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acronyms%have%in%common The%University%of%Wisconsin%System% MAY$1,$2010$
acronyms%have%in%common
The%University%of%Wisconsin%System%
MAY$1,$2010$

The$Inters*ces$of$the$Academy:$

What%STEM,%HIPs,%FAGS%and%other%of%our%most%prized%

President’s%Summit%on%Excellence%in%Teaching%and%Learning%

Susan$Elrod,$PhD Execu&ve(Director,(Project(Kaleidoscope((PKAL)( Associa&on( of(American(Colleges(and (Universi&es((AAC&U)( $ hCp://www.aacu.org/pkal ((((((elrod@aacu.org

Friday, February 4, 2011

Friday, February 4, 2011 Scenes&from&the&2010&Summit

Friday, February 4, 2011

Scenes&from&the&2010&Summit

Spend%a%minute%reflecGng%on%your%experience%at%the%summit.%
Spend%a%minute%reflecGng%on%your%experience%at%the%summit.%
Spend%a%minute%reflecGng%on%your%experience%at%the%summit.% Friday, February 4, 2011
Spend%a%minute%reflecGng%on%your%experience%at%the%summit.% Friday, February 4, 2011

Friday, February 4, 2011

Word&Cloud&of&2010&UW&Summit&Program

hIp://www.aacu.org/pkal
hIp://www.aacu.org/pkal

PROJECT KALEIDOSCOPE (PKAL)

Since$1989,"a"leading"na*onal"advocate"for"building"and"sustaining"strong" ,"a"leading"na*onal"advocate"for"building"and"sustaining"strong"

undergraduate"programs"in"STEM"(science,"technology,"engineering"and" mathema*cs);" In$2010 ,"formed"a"new"partnership"with"AAC&U"(Associa*on"of" American"Colleges"and"Universi*es)

Mul*disciplinary"network"of"~"2000"faculty"members"and"leaders"(mostly"American"Colleges"and"Universi*es)

STEM)"at"over"750"colleges"and"universi*es"in"the"U.S."

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*
Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

A$kaleidoscope$creates$a$mul*tude$of$

pa?erns$in$response$to$change,$so$our$

agenda$encompasses$a$mul*plicity$of$

approaches$that$can$be$adapted$to$specific$

circumstances$and$ins*tu*onal$

environments.$

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

PKAL’S'GUIDING'VISION' '

PKAL’S'GUIDING'VISION' '

"Science"and"mathema*cs"educa*on"works"wherever"it"takes"

place"within"an"ac*ve"community"of"learners,"where"students"work"

collabora*vely"in"groups"of"manageable"size,"and"where"faculty"are"

deeply"commiLed"to"teaching,"devoted"to"student"success,"and"

convinced"that"all"students"can"learn."

It"works"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!

Friday, February 4, 2011

INTERACTIVE ENGAGING
INTERACTIVE
ENGAGING

PEDAGOGIES OF ENGAGEMENT IN STEM

Coopera*ve $ Learning "involves"students"working"in"groups"to" Coopera*ve$Learning "involves"students"working"in"groups"to" accomplish"learning"goals.

Interac*ve$Lectures"engage"students"with"course"material"

through"short"individual,"pair,"or"smallPgroup"ac*vi*es;"may"

use"“clickers”"(personal"response"systems)"or"other"

forma*ve"assessments."

CaseHBased$&$ProblemHBased$Learning $ involves"students"in" addressing"real"world"problems.

JustHinHTime $ Teaching $(JiTT) "students"read"assigned"material" JustHinHTime$Teaching $(JiTT) "students"read"assigned"material" outside"of"class,"respond"to"short"ques*ons"online," par*cipate"in"discussion"and"collabora*ve"exercises"in"class.

PeerHLed $ Team $ Learning $(PLTL) $ teams"of"6P8"students"are" PeerHLed$Team$Learning $(PLTL)$ teams"of"6P8"students"are" guided"by"a"peer"leader"in"Learning,"problemPsolving

ProcessHOriented$Guided$Inquiry$Learning$(POGIL) "students" are"ac*vely"engaged"by"working"in"selfPmanaged"teams"on" guided"inquiry"ac*vi*es.

