1. The Earth & Ocean Sciences ScienceEducation Initiative at the Universityof British ColumbiaSara Harris with contributions from FrancisJones & Brett Gilley. Acknowledgement toCarl Wieman, Sarah Gilbert, and the manyUBC faculty and student participants.Teaching Introductory Geoscience Courses in the 21st Century Virtual Workshop18 March 2014

2. Overview: The Carl Wieman ScienceEducation Initiative, 2007-2014CourseDesignPrinciples:Learning Goalsaligned withActivitiesaligned withAssessmentsUsingEvidenceto ImproveTeaching &Learning 3. Using Evidence-Based Pedagogy inIntroductory Classes Articulated Learning Goals (student-focused) Pre-class preparation with accountability In Class (active learning w/timely feedback): Peer Instruction Clickers In-class Worksheets with Clicker Check-ins Assessment: Pre-Post assessments (as validated as possible) 2-Stage Exams (an example)For CWSEI research papers: http://www.cwsei.ubc.ca/SEI_research/index.html 4. Categories of Evidence(Evidence of change or improvement or good stuff inteaching and learning) Student work/performance Instructor-reported teaching practices andattitudes Student perceptions 3rd party observations 5. Pre-Post Assessments forFeedback and IterationEvidence supporting worksheets + clickers as moreeffective for student learning than lecture + clickers6 offerings, 2 different courses, 3 different instructors, nstudents= 76-150 6. Assessment to Support Learning:2-Stage ExamsStudents take the exam individually, then immediatelyrepeat the exam in a group of 4. Instant feedback Students leave examknowing the answers Measurably greaterimprovement insubsequent testing ofconcepts discussedduring exam, than forconcepts testedindividually onlyGilley, B. and Clarkston, B., 2014. Collaborative testing: evidence of learning in a controlled in-classstudy of undergraduate students, Journal of College Science Teaching, Vol. 43, No. 3, 83-91.Video at: http://blogs.ubc.ca/wpvc/two-stage-exams/ 7. Culture Change:Teaching Practices InventoryEffective Teaching PracticesFractional ScoreWieman, C. and Gilbert, S., submitted. The Teaching Practices Inventory: A new tool for theevaluation and improvement of college and university teaching in mathematics and science.http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm 8. Culture Change:Teaching Practices InventoryMore talkingto colleagues!Some morereading!Not muchchange inobservationhttp://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm 9. Culture Change:Teaching Practices Inventory2013: Barriers are aboutINSTRUCTORS2007: Barriers wereabout STUDENTS &INFRASTRUCTUREhttp://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm 10. Student Learning Experiences Survey4. Classroom practices - helpfulnessd. Clicker questions posed in classi. Demonstrations, animations or simulations shown by the instructora. Lecture presentations in classe. Discussions you had with other students about those clicker questionsc. Discussions about why material is useful, important or interestingb. "Socratic dialogues"; i.e. instructors teaching by constantly asking0% 20% 40% 60% 80% 100%j. Discussions before, during, and/or after those demonstrationsf. In-class activities in groups using worksheets or other resourcesh. Whole class discussions moderated by the instructorm. Help from the instructor during classg. Questions asked of students in class NOT involving clickers of worksheetsk. Opportunities you had to assess or comment on work of your peersl. Help from teaching assistants during classSurvey available at: http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdfextremelyverymoderatelylittlenotN/A 11. Student Learning Experiences Survey4. Classroom practices - helpfulnessd. Clicker questions posed in classe. Discussions you had with other students about those clicker questionsa. Lecture presentations in classb. "Socratic dialogues"; i.e. instructors teaching by constantly asking0% 20% 40% 60% 80% 100%c. Discussions about why material is useful, important or interestingi. Demonstrations, animations or simulations shown by the instructorj. Discussions before, during, and/or after those demonstrationsm. Help from the instructor during classg. Questions asked of students in class NOT involving clickers of worksheetsh. Whole class discussions moderated by the instructorf. In-class activities in groups using worksheets or other resourcesl. Help from teaching assistants during classk. Opportunities you had to assess or comment on work of your peersextremelyverymoderatelylittlenotN/ASurvey available at: http://eos.ubc.ca/research/cwsei/resources/studentsurvey-v3.pdf 12. Classroom Observations (COPUS):Smith, M.K.,F.H.M Jones, S.L. Gilbert and C.E. Wieman, 2013. The Classroom Observation Protocol forUndergraduate STEM (COPUS): A New Instrument to Characterize University STEM ClassroomPractices, CBE-Life Sciences Education, Vol. 12, 618-627. 13. Long-term sustainability & Challenges Importance of involving new faculty Importance of involving graduate students Changing the norm Collaborative co-teaching Encouraging reflection and deliberate practice Importance of administrative support(evaluation, tenure, promotion, hiringdecisions) 14. Resources http://www.cwsei.ubc.ca (lots of resources onevidence-based pedagogy for instructors!) http://eos.ubc.ca/research/cwsei/ (approaches &outcomes from EOS-SEI) http://eos.ubc.ca/research/cwsei/eossei-times.html(our monthly 2-page newsletter) http://blogs.ubc.ca/wpvc/ (short video clips oftechniques in action, e.g. 2-stage exam; jigsawactivity; active learning in a large class; tutoringin a large class)