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2018 SENCER Summer Institute
Santa Clara University
August 2-5, 2018
www.ncsce.net Twitter: @NCSCE
www.sencer.net Twitter: @SENCERnet
#SSI2018
CONTEN
TS,W
ELCOMETABLEOFCONTENTS
WelcomeNote MAPS,SCHEDULES,SSISTAFF
• CampusMap• SSI2018InternetAccessInformation• SSI2018ShuttleInformationandSchedule• SSIStaffInformation• SSIEmergencyInformation
AT-A-GLANCESCHEDULES
• InstituteScheduleAt-A-Glance NOTESONTHEPROGRAMBYDAY
• August2• August3• August4• August5
ROSTERSANDSPEAKERSBIOS
• Participants,AlphabeticallybyLastName• Participants,ContactInformationbyInstitution• BiographicalSketchesofSSI2018PlenarySpeakersandStaff
DownloadtheSSI2018MobileApp Theappwillserveasyoursourceforup-to-the-minutelogisticalinformation,personalscheduling,networking,andsocialmediaatthisyear'sInstitute.
1. DownloadtheCrowdCompassAttendeeHubappfromtheAppleorGooglePlayStores
2. Searchfor2018SENCERSummerInstitutetogetstarted. TheappisavailableforAppleandAndroidphonesandtablets,andamobilewebsiteisavailableforotherphones,andyourcomputer.Youcanviewthewebversionoftheapphere:https://crowd.cc/ssi2018
C
ONTENTS,
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ELCO
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Greetingsandwelcome!Thisisour18thSENCERSummerInstituteandwearedelightedtobereturningtoSantaClaraUniversity,thesiteoftheinaugural(2001)SummerInstitute,andmanyotherssince.WewanttoofferourheartfeltgratitudetoAmyShachterandKellyUchiumiforhostingusontheirlovelycampus. Wehaveworkedwithmembersofournationalcommunitytocreatearichprogramthatservesbothtopresentnewinformation,research,trends,andopportunities,andtoshowcaseacademicinnovationsgeneratedbyyourimplementationofSENCERapproaches.Asusualwehaveincorporated“teamtime”forworkingonspecificprojectsandgoals,aswellasfornetworkingandexploringnewcollaborations.Wehopeourtimetogetherwillgeneratenewwaysofthinkingtogetherandlearningfromoneanotherandwillserveitsgoalofre-energizingandreaffirmingour“communityoftransformation”inSTEM. Inadditiontoformalplenariesandpresentations,theSENCERSummerInstituteofferstimeandspaceforworkingwithourSENCERLeadershipandSeniorFellows(forcollegialadvice,mentoring,andsupport),connectingwithourSENCERCentersofInnovation(forcontinuityandcollaborationonissuesofregionalsignificance),withtheNationalCenter(foraccesstonationalresources),andwitheducatorsforotherorganizationswhoshareyourcommitmenttocivicallyengagedscienceeducationandwhoarefacingsimilarchallenges,andpursuingsimilargoals. TheSENCERSummerInstitutehasalwaysattractedrepresentativesoforganizationsandprojectsthatshareandsupporttheSENCER“ideals”andwewouldlikeacknowledgetheirpresenceinyear’sprogramandencourageyoutoexplorehowtheireffortscansupportyourown:
• TheDendrosGroup• LearnThroughtheUniverse• LearningSpacesCollaboratory• MarshaSemmelConsulting• Museums+More,LLC• NationalAssociationofBiologyTeachers• Success4HigherEducation
Inthespiritofscientificinquiryanddemocraticpractice,weconceiveofSENCERasanongoingexperimentinadvancingeducationalimprovementandcivicengagement.Weusethecriticismandsuggestionsofourparticipantstoshapeourprogramsandourplanning.Donothesitatetomakesuggestionsand,byallmeans,pleasecompleteouronlineevaluation.Wetakeyouradviceveryseriously. Butwhilewetackleallthepressingissuesandchallengeswefaceaseducatorsandcitizenswithgreatseriousness,SSIisalsoarareopportunitytothinkandlearn,feelsupportedandenergized,asweenjoythecompanyoflike-mindedandcommittedcolleagues,meetnewpeople,andstartpromisingcollaborationsthatwillsustainusintheyearahead.ItisNCSCE’spleasureandprivilegetoplaythissmallpartinyoureffortstopromotelearningthatreallymakesadifferencetoourcommonfuture. TheNCSCEStaff
MAPSAN
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STAFFINFO
MAP
