Marquee Science & Technology Courses A successful example of cross- disciplinary course development...
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Marquee Science & Technology Courses A successful example of cross- disciplinary course development Jordan GoodmanRobert Briber Department of PhysicsMaterial
Marquee Science & Technology Courses A successful example
of cross- disciplinary course development Jordan GoodmanRobert
Briber Department of PhysicsMaterial Science & Eng.
CMPSEngineering February 2010
Slide 2
National need for an understanding of science, technology,
engineering, and math (STEM) Cannot be addressed only by educating
future scientists The problem is deeper, more systemic, and
solutions must extend to improved education for non-science majors.
Non-scientists are called on to make decisions based on
science
Slide 3
Discussion in the early spring of 07 UG Dean Donna Hamilton,
Jim Gates, and JG Donna was concerned that many of our best
students on campus never took science Many would AP out of science
when they came in Many would be in majors like Business where more
science wouldnt be required Donna organized a group (~15) of
interested people who meet in the spring of 07
Slide 4
Call for Proposals from Undergraduate Studies: Signature
program that: Engages senior faculty Creatively addresses the
challenge Teach the process of science Elucidate how science
addresses world problems Satisfies General Education (CORE)
expectations Has departmental and college support Deans picked from
proposals Engage 100+ students
Slide 5
How does science attack problems to which the answer is not
known Most (virtually all) science courses we teach are about
subjects that the answers are known Controversy is only presented
historically and often parenthetically Conclusions are offered as
if any reasonable person would have figure it out themselves Even
subjects like relativity What role can technology play in
society?
Slide 6
Summer 2007 full day workshop Fall 2007-Present The Faculty
became a Learning Community Met regularly over lunch Reviewed and
discussed best practices Shared ideas for engaging students in
process of science Agreed upon common attributes of courses
Developed learning goals and assessment measures Met with advisors
to foster full course enrollment
Slide 7
The Marquee Faculty Research-Active Tenured Faculty
Interdisciplinary (3 colleges and 7 disciplines) NEW AREC 200: The
Chesapeake Bay Ecosystem: Intersection of Science, Economics and
Policy Douglas Parker and Douglas Lipton Life Sciences
Slide 8
At the completion of a Marquee Course in Science and Technology
students will be able to: Look at complex questions and identify
the science in the question and how it impacts and is impacted by
political, social, economic, and ethical dimensions Understand the
limits of scientific knowledge Critically evaluate science
arguments Ask good questions Find information using various sources
and evaluate the veracity of the information Communicate scientific
ideas effectively Relate science to a personal situation Marquee
Course Learning Goals
Slide 9
At the completion of a Marquee Course in Science and Technology
students will be able to: Look at complex questions (e.g. global
warming, medical technology, biodiversity) and identify the science
in the question and how it impacts and is impacted by political,
social, economic, and ethical dimensions Critically evaluate
science arguments (e.g. those that are made in a news article, a
student presentation, on a TV show, presented to a lay person by a
physician etc) Marquee Course Assessment
Slide 10
First CORE courses offered by College of Engineering !
Slide 11
Updated Enrollment Data
Slide 12
Mentoring Teaching Assistants TA involvement and buy-in is
essential This is a different kind of TA assignment This time hand
selected TAs This was an excellent way for them to learn We are
working on creating a Marquee TA program
Slide 13
Learn physics of energy in the context of the global energy
crisis and the real world Physics Biology Economics Politics Energy
concepts Population and growth Fossil Fuels Global warming Energy
sources Possible outcomes/solutions PHYS 105 Physics for Decision
Makers: The Global Energy Crisi PHYS 105 Physics for Decision
Makers: The Global Energy Crisis
Slide 14
Engaging the Students Assigned seating in lecture according to
discussion group Think, pair, share works only if they are willing
to talk to each other Moved Honors students
Slide 15
Keep it current Homework included reading George Will article
in the Washington Post and letters that followed (Nov 09) Visit
campus Co-generation plant Honors section will do congressional
visits Discussion of current events Science Politics Read &
Discuss the IPCC report Discuss the East Anglia E-mails Guest
speakers Campus Conservation Manager House Science Committee
Staffer Science Journalist
Slide 16
Example from student project - McKeldin Library
Slide 17
McKeldin Library Average daytime energy use: 200-250 KWH
Average nighttime energy use: 150-200 KWH
Slide 18
Daytime Running Lights DRLs Are they worth the energy they
consume? Sample lecture topic
Slide 19
Energy Usage by Daytime Running Lights How do we figure it out?
