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Implementing Vision & Change - Innovations to the Undergraduate Life Science Curriculum. April Hill University of Richmond. Why Change? What’s the Urgency?. STEM Pipeline --- Leaking Badly. Why Change? What’s the Urgency?. Loss of students post-freshman Biology - PowerPoint PPT Presentation
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Implementing Vision & Change - Innovations to the Undergraduate Life Science Curriculum
April HillUniversity of Richmond
Why Change? What’s the Urgency?
STEM Pipeline --- Leaking Badly
Loss of students post-freshman Biology • 80% underrepresented• 60% for all others
US needs 1 million new STEM degrees for the next decade to maintain global leadership (PCAST, 2012)
1 Trillion dollars (est) has been spent on educational reform with little full-scale change
Why Change? What’s the Urgency?
Vision and Change Report (V&C)
• Design Programs Based on Learning Outcomes
• Innovative, Student-Centered Pedagogy
• Integration of Authentic Research Experiences
• Assessment of Student Success
• Professional Development at All Institutional Levels
• Resources and Tools
Focus on Faculty and Departments
Implementation of V&C Core Concepts
EVOLUTION STRUCTURE & FUNCTION INFORMATION FLOW, EXCHANGE AND
STORAGE PATHWAYS AND TRANSFORMATIONS
OF ENERGY AND MATTER SYSTEMS
Implementation of V&C Core Concepts
Competencies ABILITY TO APPLY THE PROCESS OF
SCIENCE ABILITY TO USE QUANTITATIVE
REASONING ABILITY TO USE MODELING AND
SIMULATION ABILITY TO TAP INTO THE
INTERDISCIPLINARY NATURE OF SCIENCE
ABILITY TO COMMUNICATE AND COLLABORATE WITH OTHER DISCIPLINES
Implementation of V&C Core Concepts
Competencies
Student-Centered, Inquiry-Based Learning ENGAGE STUDENTS AS ACTIVE
PARTICIPANTS USE MULTIPLE MODES OF
INSTRUCTION
Implementation of V&C Core Concepts
Competencies
Student-Centered, Inquiry-Based Learning
Institutional Support SUPPORT FOR FACULTY
DEVELOPMENT FACULTY RECOGNITION STUDENT ENGAGEMENT INFRASTRUCTURE SUPPORT
Implementation of V&C Core Concepts
Competencies
Student-Centered, Inquiry-Based Learning
Institutional Support
National Biology Community Engagement
PULSE: Partnership for Undergraduate
Life Sciences Education
How to get the Nation’s Biology Community to Engage in V&C?
PULSE– 40 Leadership Fellows; with leadership experience in
driving educational change– Growing community of 1000+ stakeholders– Driving Vision and Change at the Department level
PULSE is an Inclusive National Effort – Anyone can join (Students, faculty, administrators)
PULSE is backed by
Give it a PULSE!
Partnership for Undergraduate Life Sciences Education
How does PULSE work?
Representation of Leadership Fellows Liberal arts colleges Comprehensive universities Research universities Community colleges
Role of Leadership Fellows Produce roadmaps for Departmental change Engage community for feedback Refine strategies for change
How can you get involved?
Join the PULSE Community (www.pulsecommunity.org)
Participate and Communicate
PULSE Leadership Fellows Working Groups
• Raising the PULSE – Public awareness campaign
LOCAL IMPACT MAP
Works in Progress
PULSEAcademia
Shilad Sen (Macalester College)
PULSE Leadership Fellows Working Groups
• Raising the PULSE – Public awareness campaign
• Taking the PULSE – Assessment rubric and recognition/accreditation framework
A “model” department
• Inquiry based courses• Student centered• Learning goals rather than voluminous content• Real world examples• Frequent feedback on student progress• Scientifically based course design to enhance the
learning environment• Passionately engaged faculty, students, and
administration
What will the rubrics be used for?
1) Departmental self assessmentWhere is my department on the path to adopting V & C?
Applicable to all institution types.
2) Recognition / certification / accreditation?Longer term.
Why is this important?
PULSE Leadership Fellows Working Groups
• Raising the PULSE – Public awareness campaign
• Taking the PULSE – Assessment rubric and recognition/accreditation framework
• Faculty Networks – Developing resources for faculty development
www.pulsecommunity.org
PULSE Leadership Fellows Working Groups
• Raising the PULSE – Public awareness campaign• Taking the PULSE – Assessment rubric and
recognition/accreditation framework• Faculty Networks – Developing resources for
faculty development• PULSE Ambassadors – Training PULSE members
to work as departmental facilitators
Vision & Change at UR
Vision & Change at UR
• Revision of first-year life science courses– Students learn how modern scientists derive
important and answerable questions – Students learn to design, execute and evaluate
experiments (requires strong quantitative reasoning)– Students learn to communicate to scientists– Students learn to find and use information in
scientific databases. – Students will demonstrate knowledge about a real-
world biological question or problem.
Pedagogical Approach
• Student-engaged• Inquiry-driven• Outcome-oriented
Integrated Quantitative Science (IQS)
PKAL- FIDL: http://www.nimbios.org/ifiles/KeckPKAL_IDL.pdf
Vision and Change Report (V&C)
• Design Programs Based on Learning Outcomes
• Innovative, Student-Centered Pedagogy
• Integration of Authentic Research Experiences
• Assessment of Student Success
• Professional Development at All Institutional Levels
• Resources and Tools
Focus on Faculty and Departments
An Integrated Science Curriculum for First Year Students
IQS-1THEME: Antibiotic Resistance
•Mathematical models of disease spread•Agent-based simulation models to study disease transmission/ antibiotic resistance•Conformational flexibility of antibiotic molecule: computer-aided molecular visualization & simulation /VSEPR, VB, MO, energetic analysis
•Semester-long project: Are bacteria present in marine sponges that are resistant to antibiotics and producers of novel antimicrobial compounds?
IQS-2THEME: Signaling
• Understanding signaling in the immune system upon activation by an inflammatory response
• Use of genetic algorithm techniques to generate potential solutions to the traveling salesperson problem
• Kinetics of drug binding to wild type and multidrug resistant strains of HIV-1 protease: experimental & computational project
• MRI (rotational motion). Gyroscopic motion angular velocity, cross product, angular momentum, torque. Resonance, relaxation
Lessons learned • Allow the idea to come from the faculty and to allow us to define what we need to make it work.
• Allow ample time for both development and implementation
• Focus on group unity and community building activities
• Ultimate faculty development
Challenges• “Full” integration of the material
• Team teaching with 5 faculty members from different disciplines
• Small departments- development/early implementation stages
• Computer science
• Student selection
JCST, 2012
IQS Students Took More Science Courses
IQS Students: more courses, more research
IQS outcomes
IQS outcomes
IQS outcomes
Enrollment trends for HHMI/NSF- defined underrepresented students in STEM
Acknowledgments