SCALEHUP $ is"a"StudentPCentered"Ac*ve"Learning" Environment"for"Undergraduate"Programs. SCALEHUP $ is"a"StudentPCentered"Ac*ve"Learning" Environment"for"Undergraduate"Programs.

Pedagogies$of$Engagement: % hIp://serc.carleton.edu/sp/pkal/index.html %

%

Friday, February 4, 2011

LIGHT, NO WATER LIGHT, WATER NO LIGHT, WATER 1 2
LIGHT, NO
WATER
LIGHT,
WATER
NO LIGHT,
WATER
1
2

Three$idenDcal$plates$of$radish$seeds$are$incubated$under$three$different$

condiDons,$with$results$as$shown.$$How$will$the$dry$weights$of$the$three$

plates$compare$at$the$end$of$the$experiment?

Friday, February 4, 2011

$ A)$$1$<$2$<$3$$$$

$B)$$1$<$3$<$2$$$

$C)$$1$=$3$<$2$$

$D)$$3$<$1$<$2$$

$E)$$1$=$2$=$3$

EBERT%MAY,*ET*AL.*2003,*BIOSCIENCE

LIGHT, NO WATER LIGHT, WATER NO LIGHT, WATER 1 1.46 G 2 1.63 G 1.20
LIGHT, NO
WATER
LIGHT,
WATER
NO LIGHT,
WATER
1 1.46 G
2 1.63 G
1.20 G

Three$idenDcal$plates$of$radish$seeds$are$incubated$under$three$different$

condiDons,$with$results$as$shown.$$How$will$the$dry$weights$of$the$three$

plates$compare$at$the$end$of$the$experiment?

Friday, February 4, 2011

$ A)$$1$<$2$<$3$$$$

$B)$$1$<$3$<$2$$$

$C)$$1$=$3$<$2$$

$D)$$3$<$1$<$2$ $

$E)$$1$=$2$=$3$

AN EXAMPLE INTERACTIVE CLASS STRUCTURE

AN EXAMPLE INTERACTIVE CLASS STRUCTURE Friday, February 4, 2011 Miller*et*al.*(2008)*Science*322:1329

