-Webinar-

Scaling-up from classroom- to program-level with InTeGrate materials at 2YCs

Friday, March 13, 20159-10 AM (PST) | 10-11 AM (MST) | 11 AM-12 PM (CST) | 12-1 PM (EST)

Convener: Elizabeth Nagy-Shadman

Presenters: Callan Bentley, David Douglass, Shelley Jaye,Cathy Manduca, Gretchen Miller, and Joshua Villalobos

This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Elizabeth Nagy-ShadmanPasadena City College John McDaris

Science Education Resource Center (SERC)

Cathy ManducaScience Education

Resource Center (SERC)

David DouglassPasadena City College

Callan BentleyNorthern Virginia

Community College

Shelley JayeNorthern Virginia

Community College

Joshua VillalobosEl Paso Community College

Gretchen MillerWake Tech Community College

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

http://serc.carleton.edu/integrate/workshops/2yc_webinar/index.html

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

• Showcase current 2YC programs that have moved beyond an individual classroom of change.

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

• Showcase current 2YC programs that have moved beyond an individual classroom of change.

• Present InTeGrate implementation program opportunities to 2YC faculty.

• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.

Webinar Goals

• Allow participants to ask questions about possible implementation programs involving their own college.

• Showcase current 2YC programs that have moved beyond an individual classroom of change.

• Present InTeGrate implementation program opportunities to 2YC faculty.

I. Description of InTeGrate Implementation Programs and upcoming proposal deadline

II. Four examples of program-level activities occurring at 2-year-colleges

III. Ideas for implementation programs from an administrator’s perspective

Webinar Outline

I. Description of InTeGrate Implementation Programs and upcoming proposal deadline

II. Four examples of program-level activities occurring at 2-year-colleges

III. Ideas for implementation programs from an administrator’s perspective

Webinar Outline

This work is supported by a National Science Foundation (NSF) collaboration between the

Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331

A five-year community effort to improve Earth literacy and build a workforce prepared to tackle environmental and resource issues

An NSF STEP Center

InTeGrate supports integrated interdisciplinary learning about

resource and environmental issues across the undergraduate

curriculum to create a sustainable and just civilization.

A Systems Model for

Transformation of

Individuals, Institutions,

and the Education

Community

Courses Programs/

Institutions

Community/

Network

Implementation Programs

Model innovative ways of

• increasing the diversity of students

developing Earth literacy and/or

• teaching students to bring the geosciences

to bear in addressing societal issues.

• Flexible approach

• Flexible scale (bigger than a course)

• Benefit group and community

• Funds support design, development and evaluation

• Leader and team of ~5

• Funding begins Summer 2015 and ends December 2016

• Apply on-line with 3-5 page description

• June 30, 2015 deadline

Webinar goal is to inspire ideas.

Implementation programs are one tool for moving forward . . .

But they are not the only one.

Website

Traveling Workshop Program – program design comes to you

Earth Educators Rendezvous – courses and programs

I. Description of InTeGrate Implementation Programs and upcoming proposal deadline

II. Four examples of program-level activities occurring at 2-year-colleges

III. Ideas for implementation programs from an administrator’s perspective

Webinar Outline

Overview of EPCC/UTEP Implementation ProgramJoshua I. Villalobos

El Paso Community College

Background EL Paso Community College

30,000+ students

85% Hispanic

5 campuses

Over 130 programs of study

Geological Sciences A.S.

University of Texas at El Paso

22,000+students

77% Hispanic

Geological Sciences

Bachelor, Masters, Doctoral programs

Why Form a Collaborative?The main reason is to:

Improve the quality of education for the students

Shared resources

Increase program awareness

Improve department dynamics

Enhance teaching curriculum

Locations of institutions of higher education in Texas

Examples of Enhanced Teaching Articulated degree plan at EPCC:

Ensure that curriculum is standard across both institutions for geology majors.

Ensure they matriculate successfully to the B.S. degree program.

Shared classes or facilities: (UTEP) Exploration Geophysics: Seismic Methods

and (EPCC) Geological Field Methods courses share field projects.

UTEP facilities (thin section lab) and equipment (geophysical instruments) are available for EPCC student use.

