Thinking Big: A School-Wide Course Transformation at the University of Hawai‘i School of Ocean and...
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Thinking Big: A School-Wide Course Transformation at the University of Hawai‘i School of Ocean and Earth Science and Technology (SOEST) Barbara C. Bruno 1 , Rebecca Prescott 1 , Sarah Bean Sherman 2 and Sara E. Harris 2 1 SOEST, University of Hawai‘i; 2 Earth, Ocean & Atmospheric Sciences, University of British Columbia Abstract We aim to fundamentally transform undergraduate geoscience instruction across SOEST based on the Science Education Initiative (SEI). This project is not only evidence-based, but evidence- generating: "before" data will contribute to the body of literature on the efficacy of course transformation. We hope to begin planning in Fall 2015, pending a successful NSF/IUSE GEOPATHS funding decision. Twenty- eight faculty have already signed up! The SEI model involves redesigning courses using learner-centered approaches and backwards design. A key premise is that it is the geoscience faculty who design, implement and evaluate an educational research experiment. The instructors are the experimenters, not the subjects. Step 1: Setting Learning Goals In backwards design, the first step is to set student-focused learning goals with measurable outcomes that invoke higher-level thinking skills (such as analysis, application and evaluation). Step 2: Designing Assessments & Interventions Faculty will design low-stakes assessments for student practice and high- stakes assessment for grading. Faculty will be exposed to a range of interventions for possible inclusion. Faculty Participants Methods (Backwards Design) Leona Anthony SOEST OEST 100 Rosie Alegado Oceanography OCN 320, 331 Gary Barnes Atmospheric Sciences ATMO 101, 200, 406 Neil Frazer Geology & Geophysics GG 105, 107, 250 Peter Englert Hawaii Inst. of Geophysics GG 105, 107 Tobias Friedrich Oceanography (KCC) OCN 201 Chip Fletcher Geology & Geophysics GG 101, 420 Michael Garcia Geology & Geophysics GG 302, 399, 699 Jeffrey Gillis- Davis Hawaii Inst. of Geophysics GG 105, 107 Brian Glazer Oceanography OCN 401 Michael Guidry Global Enviro. Science OCN 100, 105 Hope Ishii Geology & Geophysics GG 105, 107 MacKenzie Manning Marine Biology (KCC) ZOOL 200, 200L Pete Mouginis- Mark Hawaii Inst. of Geophysics GG 107 Greg Ravizza Geology & Geophysics GG 100, 200, 407, 410 Malia Rivera Hawaii Inst. Marine Biology OCN 196 Ken Rubin Geology & Geophysics GG 324, 425 Bridget Smith- Konter Geology & Geophysics GG 101, 105 Frank Sansone Oceanography OCN 105 Grieg Steward Oceanography OCN 201 Brian Popp Geology & Geophysics GG 101 Garrett Apuzen- Ito Geology & Geophysics GG 101, 413, GG/OCN 312 Glenn Carter Oceanography OCN 201, 310 Henrieta Dulaiova Geology & Geophysics GG 106, 200 Julia Hammer Geology & Geophysics GG 101, 301 Stephen Martel Geology & Geophysics GG 303, 454 Craig Nelson Oceanography OCN 201, 475 Scott Rowland Geology & Geophysics GG 103, 104, 130, 305, 306, 460, 461 Acknowledgment s: Step 3: Redesigning Course & Instruction After setting learning goals and assessments, faculty will redesign courses using learner- centered strategies (e.g., peer instruction, group activities, worksheets, and research projects). Step 4: Assessing Course Transformation We plan to conduct three types of assessment: Classroom Observation Protocol for Under- graduate STEM, Teaching Practices Inventory, and assessment of student learning gains. www.apsnet.org/ www.brainhealth.utdallas.ed u/ **need photo**
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Transcript of Thinking Big: A School-Wide Course Transformation at the University of Hawai‘i School of Ocean and...
Thinking Big: A School-Wide Course Transformation at the University of Hawai‘i School of Ocean and Earth Science and Technology (SOEST)
Barbara C. Bruno1, Rebecca Prescott1, Sarah Bean Sherman2 and Sara E. Harris2
1SOEST, University of Hawai‘i; 2Earth, Ocean & Atmospheric Sciences, University of British Columbia
AbstractWe aim to fundamentally transform undergraduate geoscience instruction across SOEST based on the Science Education Initiative (SEI). This project is not only evidence-based, but evidence-generating: "before" data will contribute to the body of literature on the efficacy of course transformation. We hope to begin planning in Fall 2015, pending a successful NSF/IUSE GEOPATHS funding decision. Twenty-eight faculty have already signed up! The SEI model involves redesigning courses using learner-centered approaches and backwards design. A key premise is that it is the geoscience faculty who design, implement and evaluate an educational research experiment. The instructors are the experimenters, not the subjects.
Step 1: Setting Learning GoalsIn backwards design, the first step is to set student-focused learning goals with measurable outcomes that invoke higher-level thinking skills (such as analysis, application and evaluation).
Step 2: Designing Assessments & Interventions Faculty will design low-stakes assessments for student practice and high-stakes assessment for grading. Faculty will be exposed to a range of interventions for possible inclusion.
Faculty Participants
Methods (Backwards Design)
Leona AnthonySOEST
OEST 100
Rosie AlegadoOceanographyOCN 320, 331
Gary BarnesAtmospheric SciencesATMO 101, 200, 406
Neil FrazerGeology & Geophysics
GG 105, 107, 250
Peter EnglertHawaii Inst. of Geophysics
GG 105, 107
Tobias FriedrichOceanography (KCC)
OCN 201
Chip FletcherGeology & Geophysics
GG 101, 420
Michael GarciaGeology & Geophysics
GG 302, 399, 699
Jeffrey Gillis-DavisHawaii Inst. of Geophysics
GG 105, 107
Brian GlazerOceanography
OCN 401
Michael GuidryGlobal Enviro. Science
OCN 100, 105
Hope IshiiGeology & Geophysics
GG 105, 107
MacKenzie Manning Marine Biology (KCC)
ZOOL 200, 200L
Pete Mouginis-MarkHawaii Inst. of Geophysics
GG 107
Greg RavizzaGeology & GeophysicsGG 100, 200, 407, 410
Malia RiveraHawaii Inst. Marine Biology
OCN 196
Ken RubinGeology & Geophysics
GG 324, 425
Bridget Smith-KonterGeology & Geophysics
GG 101, 105
Frank SansoneOceanography
OCN 105
Grieg StewardOceanography
OCN 201
Brian PoppGeology & Geophysics
GG 101
Garrett Apuzen-ItoGeology & GeophysicsGG 101, 413, GG/OCN 312
Glenn CarterOceanographyOCN 201, 310
Henrieta DulaiovaGeology & Geophysics
GG 106, 200
Julia HammerGeology & Geophysics
GG 101, 301
Stephen MartelGeology & Geophysics
GG 303, 454
Craig NelsonOceanographyOCN 201, 475
Scott RowlandGeology & Geophysics
GG 103, 104, 130, 305, 306, 460, 461
Acknowledgments:
Step 3: Redesigning Course & InstructionAfter setting learning goals and assessments, faculty will redesign courses using learner-centered strategies (e.g., peer instruction, group activities, worksheets, and research projects).
Step 4: Assessing Course TransformationWe plan to conduct three types of assessment: Classroom Observation Protocol for Under-graduate STEM, Teaching Practices Inventory, and assessment of student learning gains.
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