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IMPROVING SCIENTIFIC LEARNING AND SUPPORTING CIVIC ENGAGEMENT FOR
UNDERGRADUATE NON-SCIENCE MAJORS
Alana Presley Taylor
Thesis Prepared for the Degree of
MASTER OF SCIENCE
Interdisciplinary Studies
UNIVERSITY OF NORTH TEXAS
August 2015
APPROVED:
James Kennedy, Major Professor Darrell Hull, Committee Member Lisa Nagaoka, Committee Member Alan Hubble, Coordinator for
Interdisciplinary Studies in the Toulouse Graduate School
Mark Wardell, Dean of theToulouse Graduate School
Taylor, Alana Presley. Improving Scientific Learning and Supporting Civic
Engagement for Undergraduate Non-Science Majors. Master of Science (Interdisciplinary
Studies), August 2015, 48 pp., 3 tables, 4 figures, bibliography, 23 titles.
In prior research focusing on teaching and learning science, a definitive trend
toward a new approach for undergraduate non-- major science courses has emerged.
Instruction should be refocused from information-- transfer to giving students
experiences that allow them to explore and engage in their new knowledge and find
ways to integrate it into their everyday lives. One technique is to focus class material
on real issues of interest and relevance. Course development that allows for civic
engagement and self discovery connects learning to the lives of students and their
communities. This study used a quasi-- experimental design to see if students who
engaged in their learning had improved learning gains, increased motivation, and
ability to relate it to their lives. The results showed that students were more motivated
to connect the subject to their lives when they engaged through civic engagement
projects. Techniques used in this research can be used in the future to develop
science courses that focus on the needs of 21st century learners.
ii
Copyright 2015
By
Alana Presley Taylor
iii
ACKNOWLEDGEMENTS
First and foremost I offer gratitude to Dr. James Kennedy for his guidance and support throughout my graduate education.
Dr. Richard Sheardy, and Cynthia Maquire of Texas Woman’s University have supported and shared my vision for education. Because of their support and encouragement I have been granted invaluable experiences that have strengthened my academic and professional career.
I would like to thank the Keck Foundation for funding my training at the National Center for Science and Civic Engagement’s SENCER Summer Institutes in 2012 and 2013 and for the opportunity to present at the SENCER Washington DC Symposium. My experiences with SENCER faculty from across the US have broadened my sense of understanding in STEM education. Through these opportunities I have met Dr. Steven Carroll from Santa Clara University and many others who have read my work and mentored me through my thesis research.
My graduate studies would not have happened without the support of my community in Denton, Texas. To Dr. Jaime Slye, for offering her mentoring, guidance, and classes for my civic engagement project. North Central Texas College for allowing me to conduct my research. If not for Elm Fork Education Center’s volunteers and staff, especially Brian Wheeler who has always believed in me, I would have never pursued higher levels of education. My current employer, City of Denton has supported me through a tuition reimbursement program and support from my supervisor, Shirlene Sitton who not only allowed me, but also encouraged me to take time from my work responsibilities for my education.
Finally, I thank all of my family for supporting me throughout my studies. I am most grateful to my daughter and inspiration, Zarian Presley-Boone. She has been patient and understanding during all the hours of her childhood that I have spent going to class, researching, writing, and studying.
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TABLE OF CONTENTS
PAGE TITLE PAGE .................................................................................................................... i COPYRIGHT .................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................... iii TABLE OF CONTENTS .................................................................................................. iv LIST OF TABLES ............................................................................................................ v LIST OF FIGURES .......................................................................................................... vi BODY Introduction/Literature Review ......................................................................................... 1
STEM Revolution ...................................................................................... 4 Methods .......................................................................................................................... 7
Online Survey ........................................................................................... 9 Writing Assignment ................................................................................. 10 Civic Engagement ................................................................................... 11
Results. ......................................................................................................................... 13 Discussion. .................................................................................................................... 25 Conclusion. ................................................................................................................... 26 REFERENCES .............................................................................................................. 27 APPENDICES
Appendix A .............................................................................................. 29 Appendix B ............................................................................................. 32 Appendix C ............................................................................................. 33 Appendix D ............................................................................................. 37 Appendix E .............................................................................................. 43 Appendix F .............................................................................................. 47
v
TABLES LIST
1. Summary of Results from Pre-Test .................................................................... 14 2. Summary of Results from Post-Test ................................................................... 15 3. Civic Engagement Projects................................................................................. 17
vi
FIGURES LIST
1. Geographic Reach of Study ............................................................................... 19 2. Civic Engagement Project: Vertical Garden ....................................................... 21 3. Civic Engagement Project: Children’s Book ....................................................... 22 4. Civic Engagement Project: Letter to NCTC Administration ................................. 23
1
BODY
Introduction/Literature Review
It is critical that adults have the skills and knowledge to relate science to their
everyday lives. Undergraduate non-science majors typically take only two science
courses. It is important that their experiences in these core classes engage the students
and allow them to explore their new knowledge and find ways to integrate it into their
everyday lives and connect learning to prior experiences and knowledge.
For some time, instructional science has posited that constructivist-learning tasks
improve student engagement and, thus, would improve learning outcomes and give
students the opportunity to connect learning to their everyday lives. The present study
will help to demonstrate these learning gains in an area of science instruction that is
challenging for many non-science majors. For this study, we will use constructivist
styled activities using SENCER models compared to traditional teaching methods.
We live in an age where scientific-literacy is critical to everyday decisions; we are
pressed with making complex civic decisions that require STEM (science, technology,
engineering, and mathematics) knowledge. Humanity, especially in developed nations,
is losing its sense of connectedness to the environment, and in the United States we
are falling behind in STEM education. This lack of STEM understanding ultimately
results in poor civic and personal health choices.
2
Students today become our professional policy makers, educators, utility service
employees, health care workers, service industry staff, and corporate leaders of
tomorrow. They will be parents, voters, and volunteers. Pressing environmental and
public policy issues are crucial to the next generation’s success. Future climate stability,
advances in technology, natural resource protection, pollution control, clean energy and
public and personal health decisions depend on our students today earning BAs, BSs,
MPAs, MBAs, on so on. Protecting our society means producing graduates with a
holistic education that looks beyond the bottom line and instead instills a sense of
community, responsibility, and values in which the students understand they are part of
a dynamic system.
“We have fragmented the world into bits and pieces called disciplines and sub
disciplines, hermetically sealed from other such disciplines…most students
graduate without any broad, integrated sense of the unity of things. For example,
we routinely produce economists who lack the most rudimentary understanding
of ecology and thermodynamics. This explains why our national accounting
systems do not subtract those costs of impoverishment, soil erosion, and poisons
in our air and water, and resource depletion from national gross product.
(Orr 2004)”
After more than a decade of a national research focusing on teaching and
learning science, a definitive trend towards a new approach for undergraduate non-
major science courses has emerged. It is a movement from the specialization approach
used to train future scientists to a holistic approach needed to educate non-scientists
living in a scientific and technologically sophisticated society.