Friday, February 4, 2011

Miller*et*al.*(2008)*Science*322:1329

Env S ir tu o nmen d ies tal THE$FUTURE:$ INTERDISCIPLINARY" In te g r
Env S ir tu o nmen d ies tal
THE$FUTURE:$
INTERDISCIPLINARY"
In te g r a ti n g En vi r o n m e n ta l Stu d i e s i n to th e L i b e r a l A r ts Ex p e r i e n c e
D e Pa u w U n i v e r s i ty, Gr e e n c a stl e , IN
C a r o l Ste e l e a n d J i m Be n e d i x
LEARNING
Ab s tr a c t
H o t Ti p !
Th
e o r i g i n a l g o a l o f th i s p r o j e ct w a s to i n fu se e n vi r o n -
D
e ve l o p i n g a n e w ID p r o g r a m a n d w a n t to sta r t a ttr a cti n g
m
e n ta l s tu d i e s i n to o u r i n s ti tu ti o n a s a w h o l e , a n d i n p a r -
s
tu d e n ts ? Bu i l d a w e b s i te b e fo r e th e p r o g r a m i s d o n e to
ti
c u l a r i n to o u r l i b e r a l a r ts c u r r i c u l u m . Th e p r o j e c t h a s
h
i g h l i g h t w h a t i s a l r e a d y a va i l a b l e o n c a mp u s th a t r e l a te s
sta r te d s l o w l y, i n l a r g e p a r t d u e to th e i n i ti a ti o n o f w h a t
to
th e p l a n n e d p r o g r a m .
co
u l d b e a c o m p l e te r e s tr u ctu r i n g o f o u r a c a d e m i c p r o -
g
r a m . In th e fa l l o f 2 0 0 8 o u r n e w p r e si d e n t ch a r g e d th e
fa
c u l ty w i th th e ta s k o f r e c o n s i d e r i n g i n te l l e c tu a l l i fe , w i th
th
e g o a l o f m a k i n g w h a te ve r c h a n g e s d e e m e d n e ce s sa r y
to
e n h a n c e th e e x p e r i e n c e o f s tu d e n ts a n d fa c u l ty a n d
i
n c r e a s i n g th e q u a l i ty o f th e i n s ti tu ti o n a s a s m a l l , l i b e r a l
a
r ts u n i v e r s i ty. Wh i l e th i s i s cu r r e n tl y s l o w i n g th e d e v e l -
o
p m e n t o f w h a t w e h o p e w i l l b e a b r o a d e n vi r o n m e n ta l
stu
d i e s p r o g r a m , i t m a y a l so p r o vi d e a n o p p o r tu n i ty
b
e c a u se th e r e s tr u ctu r i n g w e a r e l i ke l y to e x p e r i e n ce i n
th
e n e x t co u p l e o f ye a r s m a y a l l o w u s to w e a v e o u r n e w
p r o g r a m i n to th e c u r r i c u l u m a s i t i s b e i n g r e s h a p e d . We
a r e co n s i d e r i n g a th r e e - p r o n g e d m o d e l i n w h i ch th e u n i -
ve
r si ty- w i d e p r o g r a m w o u l d h a v e tw o a ca d e m i c/c u r r i cu l a r
a
r e a s , e n v i r o n m e n ta l s ci e n c e ( n a tu r a l s c i e n ce s ) a n d
e
n v i r o n m e n ta l stu d i e s ( so ci a l sc i e n c e s a n d h u m a n i ti e s) ,
a
n d a p o l i cy /a d m i n i str a ti v e a r e a fo c u s i n g o n ca m p u s
su
s ta i n a b i l i ty. A l l th r e e o f th e se h a v e b e e n d e ve l o p i n g o n
th
e i r o w n , a n d s o o n e o f th e ta s ks a t h a n d i s to c o n s tr u ct
a
n o r g a n i za ti o n a l sy s te m th a t w i l l fo r m a l i z e th e m , co n -
n
e c t th e m , a n d a l l o w a h i g h l e v e l o f i n te r a cti o n b e tw e e n
Ba r r i e r s
th
e m .
-
On g o i n g r e co n s i d e r a ti o n o f a c a d e m i c p r o g r a m a n d
i n te l l e c tu a l l i fe a t th e U n i v e r si ty h a s sta l l e d th e
d e v e l o p m e n t o f n e w p r o g r a m s.
-
C
u r r e n t fi n a n ci a l s i tu a ti o n w i l l c o n ti n u e to l i m i t w h a t ca n
b e d o n e .
-
Po te n ti a l c l a s h o f d e p a r tme n ta l i n te r e s ts w i th p l a n s fo r
n e w p r o g r a m ; d i ffi cu l t to g e t so m e d e p a r tm e n ts to b u y i n .
Su r v e y o f 3 0 0 + D e Pa u w Stu d e n ts
- 9 3 % sa y th a t th e y a r e c o n c e rn e d a b o u t e n vi r o n me n ta l
i ss u e s.
- 2 9 % o f r e sp o n d e n ts sa y th a t th e y a r e i n te r e ste d i n a
c a r e e r d e a l i n g w i th e n vi r o n m e n ta l i ssu e s.
- 5 6 % sa y th a t th e y a r e n o t s a ti sfi e d w i th th e e n vi r o n -
m e n ta l e d u c a ti o n th e y r e c e i ve i n th e i r D e P a u w cl a s se s.
- 7 6 % r e s p o n d th a t th e y w o u l d l i k e m o r e c l a sse s a b o u t
th e e n v i r o n m e n t to b e o ffe r e d .
Sustainability
Intitiative
Ac c o m p l i s h m e n ts
-
Pr
e si d e n ts‘ C l i m a te C o m m i tm e n t s i g n e d a n d C a m p u s
S
u s ta i n a b i l i ty In i ti a ti v e c r e a te d ( i n c l u d e s a p r o j e ct w h i c h
w
i l l m e a su r e D e Pa u w ’s ca r b o n fo o tp r i n t) .
-
Su r ve y o f D e Pa u w stu d e n ts co m p l e te d w h i c h g a u g e s
i n te r e st i n e n v i r o n m e n ta l stu d i e s, a l o n g w i th a s tu d y o f
e n vi r o n m e n ta l p r o g r a m s a t co m p a r i so n s ch o o l s a n d o f
D e P a u w E n vi r o n me n ta l P o l i c y
cu
r r e n t e n v i r o n m e n ta l co u r s e s a t D e P a u w.
Pr o j e c t R e c e i v e s Aw a rd
- E
n v i r o n m e n ta l sc i e n ce /stu d i e s w e b si te d e ve l o p e d .
- C
o n ti n u e d d e ve l o p m e n t o f th e co - c u r r i c u l a r D e Pa u w
Th
e H o o si e r E n v i r o n me n ta l C o u n c i l ( H E C ) n a m e d th e
En
v i r o n m e n ta l P o l i cy Pr o j e ct to i n cl u d e co u r s e s a s w e l l
D
e P a u w E n vi r o n me n ta l P o l i cy P r o j e ct ( D E P P) th e i r
a s su m m e r i n te r n s h i p s.
“ En v i r o n m e n ta l Or g a n i z a ti o n o f th e Ye a r,” sa yi n g th a t th e
-
A
q u a ti c Ec o s ys te m sp e c i a l i s t b e c o m e s n e w e s t Bi o l o g y
g r o u p “ co n fo u n d e d th e e xp e c ta ti o n o f w h a t c a n b e
fa
c u l ty m e m b e r, s tr e n g th e n i n g th e e n vi r o n m e n ta l fa cu l ty.
a c co m p l i s h e d o n a co l l e g e c a mp u s.”
LEADERSHIP$DEVELOPMENT:$
SUMMER"INSTITUTES"AND"
WEEKEND"WORKSHOPS
En v S ir cien o n mental
ce

