Toward A Pedagogy of Discovery For All Students

TOWARD
A P EDAGOGY O F D ISCOVERY
FOR A LL S TUDENTS
MOUNT ROYAL UNIVERSITY

NOVEMBER 15, 2010
Susan Elrod, PhD
ExecuCve Director, Project Kaleidoscope
h"p://www.aacu.org/pkal elrod@aacu.org
Friday, February 4, 2011

PROJECT KALEIDOSCOPE (PKAL)
Leading advocate for building and sustaining strong undergraduate
programs in STEM since 1989
PKAL’s work engages faculty and leaders at colleges and universiIes
through an extensive naIonal network of >5000 STEM faculty and
leaders at over 750 colleges and universiIes in the U.S. and Canada
Copyright 2010 by Susan Elrod. All rights Reserved

PKAL’S G UIDING V ISION . ..
“... Science and mathema.cs educa.on works wherever it takes
place within an ac.ve community of learners, where learning is
ac+ve, hands-‐on, inves+ga+ve, and experien+al, and where the
curriculum is rich in laboratory experiences, steeped in the methods
of scien.fic research as it is prac.ced by professional scien.sts. This
approach works for women, for minori.es, for all students.”
-‐-‐ Dan Sullivan, 1991, PKAL Volume I: Building Natural Science Communi@es

A kaleidoscope creates a mul1tude of
pa3erns in response to change, so the PKAL
agenda encompasses a mul1plicity of
approaches that can be adapted to specific
circumstances and ins1tu1onal
environments.

PKAL’S CURRENT PROJECTS
INTERDISCIPLINARY Integrating Environmental Studies into the Liberal Arts Experience
LEARNING
DePauw University, Greencastle, IN
Carol Steele and Jim Benedix
Abstract Hot Tip!

The original goal of this project was to infuse environ- Developing a new ID program and want to start attracting
mental studies into our institution as a whole, and in par- students? Build a website before the program is done to
ticular into our liberal arts curriculum. The project has highlight what is already available on campus that relates
started slowly, in large part due to the initiation of what to the planned program.
could be a complete restructuring of our academic pro-
gram. In the fall of 2008 our new president charged the
faculty with the task of reconsidering intellectual life, with
the goal of making whatever changes deemed necessary
to enhance the experience of students and faculty and
increasing the quality of the institution as a small, liberal
arts university. While this is currently slowing the devel-
opment of what we hope will be a broad environmental
studies program, it may also provide an opportunity
because the restructuring we are likely to experience in
the next couple of years may allow us to weave our new
program into the curriculum as it is being reshaped. We
ACS
are considering a three-pronged model in which the uni-
versity-wide program would have two academic/curricular
areas, environmental science (natural sciences) and
environmental studies (social sciences and humanities),
and a policy/administrative area focusing on campus
sustainability. All three of these have been developing on
their own, and so one of the tasks at hand is to construct
an organizational system that will formalize them, con-
nect them, and allow a high level of interaction between
them. Barriers
- Ongoing reconsideration of academic program and
NAGT
intellectual life at the University has stalled the
development of new programs.
- Current financial situation will continue to limit what can
En S
e tal
be done.
vi tu
nc n
ie me
- Potential clash of departmental interests with plans for
r o di
new program; difficult to get some departments to buy in.
nm es
S c r on
en
vi
ta
En
Survey of 300+ DePauw Students
l
REGIONAL
- 93% say that they are concerned about environmental
issues.
- 29% of respondents say that they are interested in a
AIBS
career dealing with environmental issues.
- 56% say that they are not satisfied with the environ-
mental education they receive in their DePauw classes.
- 76% respond that they would like more classes about
the environment to be offered.
Sustainability
Intitiative
NETWORKS ...
Accomplishments
- Presidents‘ Climate Commitment signed and Campus
Sustainability Initiative created (includes a project which
will measure DePauw’s carbon footprint) .
- Survey of DePauw students completed which gauges
interest in environmental studies, along with a study of
environmental programs at comparison schools and of
current environmental courses at DePauw.
- Environmental science/studies website developed.
DePauw Environmental Policy
Project Receives Award
- Continued development of the co-curricular DePauw The Hoosier Environmental Council (HEC) named the
Environmental Policy Project to include courses as well DePauw Environmental Policy Project (DEPP) their
as summer internships. “Environmental Organization of the Year,” saying that the
- Aquatic Ecosystem specialist becomes newest Biology group “confounded the expectation of what can be
LEADERSHIP
faculty member, strengthening the environmental faculty. accomplished on a college campus.”
DISCIPLINARY
DEVELOPMENT SOCIETY
COLLABORATIONS
+ Conferences & Resources on STEM EducaAon