3
University STEM curriculum should cultivate richness and increase interest in the
subject at hand by connecting content to interdisciplinary issues at the local, national,
and global level. To meet this challenge, we must develop sustainable core science
courses that focus on the needs of our 21st century learners.
The United States Department of Education reports that only 16 percent of
American high school seniors are interested in a STEM career, and the US ranks 17th
in science among industrialized nations. In 2010, the National Science Board report on
Preparing the Next Generation of STEM Innovators, Identifying & Developing our
Nations’ Human Capital, recommends that students should learn at a pace, depth, and
breadth commensurate with their talents and interests and in a fashion that elicits
engagement, intellectual curiosity, and creative problem solving. In 2012, the National
Science & Technology council to the President of the United States announced a five-
year federal STEM education plan. It calls for an “all-hands-on-deck” approach to
reforming STEM education in the United States, outlining that companies, non-profits,
foundations, universities, and skilled volunteers must work together to improve STEM
learning.
In addition, the plan provides money to several federal programs. The
Department of Education has allocated funds to transform STEM teaching and learning,
and the National Science Foundation will increase their focus on improving the delivery
of undergraduate STEM teaching and learning through evidence based reforms,
including $123 million aimed at improving retention of undergraduates in the STEM field.
4
STEM Revolution
To support the next generation of learners, teachers need to rethink their
classroom structure. There is evidence from around the globe that instruction should be
refocused from information-transfer, (i.e. traditional lecture styled learning), to helping
students assimilate material to their preexisting knowledge (Manzur 2009). A classroom
designed to support cognitive functioning will move away from a teacher led lecture
style course to a student centered approach that offers many styles of learning,
discussion, and engagement.
In traditional lecture classrooms, students often successfully complete
introductory science courses without acquiring conceptual knowledge. They do not
enjoy the courses or want to continue their learning later in life. Students enrolled in
STEM courses within general education programs are often taking them, “to get the
requirement out of the way.” In opinion surveys, students indicate dissatisfaction with
non-major STEM courses frequently noting the uselessness of the subject matter and
questioning the need to know the material. (Fredeen 2012).
They are able to pass tests by rote memory, remember definitions, and reproduce
quantitative information, but do not understand how the information relates outside of
the classroom and do not retain it for long periods of time (Stern 2009). In many cases
across the disciplines of the sciences, top students with the highest grades often have
trouble associating their knowledge to situations outside of the classroom. For example,
Dr. Howard Gardner, the Educational Psychologist who is known for his theory of
Multiple Intelligences, states that, in a typical study, top physics students are unable to
5
explain physics outside of the classroom, and in mathematics, students do not
understand formulas without “cues” for which equation to use. (Gardner 1999).
In some cases, universities and faculty have taken education reform into their
own hands and have developed internal strategies and tools to increase student
engagement in their classes. Faculties are beginning to see themselves as classroom
facilitators, rather than lecturers. For example, many chemistry classrooms have
adopted the Process Oriented Guided Inquiry, (POGIL) pedagogy which was developed
with NSF funding. The POGIL model for instruction states that teaching by telling does
not work for most students, and students who are part of an interactive community are
more likely to be successful. When knowledge is personal, students enjoy themselves
more and develop greater ownership over the material when they are given an
opportunity to construct their own understanding (Hale et. al 2009).
Learning is a process that doesn’t end when the semester is over or after
graduation. Learning should spark interest for continued learning that takes the student
further in the future (Bruner 1977).
Graduates in the 21st century are faced with entering a fast changing workforce
that is becoming more dynamic and complex with a greater need for STEM
understanding. Engaging students in the workforce and community will develop young
professionals who are socially responsible, educated citizens with real life application of
content. Students who are given the opportunity to engage in authentic learning
situations will develop closer connections to their career as well as, networks and
pathways for employment after graduation (Hénard et al. 2012).
6
Teaching science to non-science majors through interest will increase learning
and guide future connections. According to The Association for the Advancement of
Science, much of learning appears to occur by association: If two inputs arrive at the
same time, they are likely to become linked to memory, and one perception will lead to
an expectation of the other (Rutherford et al. 1991) Course development through the
SENCER (Science Education for the New Civic Engagements and Responsibilities)
network have seen greater STEM comprehension as a result of interdisciplinary and
hands on learning, “they [students] have discovered that science learning was improved
and even seemed to “stick” longer when that learning was connected to something that
is both real and really interesting to students (Sheardy, 2010).” SENCER, a flagship
program of the national Center for Science and Civic Engagement (NCSCE) focuses on
real issues of direct interest and relevance that connects learning to the lives of
students and their communities.
David Burns, Director of SENCER introduces it as:
“SENCER works to improve STEM learning by teaching “through” complex, capacious unsolved matters of civic consequence “to” the canonical STEM disciplinary material deemed essential to a students’ education and life-long participation in democracy… SENCER nurtures to bring ideals [community of practice] to life, and situates the project in the context of emerging challenges for STEM education and democratic practice (Burns 2010).”
The objectives of this study are to find techniques that can be used to develop
non-major science courses where adults gain skills, knowledge, and experiences to
relate science to their everyday lives and to show that constructivist learning tasks
improve student engagement.
7
Methods
Prior to implementing this research, approval for the project was obtained from
the University of North Texas Internal Review Board (Appendix A), The and the Dean of
Biology at North Central Texas College (NCTC) (Appendix C). The researcher met with
the instructor of general biology for non-majors to plan the project and integrate it with
the existing syllabus and to make sure it aligned with the college goals: Critical Thinking,
Aspect 4, Communication, Aspect 1, and Teamwork. Upon receipt of the data, student
identity was kept confidential with the students being identified by codes rather than
names from the instructor.
This research used a quasi-experimental pre-test/posttest design with
quantitative and qualitative approaches to measure student engagement in their
community and how it affected their attitudes, understanding, skills, and integration of
learning in the subject of biology.
For this study, integration of learning is defined as:
“Integration of learning is the demonstrated ability to connect, apply, and/or synthesize information coherently from disparate contexts and perspectives, and make use of these new insights in multiple contexts. This includes the ability to connect the domain of ideas and philosophies to the everyday experience, from one field of study or discipline to another, from the past to the present, between cam- pus and community life, from one part to the whole, from the abstract to the concrete, among multiple identity roles—and vice versa (Barber 2010).”
Students who were enrolled at North Central Texas College’s (NCTC) general
biology courses for non-majors during Summer 1 and Summer 2, 2014 were the
subjects of this study. There were three science classes taught for non-science majors
at the NCTC Flower Mound, Texas campus in Summer 2014.
8
The total student enrollment was 554 students and 73 students were enrolled in the 3
science classes for non-science majors.
The control group, Summer 1 consisted of 21 students and the treatment group,
Summer 2 consisted of 18 students (no repeaters from Summer 1). The general biology
course examines content spanning from cellular development to environmental science.
During the unit on biodiversity students in both classes were presented with information
on Colony Collapse Disorder (CCD) for honeybees. For each of the two groups,
treatment consisted of instruction in the basic concept of Colony Collapse Disorder.
Starting with the control group of 21 students during Summer 1, a basic class was
taught. The teaching variables included lecture, discussion, and documentary.
