Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network

HHMI Conference/PKAL SessionJune 13, 2013 1:00-3:00 pm,

Emory University

Agenda

• Background – What is PKAL?• Steering Committee introductions• Short Presentation by Deb Sauder –

Implementing a Course Embedded Four-year Undergraduate Research Experience at GGC

• Short Presentation by Lisa Hibbard – The Flipped Classroom

Agenda - continued

• Meeting participants’ introductions• Nominations for 2013-2014 Chair• Volunteers to work on by-laws• Identifying challenges to STEM Education• Meeting the challenges• Things you want to learn more about• Planning the Fall 2013 meeting

What is Project Kaleidoscope (PKAL)?

An informal national alliance working to build strong learning environments for undergraduate students in science, technology, engineering and mathematics.

Background and History• PKAL - Advancing what works in

STEM education since 1989• Founding Director –

Jeanne Narum• Project director for grants

funding PKAL for more than 20 years

• As of January 2010, Project Kaleidoscope (PKAL) joined forces with the Association of American Colleges and Universities (AAC&U)

• Kelly Mack, Executive Director • Christine Schute, Program Coordinator

PKAL Mission and Goals

• To facilitate greater engagement of STEM faculty and administrators to implement more effective, learner-centered teaching strategies to improve student learning and success in STEM education.

PKAL Atlanta Regional Network• Organize semiannual regional workshops where

faculty can showcase, share, and discuss ideas and experiences

• Unite faculty from different institutions who teach similar courses to collaborate on new pedagogies

• Bring in high profile speakers • Have interdisciplinary initiatives geared toward

solving common curricular challenges • Host open-houses to showcase programs, facilities

and events at different campuses.

Recent PKAL Atlanta Meetings

• Fall 2012 – Spelman College• Spring 2012 – Georgia Perimeter College

(Steering Committee meeting)• Fall 2011 - Agnes Scott College• Spring 2011 - North Georgia College & State Univ• Fall 2010 – Brenau University• Spring 2010 - Georgia Gwinnett College

Other Regional Networks

• PKAL North Carolina Regional Network • PKAL Upstate New York Regional Network • Southern California PKAL Regional Network

(SoCal PKAL) • Upper Midwest Regional Network • Willamette Valley Biological Education

Network

Web links

• Current website - http://www.aacu.org/pkal/• Archival website - http://www.pkal.org/• PKAL pedagogic collection at SERC (Science

Education Research Center) promotes active engagement of students in the learning process -http://serc.carleton.edu/sp/pkal/index.html

Steering Committee Co-Chairs

• Pamela J. W. Gore, Professor of Geology, Georgia Perimeter College

• Sarah P. Formica, Associate Professor of Physics, North Georgia College & State University

Other Steering Committee Members• Lilia Harvey, Chemistry, Agnes Scott College• Lisa B. Hibbard, Chemistry, Spelman College • Pat Marstellar, Biology, Science Education,

Emory University• Al Panu, Administrator, Chemistry, University of North

Georgia• Deborah Sauder, Administrator, Chemistry, Georgia

Gwinnett College

• JB Sharma, Physics, University of North Georgia• Lynn Zimmerman, Administrator, Biology,

Emory University

I hear, I forget... I see, I remember... I do, I understand

Implementing a Course-embedded Four-year

Undergraduate Research Experience

At GGC.

Premise: ALL students should benefit from Undergraduate Research Experiences.GGC School of Science & Technology

Approach: Embed appropriate, authentic research experiences

in enough courses that all students in all major programs will experience 8 semesters of

research activities.

Sample Program

Sample Research Projects Course(s)Enhancing Biotechnology Research Skills in the BIOL 1107 Lab Curriculum

Biol 1107

Identifying and Quantifying the Dyes in Candies

Chem 1211,Chem 1212

Synthesis and testing of sulfa drugs Chem 2212,Biol 3300

Old Tricks, New Dogs: Isozyme Analysis in Plant Populations

Bchm 3100

An investigative Research Module for Visualizing and Studying the Inner Workings of Cells Using Mammalian Cell Culture

Biol 1107, Biol 3400

Identification and Classification of Native Georgia Species Combining Taxonomy and DNA Barcoding.