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2018SENCERSUMMERINSTITUTEINTERNETACCESSINFORMATION SSIParticipantscanusetheSCU-Guestnetworktoaccesstheinternet.Usingabrowser,navigatetoanywebpage.ReadSCU'sTermsandConditionstousethisnetwork,andselectAgreetoconnect. 2018SENCERSUMMERINSTITUTESHUTTLEINFORMATION ShuttlestotheHolidayInnSanJoseSiliconValleyHotelwillrunapproximatelyevery30minutes.Theywillpickupanddropoffattheindicatedshuttlepick-uplocationoncampus,andwillpickupanddropoffinfrontoftheHolidayInn.Shuttleswillrunduringthefollowingtimeframes:
Date StartTime
EndTime
ServiceDescription
Thursday8/2
12:00PM
5:00PM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)
Thursday8/2
7:00PM 9:00PM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)
Friday8/3 6:30AM 8:30AM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)
Friday8/3 6:00PM 8:00PM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)
Saturday8/4
6:30AM 8:30AM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)
Saturday8/4
11:45AM TransportationfromSantaClaraUniversitytotheTechMuseumofInnovation
Saturday8/4
4:30PM 8:30PM
ShuttleLoopbetweenTechMuseumofInnovation,SantaClaraUniversity,andHolidayInnSanJose
(startsatTechMuseum)
Sunday8/5 6:30AM 8:30AM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatHolidayInn)
Sunday8/5 4:00PM 5:00PM
ShuttlebetweenHolidayInnSanJoseSiliconValleyandSantaClaraUniversity(startsatSantaClaraUniversity)
STAFFOFFICELOCATION SSIstaffwillbeavailablethroughtheinstitutetoassistallparticipantsandfacilitators.Duringsessionblocks,youmayfindSSIstaffinSaintJoseph’sHallRoom113 YoumayalsoquicklyrequesthelpthroughtheSSI2018appbymessagingKyleSimmons,NCSCE’sFacultyDevelopmentEventsManager INCASEOFEMERGENCY IncaseofemergencyafterInstitutehours,pleasecall(202)276-2343.Astaffmemberwillbeavailableovernighttoansweryourcall.
AT-A-G
LANCE
SCHEDU
LESSENCERSummerInstitute2018ScheduleataGlance
Thursday,August2,2018
Time Event Location
8:00AM-4:00PM InvitationalMeeting:TranscendingBarrierstoSuccessProject HolidayInnSanJose
12:00-4:00PM SSI2018Check-in RecitalHallLobby
1:00PM-4:00PM CaseStudiesinAcademicLeadership:aS4HEPre-SSIWorkshop
O’Connor102
4:30-6:30PM SENCERSummerInstitute2018OpeningPlenarySession RecitalHall
6:30-8:00PM SENCERSummerInstituteOpeningDinner AdobeLodge
Friday,August3,2018
7:00-8:30AM Breakfast BensonMemorialCenter
8:30-10:00AM All-InstitutePlenarySessionII RecitalHall
10:10AM-12:00PM SessionBlockI O’ConnorClassrooms
12:00-1:30PM Lunch BensonMemorialCenter
1:30-3:00PM TeamTime SantaClaraCampus
3:00-4:50PM SessionBlockII O’ConnorClassrooms
5:00-6:30PM PosterPresentations VillasMultipurposeRoom
Saturday,August4,2018
7:00-8:00AM Breakfast BensonMemorialCenter
8:00-9:50AM SessionBlockIII O’ConnorClassrooms
10:00-10:45AM TeamTime SantaClaraCampus
10:45-11:45AM Brunch BensonMemorialCenter
11:45AM-1:00PM TraveltotheTechMuseum ShuttlePick-upLocation
1:00-2:00PM All-InstitutePlenarySessionIII TechMuseumofInnovation
2:00-5:00PM AfternoonattheMuseum TechMuseumof
Innovation
Sunday,August5,2018
7:00-8:30AM Breakfast BensonMemorialCenter
8:30-10:00AM All-InstitutePlenarySessionIV RecitalHall
10:10-11:00AM SessionBlockIV O’ConnorClassrooms
11:00AM-12:30PM TeamTime,RegionalizationMeetings SantaClaraCampus
12:30-2:00PM Lunch BensonMemorialCenter
2:00-3:50PM SessionBlockV SantaClaraCampus
4:00-4:30PM InstituteAdjournmentSession RecitalHall
AT-A-G
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SC
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SENCERSummerInstitute2018DailySchedulesataGlance
Time Thursday8/2
8:00A
TBSMeeting–HolidayInnSanJose
8:30A
9:00A
9:30A
10:00A
10:30A
11:00A
11:30A
12:00P
Check-in-MusicandDanceBuildingLobby
12:30P
1:00P
S4HEWorkshop-O’Connor104
1:30P
2:00P
2:30P
3:00P
3:30P
4:00P
4:30P
SSI2018OpeningPlenarySession-RecitalHall 5:00P
5:30P
6:00P
6:30P
Dinner-AdobeLodge 7:00P
7:30P
AT-A-G
LANCE
SCHEDU
LES
Time Friday8/3
7:00-8:30A Breakfast-BensonMemorialCenter
8:30-10:00A All-InstitutePlenarySessionII-RecitalHall
10:00A
DesigningaSENCERCourse-O'Connor102
Usinga"jig-saw"Approachto
DesigningCivicEngagement
AssignmentsinaHighEnrollmentClass-O'Connor
104
WorkingTowardaSENCER-basedBiologyTeaching
Manual-O'Connor105
RealNewsorFakeNews?