For the second group, the treatment group of 18 students during summer 2, a
basic class was taught with the addition of a civic engagement project. The teaching
variables included an identical lecture, same instructor, same classroom, same
documentary, and a class discussion. In both the control and treatment group, students
were assigned to read peer reviewed journal articles about pollinators and Colony
Collapse Disorder.
Students were given an online survey and a writing assignment; plus, students in
the treatment group were given a civic engagement project. To obtain qualitative data,
both groups were assigned to write papers that discussed Colony Collapse Disorder
based on what they learned in lecture and readings. The control group was given a
three-five page writing assignment to discuss the journal articles.
9
The treatment group was given a two-four page writing assignment plus an additional
civic engagement assignment to be included in paper. To obtain quantitative data, a
pre and post class online survey was given using the SENCER-SALG online
assessment tool.
The project sequence can be summarized as follows:
Control Group Summary
Pre-Class survey Class Instruction Class Discussion Reading
Assignment Readings Writing Assignment Post-Class survey
Treatment Group Summary
Pre-Class survey Class Instruction Class Discussion Reading
Assignment Readings Civic Engagement Assignment Writing
Assignment Post-Class survey
Online Survey
To collect quantitative data the SENCER-SALG (Student Assessment of
Learning Gains) online survey tool was used to assess student reported learning.
Students in both the control and treatment groups were given pre-course and an end-of
course surveys to assess their knowledge, understanding, skills, and integration
(Appendix D). The SENCER-SALG is partially funded by the National Science
Foundation (NSF) and was created to improve standard student course evaluations
(SCEs) as part of SENCER’s attempt to reform science education and increase civic
engagement (Carroll 2010).
10
Writing Assignment
Both the control and treatment groups were assigned to write papers that
discussed Colony Collapse Disorder based on what they learned in lecture, readings,
and experiences. The control group was given a three to five page writing assignment,
while the treatment group was given a two to four page writing assignment that included
his or her experience with the civic engagement activity.
The writing assignment can be summarized as follows:
Control Group Assignment:
Directions: Review the following articles regarding environmental issues related to bees and Colony Collapse Disorder (CCD). Write a 3-5 page paper applying the articles to class concepts, current events and personal experience.
1. Article: Watanabe, M. 2014.Pollinators at Risk. BioScience 64:1
2. Article: VanEngelsdorp, D. 2009. Colony Collapse Disorder: A Descriptive Study. PLoS ONE August 2009. 4:8
3. You Tube Video: Vanishing of the Bees, On Earth Magazine, http://www.youtube.com/watch?v=kNPwOtEk3AY
4. Policy: The Save America’s Pollinators Act. http://blumenauer.house.gov/images/stories/2013/Save_Americas_Pollinators_One_Pager.pdf
5: Peer Reviewed Journal Article of your choice.
Treatment Group Assignment:
Directions: Review the following articles and experience from engagement activity regarding environmental issues related to bees and Colony Collapse Disorder (CCD). Write a 2-4 page paper applying the articles to class concepts, current events and personal experience.
11. Article: Watanabe, M. 2014.Pollinators at Risk. BioScience 64:1
2. Article: VanEngelsdorp, D. 2009. Colony Collapse Disorder: A Descriptive Study. PLoS ONE August 2009. 4:8
11
3. You Tube Video: Vanishing of the Bees, On Earth Magazine, http://www.youtube.com/watch?v=kNPwOtEk3AY
4. Policy: The Save America’s Pollinators Act. http://blumenauer.house.gov/images/stories/2013/Save_Americas_Pollinators_One_Pager.pdf
5. Civic Engagement Activity.
A content analysis was used to examine the writing assignments in this
study. The data collected from the writing assignments looked for themes and events
that showed the student integrated knowledge of Colony Collapse Disorder into his or
her own life, demonstrated an increased positive attitude about learning, drive to
continue learning about the subject after the semester’s end, and overall increased
motivation for learning. The researcher used data codes such as “I,” “care,” “interest,”
and “motivate.” For example, one student wrote, "This issue really touched deeply, due
to the way I live life without a care in the world about nature, I took an oath and told
myself that I was going to inform people and educate them." "Now that I only have a few
days left in class, I really think that more science classes should be required so we don't
forget.”
Civic Engagement
The civic engagement assignment empowered students to use their style of
learning that was that was authentic and unique to them. Students were given the
opportunity to volunteer at an urban farm, community garden, or create their own
pollinator/ organic garden. Another option was to create an Infographic or video based
on peer reviewed journal articles about CCD and post it to social media.
12
In Gardner’s theory of multiple intelligences, it is suggested that students are all
able to know the world through language, logical-mathematical analysis, spatial
representation, musical thinking, the use of the body to solve problems, to make things,
an understanding of other individuals, and an understanding of ourselves.
Students excel in some areas and can be weak in others (Gardner 1999). Having a
multitude of options for learning gave each student the opportunity to learn in a way that
was meaningful to them.
For the treatment group, the instructor presented a civic engagement assignment
during class. Students were allowed to collaborate with their classroom peers or do the
module on their own. For the assignment students were to choose a self-directed
project related to Colony Collapse Disorder that engaged their community (community
defined as: school wide, organizational, city, region, state, online social media etc.). In
addition to the instructor-led suggestions for civic engagement activities, students were
also encouraged to be innovative and come up with their own community outreach. All
the projects had to be pre-approved by the instructor prior to doing them.
A few students chose to write a letter to a local official or administrator and asked
them about their stance on pollinator issues and ask what their administration was doing
to help the issue. Students studying to be educators were given the challenge to write a
short lesson plan and activity that explored issues related to bees that could be used in
their current or future classrooms. Students who enjoyed art were given the opportunity
to communicate information about CCD through photos, painting, drawing etc. and post
them to social media or at a gallery.
13
Results
Results of Levene’s Test for equality of variances revealed that our results are
homogenous for all focus areas in the pre-test survey between the control and
treatment group, understanding (F= 0.224, P=0.640), skills (F=0.002, P=0.968),
attitudes (F=0.296, P=0.591), and integration (F=1.513, P=0.230). The results of the T
test showed no statistical significance between the control group pre-test (M=19.67,
SD= 4.29) and treatment group pre-test (M= 16.00, SD= 5.49) in student attitude toward
their classes (T (26)=1.91, P>0.05). The results of the T test showed no statistical
significance between the control group pre-test (M=17.67, SD= 5.93) and treatment
group pre-test (M= 15.31, SD= 4.74) in student integration toward their classes and their
personal lives (T (26)=1.17, P>0.05).
The results of the T test showed no statistical significance between the control group
pre-test (M=14.33, SD= 4.14) and treatment group pre-test (M= 13.56, SD= 4.03) in
student skills in their classes (T (26)=0.495, P>0.05).
The results of the T test showed statistical significance between the control group pre–
test (M=34.75, SD= 6.81) and treatment group pre-test (M= 26.88, SD= 8.31) in student
understanding in their classes (T (26)=2.68, P<0.05) (Table 1).
14
Table 1. Summary of Pre-Test Survey Results.