Shared curriculum: Articulated courses have similar or matching

course objectives Teaching materials (textbooks and lab manuals)

are the same for articulated courses. Collaborate with the development and

implementation educational material.

students in cooperative class research

students working on a module at EPCC

students working on same module at

UTEP

Measuring SuccessQuantitative:

Qualitative:

Sandra Garcia Belinda Gonzalez

…A report from a new “field exchange” program between community college

students from Texas and Virginia

Callan Bentley & Joshua Villalobos

AGI data and graph: Wilson, 2014

0.9%0.2%

16.4%

12.6%

25 participants (2 March only, 2 May only)

NOVA: 7 female, 2 Hispanic, 1 senior, 1 middle aged, 1 Asian, 1 African-American, 1 learning-disabled (ADHD)

EPCC: 4 female, 11 Hispanic, 2 white,

1 senior, 1 military

NOVA: 7 female, 2 Hispanic, 1 senior, 1 middle aged, 1 Asian, 1 African-American, 1 learning-disabled (ADHD)

Franklin Mountains

Castner Marble

Mather Gorge, Potomac River (in flood!)

Seafood dinner

Rob Rohrbaugh, EPCC

Eric Kappas, UTEP

Participating adjunct faculty & guest lecturers

Michelle Selvans, NOVA / NASM Dan Doctor, USGS

Liz Johnson, JMU Ken Rasmussen, NOVA

Sketching, Mt. Cristo Rey

Smithsonian Institution National Museum of Natural History

Chesapeake Bay

Sketching, Permian Basin

27 of 41Valley & Ridge, West Virginia

Kilbourne Hole (mantle xenoliths)

El Capitan, Guadalupe Mtns National Park

The White House

Survey responses (May 2014)N = 18/25 participating students

On a scale of 1-10, (1= none 5=somewhat 10=most definitely)

how much has this experience encouraged you to pursue or continue a career in geology?

“To me, the entire trip was a highlight separated by hours of sleep. Meeting with all the Dr.s, the outcrops, and samples we were able to get, were all part of a big inspiration. Just meeting with the speakers motivated me to have the prefix "Dr." to my name.”

• Students exposed to non-local geology (compare and contrast the similarities and differences)

• Geological skills; camping, hiking skills• Cultural exchange & awareness• Leveraging local location-specific knowledge• Students get access to larger numbers of

geoscience faculty (different interests, styles)• Building a support network (students, faculty)• Access to potential research advisors at 4-year

universities• 4-year schools can recruit• Professional development for adjunct faculty

Aspects of this project that you might consider when considering program-level initiatives:

• Professional development for faculty• Involving adjuncts• Collaborations galore:

2YC:2YC / 2YC:4YC / 2YC:Gov• Ancillary spin-offs to publish and share

Field guides / virtual field trips

Teaching Mineralogy at

the 2YC: Opportunities

and Partnerships

Shelley Jaye

• NOVA serves over 75,000 students

across six campuses

• Eight full-time Geology faculty across

five campuses

• Three full-time Geology faculty on the

largest campus in Annandale, VA

Who we are…

• Wide Variety of One – Four Credit Field

Courses

Local: Building Stones of the National Mall

National: Border to Beltway

International: Regional Field Geology of the Canadian

Rockies

• Two semesters of Oceanography

• Special Topics Courses: Snowball EarthAnd

• Fully Transferrable Mineralogy

Unique course offerings

• Collaboration:

• Curriculum developed in close association with George Mason

UniversityDepartment of Atmospheric, Oceanic and Earth Sciences

• Fully transferrable as a replacement for Mineralogy taught at many

Virginia 4-year universities

Teaching Mineralogy at the

Community College

Our partners:

4YC of

Northern VA

Opportunities and Partnerships

Collaboration with the US Geological Survey

Working Toward a Geoscience Technician Certificate Program

Undergraduate Research

Opportunities and Partnerships

15 Students Placed at the USGS in paid Internship and

Part-time Employment

In-work: Co-op for Credit (structured unpaid internships)

Looking at other Northern Virginia employers for

internship and employment opportunities

Opportunities and PartnershipsHonors Option Mineralogy –

Undergraduate Research Opportunity

Petrographic Analysis of Coastal Plain Neo-Proterozoic Plutonic Basement Rock

From drill core beneath theChesapeake Bay Impact Structure

Students Learn to Make Thin SectionsComplete Detailed Petrologic

CharacterizationStudents Present at National, Regional & Local professional meetings, clubs and

groups

Chesapeake Bay Impact Structure Drill Core at USGS

Honors Mineralogy StudentsCutting, Grinding and

Analyzing!

Not Without Challenges

• Teaching load leaves little time to devote to major projects

• Senior Citizens to the Rescue!!!

• Take Courses for Free

• Ever Present and Capable Assistants!

