2006 science education: vital connection of science to the public sphere 19 th biennial conference...
TRANSCRIPT
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2006
Science Education: Vital Connection of Science to the
Public Sphere
19th Biennial Conference on Chemical Education2006
The bridge between teaching and learning
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2006
Using Contemporary Issues to Teach Skeptical Inquiry: An Approach to Improve Science and Information Literacy among
Undergraduates Nora Egan Demers [email protected]://itech.fgcu.edu/faculty/ndemers.demers.htmlFlorida Gulf Coast University College of Arts & Sciences
2005
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2006
Acknowledgements
FGCU
Academic Affairs
College of Arts & Sciences
Whitaker Center
Planning and Evaluation
Research and Sponsored Programs
Lee County Mosquito Control district (flights for images)
FGCU Art students
Sam MirandaLenore Benefield
Cid ConleyAndy Tirado
Rich Coughlinmany other colleagues and students
BCCE Chemistry IUPUI
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2006
Overview
• Brief evolutionary history of Institution and IDS program
• Description of the course– Goals and outcomes– collaborations with IT and
Library
• View into the future
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2006 2005
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2006
FGCU- Then
• Opened Fall, 1997- 5 colleges• Target audience: upper division students
(2+2 articulation with local Community college)
• 25% smaller footprint with Distance Learning
• Arts and Sciences had a single B.A. in Liberal Studies
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2006
FGCU- Now
• Arts and Sciences has 13 B.A. degree offerings and 3 B.S.
• B.A.’s requires:• IDS 3300 Foundations of Civic
Engagement• 2 other IDS including IDS 3303• A Capstone course
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2006
Student profile- changing demographics
FTIC1997: 175 (entire
year)
1999: 302 (fall)
2000: 465 (fall)
2004: 975 (fall)
2006: 1800 (fall)Average Age 1997: 331999: 282000: 292005: 25.52006: 23
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2006
Collegium of Integrated Learning
Arts & Sciences Strategy to Address the Student Learning Outcomes at FGCU-
-originally 5 Upper Division courses and a Capstone (24 credit hours) -Compressed to 18 hours in 2000
-Now (2006) required for B.A, not B.S.
-Degrees awarded in specific disciplines
-Once again under revision
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2006
Student Learning Outcomes Mapped to IDS 3303
Issues in Science and Technology: problem solving, information literacy, technological literacy
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2006
Emphasize Science as a way of knowing
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2006
Use empirical data to falsify stance
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2006
Go beyond headlines and “Inside Edition” knowledge
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2006
Grading Scheme Scaffold55% –Assignments10% –Oral “debate” or presentation20% – Independent presentation - written 5% – Summary discussions 10% – Class participation/attendance 0% – Portfolio
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2006
55% –Assignments• Evaluation of Websites (4%)
• Annotated bibliography (4%)
• Timeline of issues (5%) • Second version (5%)
• Data and Information on topic (with citations) to be
used during the debates (7%)
• Summaries (written summaries of debates (5%)
•List of five Issues in Science and Technology (2%)
•Forming a Question/Making a Research Plan Worksheet (5%)
•Mining Resources (5%)
•Outline and First version (5%)
•My Librarian (5%)
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2006
Evaluate “WebTrends” data to help redesign course
Collaborations with IT
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2006
•Pages hit most immediately before and after class
•almost 40% between 10 PM and 4 AM
Collaborations with IT
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2006
Collaborations with Library faculty“just in time” learning
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2006
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2006
InformationLiteracy skills crucial
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2006
• Politics & Economics
• Culture & Society
Powerful Influences
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2006
Powerful Influences
• Media, Arts and Literature
• Ecology and the Environment
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2006
Future Directions• More computer tutorial sessions– policy &
legislation
• More Peer Review
• Emphasize Civic Engagement
• Clarify role of Library in world of Google
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2006
Conclusions •Allow students to choose topic•Everything that matters has to “count” toward the grade (is there another way?)•Focus on process and critical thinking skills•Emphasize need to consider the source and bias•Nothing is as “Black and White” as we might think•Important and valuable to hear others ideas•Great learning experience for all involved•Possible to incorporate strategy into other courses