Group Statistics
Group N Mean Std. Deviation t-test
Understanding 2.00 Control Pre 12 34.7500 6.81075 2.67*
4.00 Treatment Pre 16 26.8750 8.30963
Skills 2.00 Control Pre 12 14.3333 4.14144 0.50
4.00 Treatment Pre 16 13.5625 4.03268
Attitudes 2.00 Control Pre 12 19.6667 4.29235 1.91
4.00 Treatment Pre 16 16.0000 5.48938
Integration 2.00 Control Pre 12 17.6667 5.92887 1.17
4.00 Treatment Pre 16 15.3125 4.74298
Note. *p<.05
There is a weak difference between student attitudes toward their class in the
control group pre-test and the treatment group pre-test (Cohen’s D= 0.2). There is a
moderate difference in student integration toward their class and their personal lives
between the control group pre-test and the treatment group pre-test (Cohen’s D= 0.5).
There is a weak difference in student skills between the control group pre-test and the
treatment group pre-test (Cohen’s D= 0.2). There is a strong difference in student
understanding between the control group pre-test and the treatment group pre-test
(Cohen’s D= 1.02).
Results of Levene’s Test for equality of variances revealed that our results are
homogenous for all focus areas in the post-test survey between the control and
treatment group (F= 3.846, P=0.058), skills (F=0.16, P=0.901), attitudes (F=0.019,
P=0.892), and integration (F=0.062, P=0.806).
15
The results of the T test showed statistical significance between the control group post-
test (M=23.59, SD= 4.32) and treatment group post-test (M= 19.47, SD= 4.38) in
student attitude toward their classes (T (34)=2.83, P<0.01).
The results of the T test showed statistical significance between the control group post-
test (M=20.47, SD= 4.06) and treatment group post-test (M= 17.63, SD= 3.00) in
student integration toward their classes and their personal lives (T (34)=2.40, P<0.05).
The results of the T test showed no statistical significance between the control group
post-test (M=17.82, SD= 2.16) and treatment group post-test (M= 16.37, SD= 2.16) in
student skills in their classes (T (34)=1.87, P>0.05). The results of the T test showed no
statistical significance between the control group post-test (M=38.24, SD= 6.09) and
treatment group post-test (M= 36.26, SD= 4.16) in student understanding in their
classes (T (34)=1.15, P>0.05) (Table 2).
Table 2. Summary of Post-Test Results.
Group Statistics
Group N Mean Std. Deviation t-test
Understanding Control Post 17 38.2353 6.08820 1.15
Treatment Post 19 36.2632 4.16122
Skills Control Post 17 17.8235 2.15741 1.87
Treatment Post 19 16.3684 2.47679
Attitudes Control Post 17 23.5882 4.31652 2.83**
Treatment Post 19 19.4737 4.37631
Integration Control Post 17 20.4706 4.06383 2.40*
Treatment Post 19 17.6316 3.00390
Note. *p < .05, **p < .01
16
There is a strong difference between student attitudes toward their classes in the
control group post-test and the treatment group post-survey (Cohen’s D= 0.9). There is
a moderate difference in student integration toward their classes and their personal lives
between the control group post-test and the treatment group post-test (Cohen’s D= 0.7).
There is a moderate difference in student skills in student integration toward their
classes and their personal lives between the control group post-test and the treatment
group post-test (Cohen’s D= 0.6). There is a weak difference in student understanding
in student integration toward their classes and their personal lives between the control
group post-test and the treatment group post-test (Cohen’s D= 0.4).
The content analysis of the written papers showed that students in the treatment
group expressed more passion for learning about the subject of biodiversity and colony
collapse disorder, connection of knowledge into their lives, and how the information will
contribute to their future. In contrast, the control group did not express connection of the
subject of biodiversity or colony collapse disorder to their lives or how the information
will contribute to their future.
17
Table 3. Table of Civic Engagement Projects.
Project Activity & Location Personal Responsibility Quotes from Papers
Brochure w/general information
Church and gardening sections at home improvement stores in Lewisville, TX
.."[CCD]..it is an important subject to talk and know about.. I wanted to hand out my brochure to people who would care".
Song Uploaded to You Tube "Music has always spoken to me, I listen and it sticks with me longer than anything I read so I decided to rewrite lyrics to a song [to reflect CCD]"
Example Garden Planted a vertical organic pollinator with information promoting DIY gardens at a State Farm Office, Flower Mound, TX
"I will actively be participating in the [CCD] movement to promote bees". "I took a pledge with my mom and dad to tend to the pollinator garden".
Letter to College Board Wrote a letter to NCTC college board asking for pollinator gardens on NCTC Flower Mound campus
n/a
Power Point Made a power point to present to a class or campus event. n/a
Children's story Asked friends and family to read story. n/a
Honeybee Brood Box Made a honeybee brood box and donated it to an environmental education center for display.
"I have dedicated my time to making brood boxes and will continue to donate them to beekeepers".
Poster Hung at NCTC "I have to make people aware of what is going on with bees and let them know how they will be affected if they do nothing".
Brochure w/elected officials contact information
Distributed brochures in Lewisville, TX "My goal is to get everyday people interested and motivated to write our elected representatives.."
Short Film Wrote and produced a short action film and uploaded to You tube "I intended to make the subject [CCD] interesting to people who may not typically enjoy the [content of] film".
Letter to Employer & Brochure w/pesticide information
Wrote a letter to General Manager at Cinemark (where student is groundskeeper) asking to pollinator plants in the landscape. Made a brochure to give store managers at garden and agriculture supply stores in Argyle, TX and to general public at the Shops at Legacy, Plano, TX
" I would be in charge of the pollinator garden".
Letter to National Debate Association
Wrote a letter to the National Forensics Association (NFA) to nominate CCD as a national high school debate topic, Ripon, WI
" I reached my community by writing the NFA ..if chosen as a national debate topic every US debater will generate ideas on how to solve the problem".
Lesson Plan Created a lesson plan to be used for elementary aged students. "Stressing the importance of the situation is a must, which is why I am reaching out to kids…"
Letter to College Board Wrote a letter to NCTC college board asking for pollinator gardens on NCTC Flower Mound campus
"It [saving bees] starts with the farmer and ends with us".
Brochure w/general information
Passed brochures out at the NCTC Flower Mound Campus. "This issue really touched deepened, due to the way I live life without a care in the world about nature, I took an oath and told myself that I was going to inform people and educate them." "Now that I only have a few days left in class, I really think that more science classes should be required so we don't forget".
Children's storybook Wrote a children's storybook and donated it to the Denton Sustainable Schools Program, offered by the City of Denton, TX.
(Did not receive paper)
Children's storybook Wrote and bound a children's storybook and donated it to son's first grade class in McKinney, TX
(Did not receive paper)
18
Continued Table 3. Table of Civic Engagement Projects.
Project Activity & Location Personal Responsibility Quotes from Papers
Brochure w/general information
Church and gardening sections at home improvement stores in Lewisville, TX
.."[CCD]..it is an important subject to talk and know about.. I wanted to hand out my brochure to people who would care".