PKAL’S CURRENT PROJECTS

En v S ir cien o n mental ce PKAL’S CURRENT PROJECTS COMMUNITY:$ REGIONAL"NETWORKS

COMMUNITY:$

REGIONAL"NETWORKS

Conferences,%PublicaGons,%Resources%and%More!

Friday, February 4, 2011

Upcoming&Project&Kaleidoscope&&&AAC&U&Events
Upcoming&Project&Kaleidoscope&&&AAC&U&Events

Apply"for"PKAL’s"Upper%Midwest%Regional%Leadership%Workshop "for"early" Upper%Midwest%Regional%Leadership%Workshop "for"early"

career"STEM"faculty"at"St."John's"University,"June"11P13."Applica*ons$due$May$7$

h?p://www.pkal.org $H$Upcoming$Events$

Submit"a"session"proposal"or"poster"to"the"Engaged%STEM%Learning:%From% Pervasive%to%Promising%Prac?ces Engaged%STEM%Learning:%From% Pervasive%to%Promising%Prac?ces "Conference:"March"24P26,"2010"P"Miami," Florida"

ALend% Facing % the % Divides: % Diversity, % Learning, % and % Pathways % % Facing%the%Divides:%Diversity,%Learning,%and%Pathways%to%Inclusive% Excellence$ Conference:"October"21P23,"2010"P"Houston,"Texas

ALend"Crea?vity, % Inquiry, % and % Discovery: % Undergraduate % Research % In % and Crea?vity,%Inquiry,%and%Discovery:%Undergraduate%Research%In%and% Across%the%Disciplines% Conference:"November"11P13,"2010"P"Durham,"North" Carolina

More"on"AAC&U"and"PKAL"mee*ngs"at:" hLp://www.aacu.org/mee*ngs "

hLp://www.aacu.org / mee*ngs " Friday, February 4, 2011

Friday, February 4, 2011

WHAT WE KNOW National Research Council. Bransford, J. D., Brown, A. L., & Cocking, R.
WHAT WE KNOW
National Research Council. Bransford, J. D., Brown, A.
L., & Cocking, R. R. eds (2000). How People Learn:
Brain, Mind, Experience, and School: Expanded
Edition. Washington, D.C.: National Academy Press.