Biol 1108, Biol 3400

Course development supported by a grant from the Board of Regents of the University System of Georgia: USG STEM Initiative II

Tom MundieJudy Awong-Taylor

Allison D’Costa Greta Giles

David Pursell Clay Runck

flippF

THE FLIPPED CLASSROOM

Lisa Hibbard, Assoc. Professor Department of Chemistry Spelman College

HHMI Conference/PKAL SessionJune 13, 2013 Emory University

What is a Flipped Classroom?What has traditionally been done in the classroom (lecture) is handled online, leaving class time activities that promote deeper learning (applications)

Introduction

During Class

After Class

Before Class

Design

1. What are the desired student learning outcomes? How are these assessed?

2. What is presently going well in your course? What do you think needs to change?

3. How would moving to a blended format help? What activities would this include?

4. What support do you have at your institution (teaching resources center, course designer, educational technology support, etc.)?

Analysis

Course Mapping

Think About It

During Class

After Class

Analysis

Design

Presentation/Screen Capture

• Narrated Powerpoint slides (LMS)•Quicktime screen capture (iTunes)• ShowMe/Educreations (link)• BrainShark (link)

Reading Assignments (LMS)

Before Class

Course Design

Content Delivery

Before Class

During Class

After Class

Analysis

Design

• Up-front quizzesOnline pre-assessments prior to class

(Respondus questions)As students walk in the door (clickers)

• Notebook check Online presentation note-takingPre-class problem-solvingAssign points!

Course Design

Assessment of Preparation

During Class

During Class

Before Class

Analysis

Design

• Practice makes permanent Online systems (mhhe Connect problems,

sample tests, wikis, projects)

• Additional feedbackSelf-assessment/reflectionPeer-assessment/group work (wikis, social

media) Instructor-assessment/formal vs. informal

feedback

After Class

Course Design

After Class Engagement

• Students take ownership of learning; develop better time management

• Students can move at different paces• No excuses for missed information• Students aren’t bored by the content being too easy• Promotes deeper learning through in-class activities

(case studies, problem sets, POGIL, projects)• Leads to increased concept retention (standardized

test scores)

Benefits

During Class

Before Class

Analysis

After Class

• Create a PLAN for developing your course Activities → Desired student learning outcomes Identify team/technology needs

• PRIORITIZE, taking into account… Time constraints Available technology and support

• Set a SCHEDULECourse Design

First Steps

Road Map for Design

Meeting Participant Introductions

• Find someone you don’t know, talk to them, and then introduce them to the group. (5 minutes)

Nominations for 2013-2014 Co-Chairs

Name, institution1. _____________2. _____________

Volunteers to work on by-laws

Name, institution1. _____________2. _____________3. _____________4. _____________

Identifying Challenges to Undergraduate STEM Education

• Take a post-it note, and write down one or more challenges to STEM education that you face at your institution (individual activity, 3 minutes)

• Report to group

Summary of Challenges

1. ___________2. ___________3. ___________4. ___________5. ___________

Share Ideas with Colleagues

• Move to designated area to form groups• Put post-it notes on flip chart paper• Discuss ways to address the challenges and

write them on the flip chart (10 minutes) • Report back to group• What would you like to learn more about?

Solutions to Address the Challenges

1. ___________2. ___________3. ___________4. ___________5. ___________

Things you would like to learn more about

• Possible Agenda for next meeting• Potential Presenters?

1. ___________2. ___________3. ___________

Planning 2013-2014 Meetings• Possible host institution:– Georgia Institute of Technology– Others?

• Dates? (Non-football days)

Clough Undergraduate Learning Commons

Possible Dates?

• Best day of week?• Possible date conflicts with other meetings?

• National PKAL Meeting “Transforming STEM Education: Inquiry, Innovation, Inclusion, and Evidence”

• October 31–November 2, 2013• San Diego, California

Possible Fall Dates, if at GA Tech

• Sat Oct 5 • Mon Oct 14 or Tues Oct 15• Sat Oct 26 – conflict with Am. Assoc. of Physics

Teachers (AAPT) meeting• Fri Nov 15 – conflict with SE regional meeting

of the American Chemical Society in Atlanta

Other possible locations and dates?

Volunteers to help plan or host future meetings?

1. Name, institution

What are two things that you learned today?

• Write them on a post-it note • Take it with you• See you in the Fall!• Thank you!