Song Uploaded to You Tube "Music has always spoken to me, I listen and it sticks with me longer than anything I read so I decided to rewrite lyrics to a song [to reflect CCD]"
Example Garden Planted a vertical organic pollinator with information promoting DIY gardens at a State Farm Office, Flower Mound, TX
"I will actively be participating in the [CCD] movement to promote bees". "I took a pledge with my mom and dad to tend to the pollinator garden".
Letter to College Board Wrote a letter to NCTC college board asking for pollinator gardens on NCTC Flower Mound campus
n/a
Power Point Made a power point to present to a class or campus event. n/a
Children's story Asked friends and family to read story. n/a
Honeybee Brood Box Made a honeybee brood box and donated it to an environmental education center for display.
"I have dedicated my time to making brood boxes and will continue to donate them to beekeepers".
Poster Hung at NCTC "I have to make people aware of what is going on with bees and let them know how they will be affected if they do nothing".
Brochure w/elected officials contact information
Distributed brochures in Lewisville, TX "My goal is to get everyday people interested and motivated to write our elected representatives.."
Short Film Wrote and produced a short action film and uploaded to You tube "I intended to make the subject [CCD] interesting to people who may not typically enjoy the [content of] film".
Letter to Employer & Brochure w/pesticide information
Wrote a letter to General Manager at Cinemark (where student is groundskeeper) asking to pollinator plants in the landscape. Made a brochure to give store managers at garden and agriculture supply stores in Argyle, TX and to general public at the Shops at Legacy, Plano, TX
" I would be in charge of the pollinator garden".
Letter to National Debate Association
Wrote a letter to the National Forensics Association (NFA) to nominate CCD as a national high school debate topic, Ripon, WI
" I reached my community by writing the NFA ..if chosen as a national debate topic every US debater will generate ideas on how to solve the problem".
Lesson Plan Created a lesson plan to be used for elementary aged students. "Stressing the importance of the situation is a must, which is why I am reaching out to kids…"
Letter to College Board Wrote a letter to NCTC college board asking for pollinator gardens on NCTC Flower Mound campus
"It [saving bees] starts with the farmer and ends with us".
Brochure w/general information
Passed brochures out at the NCTC Flower Mound Campus. "This issue really touched deepened, due to the way I live life without a care in the world about nature, I took an oath and told myself that I was going to inform people and educate them." "Now that I only have a few days left in class, I really think that more science classes should be required so we don't forget".
Children's storybook Wrote a children's storybook and donated it to the Denton Sustainable Schools Program, offered by the City of Denton, TX.
(Did not receive paper)
Children's storybook Wrote and bound a children's storybook and donated it to son's first grade class in McKinney, TX
(Did not receive paper)
19
A variety of projects were produced and their geographic range spanned over most of
North Texas and even to Minnesota (Figure 1), plus virtual audiences. The projects
reached a diverse population in the community including an informal environmental
science education center, elementary schools, another university, businesses, and even
the national high school debate organization.
Figure 1. Geographic Reach.
Civic Engagement projects reached a large geographical region that spanned mostly across the North Texas region but as far as Minnesota.
20
Students who enjoyed art were given the opportunity to communicate information
about CCD through photos, painting, drawing etc. and post them to social media or at a
gallery. One student, who is inspired by music, rewrote the words to a song she
thought of while learning about Colony Collapse Disorder and changed the words to
reflect problems associated with CCD. She recorded her song and uploaded it to You
Tube to inspire others.
One artist in the group painted an abstract art piece that was a visual representation of
a beekeepers brood box. The painting was displayed in the Environmental Science lab
located in the Environmental Science, Education, and Technology building at the
University of North Texas. A student whose interest is in film wrote a short action film
about a ninja fighting for mitigation of systemic pesticides and uploaded it to You Tube.
A few of the civic engagement projects brought STEM learning into the K-12
sector. One student made a brood box with a couple of supers used by beekeepers for
beekeeping and donated them to Elm Fork Education Center, an informal environmental
science education center, to put on display for thousands of K-6 students to see during
the 2014-15 school year. One Early Childhood Development major wrote a story about
a bee losing her home and it was donated to the Denton Sustainable Schools Program,
a program offered to K-12 schools by the City of Denton.
Several of the students in the treatment group involved their families in their
learning. In an attempt to reach a diverse audience one student worked with his parents
and built a vertical organic pollinator garden and hung it outside of their family owned
insurance company.
21
The vertical garden had a sign on it that informed patrons about CCD and how to
find more information (Figure 2). A father and student in the treatment group took his
son with him to see how honey is harvested and then wrote a children’s book about the
experience (Figure 3). He reported that he was going to donate the children’s book to
his son’s first grade class.
Figure 2. Vertical Garden.
Student placed a Vertical Garden outside of a State Farm Agency in Flowermound, Texas with information about CCD for all patrons.
22
Figure 3. Children’s Book.
A few of the students in the study’s treatment group engaged with NCTC
administration and tried to influence elected governmental officials. A group of students
wrote a letter to the NCTC administration asking for a pollinator garden on campus, the
letter included recommendations and a timeline to make it happen (Figure 4).
Father wrote a book for son’s first grade class after visiting a honey manufacturing facility.
23
One student whose goal was to, “get everyday people interested and motivated
to write elected officials,” distributed pamphlets to consumers at a shopping center in
Lewisville, TX with information about CCD and contact information for local
representatives.
Figure 4. Letter to NCTC Administration.
August 5, 2014
Re: Texas Native Drought Tolerant Pollinator Garden at NCTC Flower Mound
Dear [Recipient Name],
We are student’s in Dr. Jaime Slye’s BIOL 1408 Summer II class. As part of our class curriculum, we are doing a community outreach project on honey bee Colony Collapse Disorder (CCD). For our project, We wanted to inform you that we should be growing flowers around our campus and the pond that’s next door to us. These flowers would not be just any other flower, but bee friendly flowers, native Texas flowers, and flowers that don’t easily succumb to drought. You may be thinking why wondering why we are requesting these actions as students in a non-majors biology class. We have learned in class about the Colony Collapse and how populations of honey bees but it is for the bees because they are disappearing. Beekeepers first sounded the alarm about disappearing bees in 2006. The healthy bees were simply leaving their hives and never returning. Researchers call this huge disappearance the Colony Collapse Disorder, and they estimate that nearly one-third of all honeybee colonies in the country have vanished. This disorder is believed to be a combination of factors that could be making bees sick, including pesticide exposure, invasive parasitic mites, an inadequate food supply, and a new virus that targets bees' immune systems. If we don’t act now to save the honeybee, it might be too late.
The honey bee is an insect version of the “canary in the coal mine” for Earth’s ecosystems. The absence of honey bees will result in the absence of your favorite fruits and vegetables, as they are trucked around the country to farms for pollination of crops.
We are wanting to bring more bees to this area with the help of growing these flowers. The planting of these flowers will not only benefit the bee population in this area, but also benefit the students. It will help them learn about the bees while exerting positive feelings to the students contributing to the cause.
24
Continued Figure. Letter to NCTC Administration
We propose that the non-majors biology classes, majors biology classes, and environmental science classes at the Flower Mound campus implement laboratory exercises to do the following:
First semester would be to plan the garden (Spring semester).