"Learning"builds"on"exis*ng"knowledge

"Learning"requires"ac*ve"cogni*ve"

challenges"

"Learning"is"a"construc*ve"process

"Learning"occurs"in"context;"is"relevant"

to"the"learner""

"Learning"is"reflec*ve"(metacogni*on)

"Learning"is"social

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

A'SCIENTIST’S'VIEW Generate hypothesis Make predictions
A'SCIENTIST’S'VIEW
Generate
hypothesis
Make predictions

HOW'LEARNING'HAPPENS:'

Observation of natural world Concrete experience Active Reflective Testing observation Experiment Abstract
Observation
of natural world
Concrete
experience
Active
Reflective
Testing
observation
Experiment
Abstract
hypothesis

Learning is a discovery process for the learner.

We%must%abandon%the%implicit%assumpGon%that%all%brains%are%the%same%and%so%passing% along%what%is%clear%to%us%(experts)%will%be%clear%to%the%novice%student,%and%if%it%fails,%it%is%an% indicaGon%that%the%students%are%simply%incapable.%We%must%instead%come%to%recognize% that%mastery%of%a%subject%is%much%more%a%process%of%restructuring%the%brain %than%simply%

of%transferring%knowledge.% PP"Carl"Weiman"( The*Curse*of*Knowledge"(2007)"The"Back"Page,"APS"News,"16"#10)

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

THE&CYCLE&OF&LEARNING&AND&ADULT&DEVELOPMENT
THE&CYCLE&OF&LEARNING&AND&ADULT&DEVELOPMENT
MATURE$THINKER$ WHO$IS “CRITICALLY Dme AUTONOMOUS”$OR$ “SELF\AUTHORING”$ Kegan&and&Lahey&(2009)
MATURE$THINKER$
WHO$IS
“CRITICALLY
Dme
AUTONOMOUS”$OR$
“SELF\AUTHORING”$
Kegan&and&Lahey&(2009)

EPISODES$OF$

LEARNING

Kegan&and&Lahey&(2009) EPISODES$OF$ LEARNING INTERVENTION S$OF$TEACHING

INTERVENTION

S$OF$TEACHING

EPISODES$OF$ LEARNING INTERVENTION S$OF$TEACHING Copyright*2011*by*Susan*Elrod.*All*rights*Reserved* Friday,

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

THREE'QUESTIONS How%will%we% (&%they)%know?% How%shall%we% teach%(how%will% they%learn)?
THREE'QUESTIONS
How%will%we%
(&%they)%know?%
How%shall%we%
teach%(how%will%
they%learn)?
What%do%they% &%should%they%% know?
What%do%they%
&%should%they%%
know?

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

COMPETENCIES GLOBAL INTERDISCIPLINARY ISSUES REAL$WORLD$CONTEXT SCIENTIFIC$LITERACY ENGAGEMENT S&E$DEGREES$UP
COMPETENCIES
GLOBAL
INTERDISCIPLINARY
ISSUES
REAL$WORLD$CONTEXT
SCIENTIFIC$LITERACY
ENGAGEMENT
S&E$DEGREES$UP
h"p://www.nsf.gov/sta3s3cs/seind10/ Friday, February 4, 2011

Friday, February 4, 2011

SOME&RECENT&REPORTS&IN&STEM&

In%2009,%34.1%%of%URM% (underrepresented%racial%minority)% students%and%34.3%%of%White%and%Asian%
In%2009,%34.1%%of%URM%
(underrepresented%racial%minority)%
students%and%34.3%%of%White%and%Asian%
CIRP%Freshman%Survey%that%they%planned%
to%pursue%a%STEM%major.
However,%there%are%sGll%dispariGes%in%
compleGon%rates%among%the%groups%for%
STEM%majors;%students%interested%in%
STEM%majors%across%all%groups%have%
lower%compleGon%rates%than%nonbSTEM%
counterparts.%