Then figure out how many cars there are Estimate how many hours
DRLs would be on per car Estimate how much power 1 pair uses Put it
together and get the energy usage Compare this to their
benefits
Slide 20
Energy Usage by Daytime Running Lights How many cars are there
in the US? 300 Million People (adults and children) How many
families? 1. 50 Million 2. 75 Million 3. 100 Million 4. 150 Million
5. 200 Million
Slide 21
Energy Usage by Daytime Running Lights How many cars are there
in the US? (100 Million families) How many cars/family? 1. 0.5 2. 1
3. 1.5 4. 2 5. 2.5
Slide 22
Energy Usage by Daytime Running Lights (after some more class
work) So we use 3 x 10 9 kWh extra electrical power in our cars A
gallon of gas contains about 130 MJ/gal or 36 kWh/gal The car
engine is about 30% efficient so we get 10kWh/gal 3 x 10 9 kWh
extra electrical power means 3 x 10 8 (300 million) gallons of
gas/yr on DRLs At $2.50 a gallon - $750M year and 5 Billion pounds
of CO 2
Slide 23
Benefit of Daytime Running Lights Studies show anywhere from
7%-18% reduction in daytime accidents from use of DRLs (mostly
head-on left-turns) 6,420,000 auto accidents in the United States
in 2005. The financial cost of these crashes is more than $230
Billion If there is a only a 5% reduction in crashes because of
DRLs then you save ~$10 Billion per year 30,000 fatalities each
year 5% saves 1,500 lives (at $5M each -> $7.5B)
Slide 24
Another lecture topic
Slide 25
Slide 26
Students were asked: Why the trend? People mistake weather for
climate The economy has displaced global warming from the news Its
the scientists fault for not being definitive enough Why, since
this is a scientific question, do the responses break down on party
lines? Dems want green industries Republicans want to protect big
business They get their news from different sources
Slide 27
What are students expectations? Students just want me to tell
them the answer What makes them think I know it? Why should they
believe it if I told them one?
Slide 28
Student Comments (about the class) The topics are current so it
makes for a really interesting class and it is really
well-developed. This is a great class that everyone should be
required to take. the course was awesome!!! I really dont like
science at all but I loved this class!! I absolutely loved this
class! I'm so glad that it was offered this year, and I would
recommend it to almost anyone. The material covered was very
interesting and very relevant. The class was kept engaging by
clicker questions, occasional experiments or fun tasks, and
discussions about interesting issues Very interesting course but
too many group assignments.... I did however learn a lot and the
course covers a lot of extremely relevant material to the world
today.
Slide 29
ENMA 150Materials of Civilization Materials have played such an
important role that scholars have named periods of history after
them, including the Stone Age, the Bronze Age and the Iron Age.
This cover the basic concepts of the field of materials science and
outline the role materials have played through history.
Slide 30
ENMA 150Materials of Civilization Students do experiments with
materials
Slide 31
ENMA 150Materials of Civilization Students do Research Poster
about materials Teams of 4 students Presentation in lobby of Kim
Building Posters cover the following items: discovery, (unique)
properties (both good and bad), composition/structure,
applications, future applications/potential.
Slide 32
Possible Topics The 2007 Nobel Prize in physics was given to
Albert Fert and Peter Gruenberg for the discovery of giant
magnetoresistance which is considered one of the first fruits of
material property changes that occur at the nanoscale. The
discovery, properties manufacture and uses of Teflon. The
discovery, properties manufacture and uses of Kevlar. The
discovery, properties manufacture and uses of synthetic diamonds.
The discovery, properties manufacture and uses of superconductors.
The discovery, properties manufacture and uses of carbon
nanotubes.
Slide 33
What makes Marquee courses different from most other courses at
the University? The goals of the courses are independent of the
subject matter they are truly cross-disciplinary The subject matter
doesnt drive the course Community involvement in the process We
meet over lunch for 2-hrs 3 times a semester We have special
sessions for Marquee TAs
Slide 34
Community
Slide 35
Community involvement in the process Senior faculty People used
to collaboration Strong institutional support: buy-in from the
colleges Community within the disciplines This community provides
innovative ideas and keeps the focus on the overall educational
goals rather than the subject material Provides a focus for
TAs