Second semester would be to prepare garden (Fall semester).
Third semester would be to plant garden (Spring semester).
Forth and subsequent semesters would be responsible for weeding, replacement of plants, and watering.
All semesters would be responsible for an insect bioassessment. As the garden is implemented, grows, and becomes mature, the biodiversity of pollinating insects would increase.
All semesters would be responsible for reporting what they did and learned in the lab.
We understand that funding is sometimes short, however this garden could be
made with very few funds from each semester while the educational and ecological
benefits would reap rewards for years to come.
Sincerely,
__________________________________
25
Discussion
Techniques used in this study can be used to develop non-major science
courses where adults gain skills, knowledge, and experiences to relate science to their
everyday lives and to show that constructivist-learning tasks improve student
engagement. After examination of both the qualitative and quantitative data, this study
supports the premise that students who engage the community in their learning will
have a better understanding of the subject at hand and ability to relate it to their
personal lives. More research and longitudinal studies will have to be done to strongly
support the idea.
The present study offers several connections to learning theory and science
education in non-major college level science courses. Because of the complex nature of
the study and a lack of experience on the part of the researcher there were several
limitations. First, The quasi-experimental design had a small sample size (Control
Group N=21, Treatment Group N=18) and was not randomized.
Second, statistical power was low due to the limited number of classes. Third, in order
for the study to provide causal effect, random assignment of the both the control and
treatment group would have been needed. Fourth, we were not able to compare
individual pre and post survey scores; instead the survey reflects the classes as a whole.
Fifth, The SENCER-SALG instrument used was not designed in the fashion in which the
researcher used it. Finally, there was a lack of inclusion of covariates. For example, The
instructor reported that, “the distribution of students from 4 year universities as
compared to students that had only attended NCTC was much higher in the first
summer session and the students in the second summer session would be considered
26
as underrepresented”, academically speaking. Ideally, all students began the general
biology course without taking prior college level general biology courses, but this was
not controlled for.
Conclusion
Students who engage the community in their learning are more motivated to
connect what they have learned to the subject matter of other courses in their field, and
to the ways what they have learned affect their own lives. University administration
should support and encourage curriculum redesign in undergraduate non-major STEM
courses with opportunities for students to connect learning to their personal lives
through civic engagement. These opportunities will not only strengthen the students
learning, but also improve their communities and build relationships between the
university and community stakeholders.
A goal of STEM education for non-majors should be to instill curiosity and critical
thinking that leads to a lifetime of learning through informal and formal experiences.
Universities should encourage faculty to provide experiences in education that nurture a
student’s desire to continue learning after graduation.
Students that are active in learning create their own value and education must offer a
wider environment to multiply the possibilities of association and of activity (Montessori
1973). When humanity is responsible for their own learning and interested in STEM
issues, we will have a more informed citizenry and a stronger democracy that can make
intelligent decisions regarding technological, environmental, and heath challenges in the
future.
27
REFERENCES
Ambrose, S.A., M.W. Bridges, M. DiPietro, M.C. Lovett, M.K. Norman, 2010. How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, California. Barber, J., 2012. Integration of Learning: A Grounded Theory Analysis of College Students’ Learning. American Education Research Journal 49:590-617. Barkley, E.F., 2010. Student Engagement Techniques: A Handbook for College Faculty. Jossey- Bass, San Francisco, California. Bruner, J., 1977.The Process of Education. Harvard University Press, Cambridge, Massachusetts. Burns, W.D., 2010. SENCER in Theory and Practice. Pages 01-23. Sheardy, R. D., 2010. Science Education and Civic Engagement: The SENCER Approach. The American Chemical Society, Oxford University Press, Washington D.C. United States of America. Bybee, R.W., 2002. Learning Science and the Science of Learning. The National Science Teachers Association Press, United States of America. Carroll, S.B. 2010 Engaging Assessment: Using the SENCER-SALG to Improve Teaching and Learning. Pages 149-195. Sheardy, R. D., 2010. Science Education and Civic Engagement: The SENCER Approach. The American Chemical Society, Oxford University Press, Washington D.C. United States of America. DeBoer, G.E, 1991. History of Ideas in Science Education: Implications for Practice. Teachers College Press, New York City, New York. Dewey, J. 2012, How We Think. Martino Publishing, Mansfield Centre, Connecticut. Fredeen, D.A. 2012. Weaving a Tapestry of Change: Implementing SENCER on Campus. Pages 31-54. Sheardy, R.D., W.D. Burns, 2012. Science and Civic Engagement: The Next Level. The American Chemical Society, Oxford University Press, Washington D.C. United States of America. Gardner, H. 1999. Intelligence Reframed. Basic Books, New York, New York. Gardner, H. 2006. Five Minds for the Future. Harvard Business School Press, Boston, Massachusetts
28
Hale, D., L. Greef Mullen, 2009. Designing Process-Oriented Guided-Inquiry Activities: A New Innovation for Marketing Class. Marketing Education Review 19:73-80. Hénard, F., D. Roseveare. 2012. Fostering Quality Teaching in Higher Education: Policies and Practices. Institutional Management in Higher Ed. Organization for Economic Cooperation and Development. Paris, France. Leedy, P.D., J.E. Ormrod, 2005. Practical Research: Planning and Design, 8th Edition. Pearson Education, Inc., Upper Saddle River, New Jersey. Mazur, E., 2009. Farewell, Lecture? Science 323:50-51 Mokhtar, I.A., S. Majid, S. Foo, 2007. Information Literacy education through Mediated Learning and Multiple Intelligences: A Quasi-Experimental Control Group Study. Reference Service Review 35:463-486 Montessori, M., 1973. The Function of the University. Pages 123-135 in Childhood through Adolescence. Schocken Books Inc. New York City, New York. Orr, D.O., 2004. Earth in Mind: On Education, Environment, and the Human Prospect. Island Press, Washington D.C., United States of America. Pascurella, E.T., 2006. How College Affects Students: Ten Directions for Future Research. Journal of College Student Development 47:508-520. Rabe, B. R., 2010. Greenhouse Governance. The Brookings Institution, Washington D.C., United States of America. Rutherford, F.J., A. Ahlgern, 1991. Science For All Americans. Oxford Press, Oxford, United Kingdom. Sheardy, R.D., W.D. Burns, 2012. Science and Civic Engagement: The Next Level. The American Chemical Society, Oxford University Press, Washington D.C. United States of America. Stern, E. 2009. Inside the Schooled Mind. Science. 323:40
29
APPENDICES Appendix A
30
31
32
Appendix B
NIH Certificate
33
Appendix C
NCTC Project Proposal
Project Proposal Prepared for: Dr. Doug Elrod & Dr. Jaime Slye
Prepared by: Alana Presley, Graduate Student
University of North Texas, Master’s of Science in Interdisciplinary Studies
May 21, 2014
Abstract
For some time, instructional science has posited that constructivist learning tasks improve student engagement, and thus would improve learning outcomes. The present study would help to demonstrate these learning gains in an area of science instruction that is challenging for many non-science majors.
