tunnel vision at University that I talked about at cafe wrap.
Overall, Celina, Norm and I tried to make the students feel welcome; we wanted to make sure that these four years of undergrad would change them in the best ways possible. The students in my café group are so bright, and genuinely keen on learning. Hopefully we made a difference. Phyllis Sin, mentor
Western Conference
Western Conference on Science Education
“Pulling Together”
July 6 - 8, 2011
Dr. Peter Mahaffy, King’s University“Climate Change Education”
Dr. Carl Wieman/Dr. Sarah Gilbert, CWSEI, UBC “Five Year Showcase from CWSEI”
Dr. Brian Alters, Tomlinson Project, McGill“Evolution of evolution education”
Dr. Brent Davis, U of Calgary,“Complexity Science and science education”