American%students%indicated%on%the%2009%

Higher%EducaGon%Research%InsGtute%(HERI)%%STEM%Study Friday,

Higher%EducaGon%Research%InsGtute%(HERI)%%STEM%Study

Friday, February 4, 2011

So,$why$aren’t$all$our$ STEM$classrooms$ transformed?$

So,$why$aren’t$all$our$

STEM$classrooms$

transformed?$

So,$why$aren’t$all$our$ STEM$classrooms$ transformed?$

Learning$gains$in$interacDve\engaging$physics$courses$(Hake,$1998)

Friday, February 4, 2011

Friday, February 4, 2011 Carl Wieman, et al ., (2010) Transforming Science Education at Large

Friday, February 4, 2011

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$insDtuDons:$

1)$senior$administraDve$support,$

2)$collaboraDve$leadership,$3)$flexible$vision,$

4)$staff$development,$and$5)$visible$acDon.$

(Eckel%and%Kezar%(2003)%Taking%the%Reins:%InsGtuGonal%

TransformaGon%in%Higher%EducaGon)

* Achieving the necessary commitment and coordination across more than two or three faculty teaching the same course at the same time has been difficult.

GLOBAL$HEALTH CLIMATE$CHANGE ENERGY GENETICS$&$DIVERSITY FOOD$SECURITY
GLOBAL$HEALTH
CLIMATE$CHANGE
ENERGY
GENETICS$&$DIVERSITY
FOOD$SECURITY
These%kinds%of%problems%necessitate%graduates%from%different%disciplinary%
backgrounds%who%are% scientifically+literate %9% adept&consumers&of&scientific&
information%9% as%well%as%socially+responsible,+culturally+responsive+and+globally+
aware.% %
aware.% %

Science&Magazine&Covers&=&BIG&GLOBAL&ISSUES&

Friday, February 4, 2011

Integra3ve &Learning& Intellectual$and$ PracDcal$Skills$ Personal$and$Social$ Responsibility$
Integra3ve
&Learning&
Intellectual$and$
PracDcal$Skills$
Personal$and$Social$
Responsibility$
hIp://www.aacu.org/leap/index.cfm

Knowledge$of$

Human$Cultures$

Physical$&$

Natural$World

Knowledge$of$ Human$Cultures$ Physical$&$ Natural$World

AAC&U’S&LEAP&Outcomes:&Liberal&Educa:on&for&America’s&Promise

Friday, February 4, 2011

Moves$meaningfully$between$ academic$and$real\world$knowledge Synthesizes$facts$from$more$
Moves$meaningfully$between$
academic$and$real\world$knowledge
Synthesizes$facts$from$more$
than$one$field$into$a$coherent$whole
Adapts$concepts$gained$in$
one$situaDon$to$new$situaDon
Envisions$a$future$self$by$building$on$
experience$across$mulDple$and$diverse$contexts$
experience$across$mulDple$and$diverse$contexts$

AAC&U’S&VALUE&RUBRIC&ON&INTEGRATIVE&LEARNING

Friday, February 4, 2011

SCIENTIFIC'LITERACY THINK !about!scientific!literacy!as!an!interdisciplinary!(or!integrative)! learning!goal.! ✦
SCIENTIFIC'LITERACY THINK !about!scientific!literacy!as!an!interdisciplinary!(or!integrative)! learning!goal.! ✦

SCIENTIFIC'LITERACY

THINK!about!scientific!literacy!as!an!interdisciplinary!(or!integrative)!

learning!goal.!