34
Objective
It is critical that adults have the skills and knowledge to relate science to their everyday lives. Undergraduate non-science majors typically only take two science related courses. It is pertinent that their experiences in the core classes allow them to explore their new knowledge and find ways to apply it. This research will look at the constructivist theory of learning and see if allowing students to engage in their education will increase their learning gains. For this study, we will compare a constructivist styled activity to the traditional teaching method and see if there is statistical significance in learning gains for students in the experimental group. We will compare two sections of Contemporary Biology in a quasi-experimental pre-test/posttest design. During the unit on Conservation Biology students in both classes will be given the same lecture on honey bees and pollinators, in addition the students will be given a peer reviewed article, legislative article, and popular blog article about issues with pollinators. The control group (traditional instruction group) will be given a two page paper writing assignment after the lecture. The experimental group (constructivist instruction group), will be given the opportunity to engage with the community in an activity that corresponds with their new knowledge of pollinators. After their experience they will write a one page paper summarizing the assigned papers and their experience. Students will be given online surveys using the SALG evaluation tool. Learning gains will be assessed on content knowledge and self described behavior and attitude changes.
Goals
This project will meet work toward North Central Texas College Core Goals for Biology non-
majors:
• Critical Thinking, Aspect 4:
• Communication, Aspect 1:
• Teamwork:
Project Outline
Students in both the control and experimental group will be given a baseline survey at the
beginning of the semester and then an end of course evaluation. Both surveys will assess
content knowledge and self described behavior and attitude changes toward biology, specifically
conservation biology. To keep the names of the students confidential the instructor Dr. Jamie
Slye will be the only person with access to the surveys and after the course is over she will code
each participant with a number so that the researcher, Alana Presley will not have any
identifying information about the students.
Control Group (summer I):
Improving Science Learning and Supporting Engagement for
Undergraduate Non-Science Majors.
35
week 1: Students will be given baseline survey, students will receive credit for completing the
survey
week 1: Students will be given reading and writing assignment
week 9: Students will hand-in written assignments
week 9: Students will be given end-of-course evaluations, students will receive credit for
completing survey.
Experimental Group (summer II):
week 1: Students will be given baseline survey, students will receive credit for completing the
survey
week 1: Students will be given reading and engagement project assignments
week 9: Students will hand-in projects
week 9: Students will be given end-of-course evaluations, students will receive credit for
completing survey.
Alana Presley <[email protected]> Thu, May 22, 2014 at 2:47 PM To: [email protected], Jaime Slye <[email protected]>
Dr. Elrod, I am hoping to work with Dr. Jaime Slye this summer on research for my thesis. Please see the attached proposal and supplemental documents. I have not completed the goals section and the outline because I wanted to get input from you and Dr. Slye. Thank you for your consideration, Alana Presley -- Alana Presley Graduate Student University of North Texas, M.S. Interdisciplinary Studies
4 attachments
Proposal for NCTC 2014 Summer Non-Major Biology.docx 2435K
Assignement for Experimental Group.pdf 39K
Assignment for Control Group.pdf 39K
36
NCTC Summer 2104 SALG Bio non-majors.pdf 48K
Doug Elrod <[email protected]> Thu, May 22, 2014 at 3:21 PM To: Alana Presley <[email protected]> Cc: "Jaime Slye ([email protected])" <[email protected]>
Alana,
Jaime briefed me on your proposal. I’m on board. Would I have access to the data afterwards? Look forward to meeting you.
Thanks and Good Luck
Doug
North Central Texas College
Doug Elrod, Ph.D.
Science Chair and Professor of Biology
Denton County Campuses
37
Appendix D
Survey Questions
Understanding Category
1 Presently, I understand...
Category
1.1 The following concepts that will be explored in this class
Category
1.1.1 The study of biology Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.1.2 The molecules of life Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.1.3 Genetics Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.1.4 Evolution Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.1.5 Biodiversity and conservation
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.1.6 Tissues, organs, and organ systems
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.2 The relationships between those main concepts
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
38
1.3 How ideas we will explore in this class relate to ideas I have encountered in classes outside of this subject area
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.4 How studying this subject helps people address real world issues
