Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network

HHMI Conference/PKAL Session June 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 –

Flipped Classroom The

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 Identifying and Quantifying the Dyes in Candies Synthesis and testing of sulfa drugs Old Tricks, New Dogs: Isozyme Analysis in Plant Populations An investigative Research Module for Visualizing and Studying the Inner Workings of Cells Using Mammalian Cell Culture Identification and Classification of Native Georgia Species Combining Taxonomy and DNA Barcoding.

Biol 1107 Chem 1211, Chem 1212 Chem 2212, Biol 3300 Bchm 3100 Biol 1107, Biol 3400 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 Mundie Judy Awong-Taylor Allison D’Costa Greta Giles David Pursell Clay Runck

THE FLIPPED CLASSROOM

Department of Chemistry Spelman College HHMI Conference/PKAL Session June 13, 2013 Emory University

Introduction 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)

Course Mapping Analysis Before Class During Class After Class Design Think About It 1.

2.

3.

4.

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

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

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

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

Course Design Analysis Before Class During Class After Class Content Delivery Presentation/Screen Capture • • • • Narrated Powerpoint slides (LMS) Quicktime screen capture (iTunes) ShowMe/Educreations (link) BrainShark (link) Reading Assignments (LMS) Design

Course Design Analysis Before Class After Class Design Assessment of Preparation • Up-front quizzes  Online pre-assessments prior to class (Respondus questions)  As students walk in the door (clickers) • Notebook check  Online presentation note-taking  Pre-class problem-solving 

Assign points!

Course Design Analysis Before Class During Class After Class Design After Class Engagement • Practice makes permanent  Online systems (mhhe Connect problems,

sample tests, wikis, projects)

• Additional feedback  Self-assessment/reflection  Peer-assessment/group work (wikis, social media)  Instructor-assessment/formal vs. informal feedback

Benefits • • • • • • 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)

First Steps Analysis Before Class During Class After Class Course Design Road Map for Design • • 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 SCHEDULE

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, institution 1. _____________ 2. _____________

Volunteers to work on by-laws

Name, institution 1. _____________ 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!