What!is!it?!What!does!your!discipline!have!to!offer!to!the!learning!of!it?! How!would!you!approach!the!teaching!of!it?!(a!few!minutes)

SHARE !your!thoughts!with!a!few!colleagues!at!your!table!(5!minutes)

SHARE !your!thoughts!with!a!few!colleagues!at!your!table!(5!minutes) Friday, February 4, 2011

Friday, February 4, 2011

TRADING'ZONES'
TRADING'ZONES'
TRADING'ZONES' Research :%Galison%(1997)%b%Physics%&%Engineering%=%New%Radar;%

Research:%Galison%(1997)%b%Physics%&%Engineering%=%New%Radar;%

Molecular%Biology,%Nanotechnology,%Environmental%Science

Educa3on:%Mills%&%Huber%(2005)%b%Teaching%&%Learning;%Project%

Kaleidoscope;%this%Summit;%UW%Convergence%around%LEAP;%

every%classroom?%

Friday, February 4, 2011

ONE!MINUTE!WRAP!UP!
ONE!MINUTE!WRAP!UP!

One$Minute$Wrap$Up:$

1)"Think"back"to"scien*fic"literacy"dialog:""what"

disciplinary"language"was"being"nego*ated"(if"any),"

what"issues"(if"any)"were"being"traded?"

2)"What"is"something"you"will"take"away"from"this"

Summit"and"apply"when"you"get"back"to"your"campus?"

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved* Friday,
Copyright*2011*by*Susan*Elrod.*All*rights*Reserved* Friday,
Copyright*2011*by*Susan*Elrod.*All*rights*Reserved* Friday,

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011

RESOURCES'
RESOURCES'

Allen"and"Tanner"(2009)"T ransforma@ons:!Approaches!to!College!Teaching ."New"York:"W.H." Freeman"&"Co. ransforma@ons:!Approaches!to!College!Teaching."New"York:"W.H." Freeman"&"Co.

Bransford,"J. !et!al .,"(eds)"(2000)" How!People!Learn. "Washington,"DC:"Na*onal"Academy"Press."" !et!al .,"(eds)"(2000)" How!People!Learn. "Washington,"DC:"Na*onal"Academy"Press.""

EbertPMay,"D."et"al.,"(2003)" Disciplinary!Research!Strategies!for!Assessment!of!Learning ." Disciplinary!Research!Strategies!for!Assessment!of!Learning."

BioScience"53"(12):"1221P1228."

Hake,"R.R."(1998)" Interac@ve"engagement!versus!tradi@onal!methods:!A!six"thousand"student! Interac@ve"engagement!versus!tradi@onal!methods:!A!six"thousand"student!

survey!of!mechanics!test!data!for!introductory!physics!courses.!Am"J"Phys"66(1):"64P74."

Handelsman,"Miller"and"Pfund"(2007)" Scien@fic!Teaching ."New"York:"W.H."Freeman"&"Co." Scien@fic!Teaching ."New"York:"W.H."Freeman"&"Co."

Kegan,"R."and"L."Lahey"(2009)" Immunity!to!Change ."Cambridge,"MA:"Harvard"Business"Press." Immunity!to!Change."Cambridge,"MA:"Harvard"Business"Press."

Mills,"D."and"M."T."Huber"(2005)" Anthropology!and!the!Educa@onal!‘Trading!Zone. ’" Anthropology!and!the!Educa@onal!‘Trading!Zone.’"

Arts"&"Humani*es"in"Higher"Educa*on"4(1):"9P32."

Pedagogies"of"Engagement:"hLp://serc.carleton.edu/sp/pkal/index.html hLp://serc.carleton.edu/sp/pkal/index.html

Project"Kaleidoscope:"hLp://www.aacu.org/pkal " hLp://www.aacu.org/pkal "

Wieman,"C." et!al .," Transforming!Science!Educa@on!at!Large!Research!Universi@es ,"Change," et!al .," Transforming!Science!Educa@on!at!Large!Research!Universi@es,"Change,"

March/April"2010

Zull,"J."(2002)" The!Art!of!Changing!the!Brain ."Sterling,"VA:"Stylus"Publishing." The!Art!of!Changing!the!Brain."Sterling,"VA:"Stylus"Publishing."

Copyright*2011*by*Susan*Elrod.*All*rights*Reserved*

Friday, February 4, 2011