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
1.5 What do you expect to understand at the end of the class that you do not know now?
Long answer
Skills Category
2 Presently, I can... Category
2.1 Find articles relevant to a particular problem in professional journals or elsewhere
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
2.2 Critically read articles about issues raised in class
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
2.3 Recognize a sound argument and appropriate use of evidence
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
39
2.4 Develop a logical argument
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
2.5 What do you expect to be able to do at the end of the course that you cannot do now?
Long answer
Attitudes Category
3 Presently, I am... Category
3.1 Enthusiastic about the study of biology
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
3.2 Interested in discussing biological topics with friends or family
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
3.3 Interested in taking or planning to take additional classes in this subject
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
3.4 Confident that I understand the subject
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
3.5 Comfortable working with complex ideas related to the biological concepts learned in this class
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
40
3.6 Willing to seek help from others (teacher, peers, TA) when working on academic problems
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
3.7 Please comment on your present level of interest in this subject.
Long answer
3.8 Who is a scientist? Long answer
3.9 How does biology affect your everyday life?
Long answer
Integration of learning
Category
4 Presently, I am in the habit of...
Category
4.1 Connecting key ideas I learn in my classes with other knowledge.
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
4.2 Applying what I learn in classes to other situations
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
4.3 Using systematic reasoning in my approach to problems
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
41
4.4 Using a critical approach to analyzing data and arguments in my daily life
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
4.5 Applying biology to current affairs through social/on-line media
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
4.6 Please comment on how you expect this material to integrate with your studies, career, and/or life?
Long answer
4.7 How often do you experience nature?
Select one
1: not applicable
2: not at all
3: just a little
4: somewhat
5: a lot
6: a great deal
Major Category
5 What best characterizes your major in college?
Category
5.1 Not a major in this subject area
Select one
1: Yes 2: No
5.2 Undecided at this time
Select one
1: Yes 2: No
5.3 Plan on becoming a major in this subject area
Select one
1: Yes 2: No
42
5.4 Plan on becoming a major in another area
Select one
1: Yes 2: No
5.5 A major in a community-service oriented area
Select one
1: Yes 2: No
5.6 What is your major, and why did you choose this major?
Long answer
5.7 What do you want to be "when you grow up"?
Long answer
5.8 Describe your learning style: visual, auditory, hands-on, and/or read/write.
Long answer
GPA Category
6 What is your current GPA in a system that assumes a 4.00 as an A (highest score possible)?
Category
6.1 My GPA is... Select one
1: 4.00-3.60
2: 3.01-3.59
3: 2.51-3.00
4: 2.01-2.50
5: 2.00 or lower
43
Appendix E
SPSS Analysis
T-Test
Group Statistics
Group N Mean Std. Deviation Std. Error Mean
Understanding 1.00 Control Post 17 38.2353 6.08820 1.47661
3.00 Treatment Post 19 36.2632 4.16122 .95465
Skills 1.00 Control Post 17 17.8235 2.15741 .52325
3.00 Treatment Post 19 16.3684 2.47679 .56822
Attitudes 1.00 Control Post 17 23.5882 4.31652 1.04691
3.00 Treatment Post 19 19.4737 4.37631 1.00399
Integration 1.00 Control Post 17 20.4706 4.06383 .98562
3.00 Treatment Post 19 17.6316 3.00390 .68914
Independent Samples
Test
Levene's Test for
Equality of Variances
t-test for Equality of
Means
F Sig. t df
Understanding Equal variances
assumed
3.842 .058 1.145 34
Equal variances not
assumed
1.122 27.846
Skills Equal variances
assumed
.016 .901 1.869 34
Equal variances not
assumed
1.884 33.981
Attitudes Equal variances
assumed
.019 .892 2.834 34
Equal variances not
assumed
2.837 33.658
Integration Equal variances
assumed
.062 .806 2.401 34
Equal variances not 2.361 29.253
44
assumed
Independent Samples
Test
t-test for Equality of Means
Sig. (2-tailed) Mean Difference Std. Error Difference
Understanding Equal variances assumed .260 1.97214 1.72216
Equal variances not
assumed
.272 1.97214 1.75833
Skills Equal variances assumed .070 1.45511 .77852
Equal variances not
assumed
.068 1.45511 .77244
Attitudes Equal variances assumed .008 4.11455 1.45167
Equal variances not
assumed
.008 4.11455 1.45053
Integration Equal variances assumed .022 2.83901 1.18263
Equal variances not
assumed
.025 2.83901 1.20265
Independent Samples Test
t-test for Equality of Means
95% Confidence Interval of the
Difference
Lower Upper
Understanding Equal variances assumed -1.52771 5.47198
Equal variances not assumed -1.63053 5.57481
Skills Equal variances assumed -.12703 3.03725
Equal variances not assumed -.11470 3.02492
Attitudes Equal variances assumed 1.16441 7.06469
Equal variances not assumed 1.16562 7.06348
Integration Equal variances assumed .43561 5.24241
Equal variances not assumed .38024 5.29778
45
T-Test
Group Statistics
Group N Mean Std. Deviation Std. Error Mean
Understanding 2.00 Control Pre 12 34.7500 6.81075 1.96610
4.00 Treatment Pre 16 26.8750 8.30963 2.07741
Skills 2.00 Control Pre 12 14.3333 4.14144 1.19553
4.00 Treatment Pre 16 13.5625 4.03268 1.00817
Attitudes 2.00 Control Pre 12 19.6667 4.29235 1.23909
4.00 Treatment Pre 16 16.0000 5.48938 1.37235
Integration 2.00 Control Pre 12 17.6667 5.92887 1.71152
4.00 Treatment Pre 16 15.3125 4.74298 1.18574
Independent Samples
Test
Levene's Test for
Equality of Variances
t-test for Equality of
Means
F Sig. t df
Understanding Equal variances
assumed
.224 .640 2.674 26
Equal variances not
assumed
2.753 25.742
Skills Equal variances
assumed
.002 .968 .495 26
Equal variances not
assumed
.493 23.495
Attitudes Equal variances
assumed
.296 .591 1.913 26
Equal variances not
assumed
1.983 25.928
Integration Equal variances
assumed
1.513 .230 1.168 26
Equal variances not
assumed
1.131 20.611
46
Independent Samples
Test
t-test for Equality of Means
Sig. (2-tailed) Mean Difference Std. Error Difference
Understanding Equal variances assumed .013 7.87500 2.94474
Equal variances not
assumed
.011 7.87500 2.86027
Skills Equal variances assumed .625 .77083 1.55771
Equal variances not
assumed
.627 .77083 1.56387
Attitudes Equal variances assumed .067 3.66667 1.91625
Equal variances not
assumed
.058 3.66667 1.84897
Integration Equal variances assumed .253 2.35417 2.01531
Equal variances not
assumed
.271 2.35417 2.08213
Independent Samples Test
t-test for Equality of Means
95% Confidence Interval of the
Difference
Lower Upper
Understanding Equal variances assumed 1.82201 13.92799
Equal variances not assumed 1.99276 13.75724
Skills Equal variances assumed -2.43109 3.97276
Equal variances not assumed -2.46052 4.00219
Attitudes Equal variances assumed -.27224 7.60557
Equal variances not assumed -.13446 7.46779
Integration Equal variances assumed -1.78837 6.49670
Equal variances not assumed -1.98084 6.68918
47
Appendix F
Civic Engagement Assignment
NCTC General Biology
Civic Engagement Assignment
Please choose one of the following self-directed projects related to Colony Collapse
Disorder (CCD) which engages your community (community can be schoolwide,
organizational, city, region, state, online social media etc.)
1. Grow a Garden: Volunteer at an Organic Farm, community garden, create your own
pollinator or organic garden.
-Community Garden workday, maintenance for a pollinator garden. Located at ECO
W.E.R.C.S (Mayhill Rd. Denton 76208) Sign-up by
-Cardo’s Farm Project, volunteer at an organic urban farm April-November,
Wednesdays 8:00 a.m. - 11:30 a.m. and 1:00 p.m. - 4:00 p.m., Saturdays 8:00 a.m. to
11:30 a.m.. [email protected] and let her know you are an NCTC
biology student, referred to her by Alana Presley. www.cardosfarmproject.com. For
credit, you will need a signed paper from a farm coordinator.
-DIY pollinator garden for home, church, place of employment, etc. Gardens come in all
shapes and sizes, research the best fit for you.
2. Create an Infographic or Video:
Make an Infographic based on peer reviewed data about CCD and post it to social
media (BE SURE TO CITE YOUR SOURCES). For credit, email Dr. Slye a link to the
infographic, in the email include any data you have on the infographic, such as how
many views, shares, comments, likes etc.
Create a music video or short documentary and post to youtube, For credit, email Dr.
Slye a link to the video, in the email include any data you have on the video, such as
how many views, shares, comments, likes etc
48
3. Speak Up: Speak to an audience about CCD.
Educate, if you are a teacher or caregiver write a short lesson and activity (age
appropriate) that explores issues related to bees. For credit, Report what you did by
emailing Dr. Slye a photo and any information you have, like how many people in the
audience and a copy of the lesson plan.
Poetry, write a poem and read it at an open mic night or in front of an audience. For
credit, Report what you did by emailing Dr. Slye a photo and any information you can
share like how many people in the audience and a copy of the poem.
Other, Use your best judgment based on the two examples above to do a speaking
activity.
4. Write a Letter:
Write a letter to a local official and ask them what her/his stance is on pollinator issues.
You can find lots of examples of letters online. For Credit, email Dr. Slye a copy of your
letter and any response you get back.
Write letter to an editor, or anyone else you think can make a difference or shed light on
pollinator issues. For Credit, email Dr. Slye a copy of your letter and any response you
get back.
5. Communicate Through Art:
Communicate information about CCD through photos, painting, drawing etc. and post to
social media or gallery show. For credit, turn in a copy of the piece and how many
people viewed it.
6. Be Innovative:
Come up with your own project! Bee sure to email Dr. Slye for approval.
Honey Bee by Sunny Sol