PROJECT KALEIDOSCOPE
Join us:
✦ AAC&U Annual MeeAng on Global Posi*oning: Jan 26-‐29, 2011
-‐ San Francisco ** PKAL sessions on Interdisciplinary Learning
plus Symposium on the Integra@ve, Inten@onal, Global
Curriculum
✦ PKAL-‐AAC&U Engaged STEM Learning: From Pervasive to
Promising Prac7ces Conference: March 24-‐26, 2010 -‐ Miami,
Florida
✦ Join the PKAL conversa*on on STEM higher educa*on:
Email news/updates, TwiXer, Blog, Facebook page
More at h<p://www.aacu.org/pkal
Upcoming Project Kaleidoscope Events


UNDERGRADUATE R ESEARCH
Ques1ons to address:

✦ What are characterisAcs of undergraduate research?
How does it benefit students?
✦ What does it look like on campus?
✦ How do we know it is successful?
✦ What are the next fronAers in undergraduate
research?

HIGH I MPACT P RACTICES
Educational experiences that result in “deep learning”

(Kuh, 2008 -‐ http://www.aacu.org/leap/hip.cfm)
✦ Increase time on task
✦ Interact with faculty and peers
✦ Experience diversity
✦ Get more frequent feedback
✦ Discover relevance of learning with real world applications
Study abroad Learning communities

Research with a faculty mentor (#1)
Writing intensive Service learning
Capstone experience

GLOBAL HEALTH
CLIMATE CHANGE
These kinds of problems necessitate graduates from different

disciplinary backgrounds who are scientifically literate -‐ adept
consumers of scientific information -‐ as well as socially responsible,
culturally responsive and globally aware.
ENERGY
FOOD SECURITY
GENETICS & DIVERSITY
Science Magazine Covers -‐ BIG GLOBAL ISSUES

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•  *+,-"4'&%>9"#%'"#,1,"/"#%'(6"4177'
Bronwell, J & Swaner, L (2009). High Impact Practices: Applying the Learning
Outcomes Literature; Kuh (2008)
Kinzie, J. From AAC&U Undergraduate Research Conference Panel, Nov. 12, 2010

WHAT WE KNOW ABOUT
LEARNING
Learning builds on exisIng knowledge; is
built progressively
Learning requires acIve cogniIve
challenges; transiIons novices toward
expert thinking & frameworks
Knowledge and understanding are
constructed by the learner
Learning occurs best in context & when it is
relevant to the learner
ReflecIon (metacogniIon) promotes
learning
National Research Council. Bransford, J. D., Brown, A.
L., & Cocking, R. R. eds (2000). How People Learn:
Learning is an acIve, social process Brain, Mind, Experience, and School: Expanded
Edition. Washington, D.C.: National Academy Press.

WHAT ARE
CHARACTERISTICS &
BENEFITS
OF UNDERGRADUATE
RESEARCH?
Think: What makes undergraduate research such a rich
experience for students?
What are its characterisAcs and the benefits to
students?

"Undergraduate researchers learn tolerance
for obstacles faced in the research process,
how knowledge is constructed,
independence, increased self-confidence,
and a readiness for more demanding
research. These benefits are an advantage in
any career path."
-- David Lopatto from Undergraduate Research as a High-Impact Student

Experience in Peer Review (Spring 2010)

First Round Interviews:
Faculty and Student Positive Observations on Gains from UR
30%
25%
20%
15%
10%
5%
0%
Career Clarification
Personal/Professional
Preparation
Skills
Working Like a
"Becoming a
Other gains
"Thinking and
Enhanced
Scientist"
Scientist"
Faculty observed gains (n=2243) Student observed gains (n=1230)
Laursen, Hunter, Seymour, Thiry and Melton, 2010, Undergraduate Research in the
Sciences, San Francisco: Jossey-‐Bass.