Senior Citizens setting up new thin sectioning

equipment

Summary

• Teaching Unique Courses, such as Mineralogy, has led to

opportunities for partnerships and research with:

• Local 4YC

• USGS

• Seniors in the Community with time and expertise

Undergraduate Research Opportunities Through a 2YC-4YC Partnership

Gretchen L. MillerNatural Sciences DepartmentWake Tech Community CollegeRaleigh, North Carolinaglmiller@waketech.edu

About Wake Tech

• Largest community college in North Carolina

– Over 28,000 curriculum students

– Approximately 49% are minorities

• Introductory Geology at Wake Tech

– 8 full-time faculty, 3 adjunct faculty

– ~700 students per semester

Partnership with NC State University

• NSF Opportunities for Enhancing Diversity in the Geosciences (OEDG) grant: Diversity in the Geosciences, Making a Pathway to Success– Wake Tech students participate in paid summer

research internships at NC State

– Students present their research projects at a poster session at the end of the summer

– Program has been very successful in first 3 yearsThis work partially supported by the National Science Foundation award GEO-1107916. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Supporting Majors at Wake Tech• All Wake Tech faculty actively involved

– Identifying students in introductory geoscience courses with interest and aptitude

– Individual mentoring of interested students

Research Projects at NC State2012 2013 2014

Number of Applicants 12 15 27

Students Matched to Research Project 9 10 13

Students Completing Research Project 8 8 12

Support with Transfer Process• Most Wake Tech geoscience majors transfer to

NC State University due to proximity

• Many students start taking geoscience classes at NC State while still completing A.S. degree at Wake Tech

I. Description of InTeGrate Implementation Programs and upcoming proposal deadline

II. Four examples of program-level activities occurring at 2-year-colleges

III. Ideas for implementation programs from an administrator’s perspective

Webinar Outline

Scaling-up from classroom to program: Perspectives from a 2YC

Natural Science Dean

David DouglassPasadena City College

Engaging Programs as Part of the Larger STEM Pipeline

• Nationally we loose on average a STEM Major every 15 minutes… for lots of reasons

• Programs which reach down as far as middle school and…

• Create a continuous “Pathway” from high school to a STEM degree

• Geoscience issues which are relevant to traditionally underrepresented students

• Sustainability, personal relevance, community and the scientific underpinnings which underlie these issues

• Wicked Problems: Climate change, Los Angeles River restoration, Sediment removal.

Success and Persistence

• Our institution is 53% Hispanic & African American compared to 9 % Caucasian…

• Disaggregating success and retention data by ethnicity shows that our white and Asian students outperform African American and Latino Student by 10-15% in success, retention and level of achievement.

• In general Biology, we have demonstrated that switching to a contextualized, project-based learning approach has reduced this achievement gap and dramatically increased the level of achievement for our students of color.

• The InTeGrate approach is ready made for these kinds of gains.

Closing the Achievement Gap*Grades

0

5

10

15

20

25

30

35

A B C D F W

F 12 - SP 13 HISPANIC (%)

Redesign Traditional

*significantχ2 test p<0.0001

Programs that broaden access to science by introducing geoscience across the liberal arts curriculum

• We have a long tradition of interdisciplinary course pairings – i.e. Learning communities

• Earth Science & Political Science (NAFTA to the Keystone Pipeline, fracking etc…)

• Community-based service learning opportunities

• Community-focused undergraduate research (GIS and access to healthy food…)

Summary of 2YC programs

• Implementation program in development in west Texas involving collaborations from HS to 2YC to 4YC; shared resources, curriculum, and articulated degree plans

Summary of 2YC programs

• Implementation program in development in west Texas involving collaborations from HS to 2YC to 4YC; shared resources, curriculum, and articulated degree plans

• Field course collaboration between two geographically separated 2YCs (Texas and Virginia); good example of thinking outside the box; eye-opening experience for students

Summary of 2YC programs

• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.

Summary of 2YC programs

• In North Carolina OEGD grant has allowed 2YC students to participate in paid research internships at local university; supports transfer process

• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.

Summary of 2YC programs

• In North Carolina OEGD grant has allowed 2YC students to participate in paid research internships at local university; supports transfer process

• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.

• 2YC administrators want to see continuous pathways from HS to STEM degrees, reduced achievement gaps among minority students, and programs that broaden access by infusing geoscience across the liberal arts curriculum.

• 2YC faculty can and should be the lead on program level changes as we know best what our students need

Final Thoughts• Program level changes at 2YCs will likely involve

collaboration with other academic institutions because of articulation issues

• In addition to academic institutions, 2YCs should reach out to other organizations in the community such as USGS, department of transportation, museums, etc.

Resources for going forward

• Website – program models, best practices,

resources and more

• Traveling Workshop Program – program

and course design comes to you

• Earth Educators Rendezvous – workshops,

posters, presentations, plenaries, working

sessions

• Implementation Programs – funds,

evaluation support, colleagues, and professional

development