Thinking and Working Like a Scientist
45%
40%
35%
30%
25%
20%
15%
10%
5%
0% Applying critical
Understanding
relevancy of
Increases in
questions/design
coursework
Understanding
knowledge
how research is
Understanding
the nature of
thinking skills
Increased
knowledge
how to frame
scientific
research
done
Faculty observations (n=527) Student observations (n=294)

Becoming a scientist
60%
50%
40%
30%
20%
10%
0%
Demonstrated Understanding Understanding Increases in
gains in the nature of how scientists confidence in
attitudes and research practice their "feeling like a
behaviors (including profession scientist"
temperament)
Faculty observed gains (n=450) Student observed gains (n=150)

HIP ParCcipaCon by Major
(NSSE, 2010, Annual Report
hVp://nsse.iub.edu/html/annual_results.cfm)

Student Contributions to the Research Project
Kinzie, J. From AAC&U Undergraduate Research Conference Panel, Nov. 12, 2010

WHAT DOES IT LOOK LIKE
ON CAMPUS?

Council on Undergraduate Research (CUR) @ cur.org

MONTANA STATE UNIVERSITY
CORE 2.0 Inquiry Courses
All students must also take at least one (1)

approved Research & Creative Experience • Arts (IA or RA)
course. Students may take an approved • Humanities (IH or RH)
Research & Creative Experience course in • Natural Sciences (IN or RN)
of the four areas listed below, or they may • Social Sciences (IS or RS)
take a separate Research & Creative
Experience course in any discipline,
including the Undergraduate Scholars
http://web1.msu.montana.edu/wwwus/core20.html
Program (USP 489/490). All students must
also take at least one core course in each
of the following areas:

THREE Q UESTIONS
STUDENTS INSTRUCTORS
What do they What should they

know? know?
How will they How will we
know? know?
How will they How shall we
learn? teach?

Frosh Senior
General EducaCon
Major
Co-‐curriculum
Capstone

?
Think -‐ Pair -‐ Share: Where do research or
“research-‐like” experiences already occur within your
curriculum? Where might they be more intenAonally
placed?

COSTS A ND B ENEFITS
Costs and benefits to faculty of conducting research with
undergraduates:
✦ Inherent and ongoing difficulties of authentic undergraduate research
work with students -‐ 53% of all costs and benefits
(e.g., balance faculty research productivity needs w/ professional
objectives)
✦ Additional strains raised by the changing institutional situation in which
undergraduate research is undertaken -‐ 21% of all costs and benefits
(e.g., difficulties w/ requiring all students to do UR)
✦ Benefits of doing research with students -‐ 26% of all costs and benefits
(e.g., intrinsic benefits)

"Colleges and universities have generally not yet managed to
find fair, appropriate ways to value mentoring of
undergraduate research in the tenure and promotion
process. Even more challenging, many faculty see a clash
between the demands of personal scholarship and an
institutional urge to promote undergraduate research. "
--David Evans from The Challenge of Undergraduate Research, Peer Review (Spring
2010)

HOW DO WE KNOW IT
WORKS?

ASSESSING UNDERGRADUATE
RESEARCH
NSSE -‐ NaAonal Survey of Student Engagement
(hXp://www.nsse.iub.edu)
SURE/CURE -‐ Summer Undergraduate Research

Experience/Classroom Undergraduate Research
Experience (hXp://www.grinnell.edu/academic/psychology/faculty/dl/
surecure)
RISC -‐ Research on Integrated Science Curriculum

(hXp://www.grinnell.edu/academic/psychology/faculty/dl/risc)
URSSA -‐ Undergraduate Research Student Self-‐

Assessment (hXp://spot.colorado.edu/~laursen/accessURSSA.html)
Rubrics -‐ On various aspects of UR, plus TBD by you!

LopaXo, et al. 2008 Science 322:684-‐5

AAC&U’S VALUE RUBRIC ON
INTEGRATIVE LEARNING
Moves meaningfully between

academic and real-‐world knowledge
Synthesizes facts from more

than one field into a coherent whole
Adapts concepts gained in
one situaCon to new situaCon
Envisions a future self by building on

experience across mulCple and diverse contexts
h@p://www.aacu.org/value/rubrics/index_p.cfm?CFID=31123376&CFTOKEN=86341390

WHAT ARE THE NEXT
FRONTIERS IN
UNDERGRADUATE
RESEARCH?

THREE U NANSWERED Q UESTIONS
How do we best support and reward faculty for their
involvement in undergraduate “research”?
Interdisciplinary research experiences -‐ what do they

look like and how do we encourage/support them?
How do we build it (inquiry, research-‐like

experiences) effectively and appropriately into the
curriculum at various levels to reach more students?
How will we know it is working?

QUESTIONS F OR C AMPUSES
What is the value for our students? Where does it fit
within the context of learning goals/outcomes?
How does it fit with the institution’s mission and

context? How might the institution benefit?
What are the most realistic and appropriate

mechanisms for implementation, for both students
and faculty/staff?
How will you know you are having the desired impact?

From PKAL’s Leadership for Interdisciplinary Learning Project (2010)
hXp://www.aacu.org/pkal/kecknaAonalcolloquium.cfm

Carl Wieman, et al., (2010) Transforming
Science Education at Large Research
Universities, Change, March/April 2010
It takes a village, which includes leadership beyond

the department. Five core strategies common to
transforming insAtuAons: 1) senior administraAve
support, 2) collaboraAve leadership, 3) flexible
vision, 4) staff development, and 5) visible acAon.
(Eckel and Kezar (2003) Taking the Reins: Ins.tu.onal Transforma.on in Higher Educa.on)
* Achieving the necessary commitment and

coordination across more than two or three faculty
teaching the same course at the same time has been
difficult.

What is one lesson learned this morning
that will be useful to your work at
Mount Royal University?
ONE MINUTE WRAP UP

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TOWARD

MOUNT ROYAL UNIVERSITY

Friday, February 4, 2011

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

Abstract Hot Tip!

Friday, February 4, 2011

More at h<p://www.aacu.org/pkal

Upcoming Project Kaleidoscope Events

Friday, February 4, 2011

Ques1ons to address:

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

Educational experiences that result in “deep learning”

Study abroad Learning communities

Friday, February 4, 2011

These kinds of problems necessitate graduates from diﬀerent

GENETICS & DIVERSITY

Science Magazine Covers -­‐ BIG GLOBAL ISSUES

Friday, February 4, 2011

Friday, February 4, 2011

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

Friday, February 4, 2011

-- David Lopatto from Undergraduate Research as a High-Impact Student

Friday, February 4, 2011

Faculty observed gains (n=2243) Student observed gains (n=1230)

Friday, February 4, 2011

Faculty observations (n=527) Student observations (n=294)

Friday, February 4, 2011

Faculty observed gains (n=450) Student observed gains (n=150)

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

All students must also take at least one (1)

Friday, February 4, 2011

What do they What should they

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

Friday, February 4, 2011

SURE/CURE -­‐ Summer Undergraduate Research

RISC -­‐ Research on Integrated Science Curriculum

URSSA -­‐ Undergraduate Research Student Self-­‐

Friday, February 4, 2011

Friday, February 4, 2011

Moves meaningfully between

Synthesizes facts from more

Envisions a future self by building on

Friday, February 4, 2011

Friday, February 4, 2011

Interdisciplinary research experiences -­‐ what do they

How do we build it (inquiry, research-­‐like

Copyright 2010 by Susan Elrod. All rights Reserved

Friday, February 4, 2011

How does it ﬁt with the institution’s mission and

Science Magazine Covers -‐ BIG GLOBAL ISSUES

SURE/CURE -‐ Summer Undergraduate Research

RISC -‐ Research on Integrated Science Curriculum

URSSA -‐ Undergraduate Research Student Self-‐

Interdisciplinary research experiences -‐ what do they

How do we build it (inquiry, research-‐like