DevelopingSci.Literacythrough
AnalysisofMediaReports-O'Connor106
TeachingEconomics
ThroughGrandChallengesofSustainability-O'Connor107
ImprovementScience&Networked
ImprovementCommunities
panel-O'Connor205
10:30A
11:00A
Civic-CenteredChemistryandBiochemistry-O'Connor105 Ethically
WorkingwithCommunityPartners-
O'Connor106
CreativeFabrication=Engineering+SENCER-
O'Connor107 11:30A
Murder,TheyWrote:ProblemSolvingIsFun!-O'Connor104
ScaffoldingPBLandCUREsAcrosstheCurriculum-O'Connor105
IncorporatingCivicEngagement
BetweenJournalismandSTEMStudents-O'Connor205
12:00-1:30P Lunch-BensonMemorialCenter
1:30-3:00P TeamTime,SCICo-DirectorMeeting(Co-directorsstartat12:15inO’Connor102)
3:00P
LearnThroughtheUniverseNewToolsand
OpportunitiesforSENCERModel
Courses-O'Connor102
SupportingFirstGeneration
CollegeStudents-O'Connor104
Course-basedAuthenticResearch
ExperiencesandOpportunities-O'Connor105
EvidenceofStudent
LearningandChange-
O'Connor106
SustainabilityCross-
disciplinaryConversationsI:Teaching&
LearningaboutENERGY-
O'Connor107
UsingIndigenousKnowledgetoEngageNative
HawaiianUndergradStudents
O'Connor205 ThinkingLike
LeadersSessionI-O'Connor
206
3:30P
4:00P
ActiveLearning-O'Connor104
UndergraduateResearchandCivicEngagement-O'Connor105
UsingSENCERCoursesforResearchonTeaching-
O'Connor106
GritandResilience,SuccessandRetention-
O'Connor107
GettingStartedwiththeSENCER-SALG-O'Connor
205 4:30P
IncorporatingCivicResponsibilityinto
aSharedLabIntensiveforNon-majorsBioandChemClasses-O'Connor102
5:00-6:30P PosterReception-VillasMultipurposeRoom
AT-A-G
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SC
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Time Saturday8/4
7:00A Breakfast-BensonMemorialCenter
7:30A
8:00A
IntegratingMusicintoSTEM-
O'Connor102
HowtoSENCERizetheCurriculum-O'Connor104
InformalScienceforInquiringMinds:K-4ScienceExplorationProjects-O'Connor
105
Science,Humans,andNature:ASouthern
AppalachiaStory-O'Connor106
SustainabilityCross-disciplinary
ConversationsII:Teaching&
LearningaboutFOOD-O'Connor
205
DesigningStudentAssessmentsto
StimulateReflectionon
ComplexProblems-O'Connor107 ThinkingLike
LeadersSessionII-O'Connor
206
8:30A
9:00A BrownfieldAction:ActiveLearningina
ConstructivistEnvironment-O'Connor105
CivicEngagementinaKentuckyContext-
O'Connor106 Engineering,Technologyandthe
LiberalArts-O'Connor107
BeyondAssessment:DesigningInformativeEvaluationsof
StudentLearning-O'Connor205
9:30A
UsingNumberTalkTrainingToTrainTeachers-
O'Connor104
CommunityBasedLearninginaRuralEnvironment-O'Connor106
10:00A TeamTimeandInformalSciencePartnershipDevelopmentSession(10:00-10:45am)(InformalScienceSessioninO’Connor102)
10:30A 11:00A
Brunch(10:45am-11:45am)-BensonMemorialCenter 11:30A
12:00P TraveltotheTechMuseum(11:45am-1:00pm)-MeetatShuttlePick-upLocation
12:30P 1:00P
AllInstitutePlenarySessionIII-TechMuseumofInnovationNewVentureHall 1:30P
2:00P
AfternoonattheTechMuseumofInnovation
2:30P
3:00P
3:30P
4:00P
4:30P
AT-A-G
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SCHEDU
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Time Sunday8/5
7:00A
Breakfast-BensonMemorialCenter 7:30A
8:00A
8:30A AllInstitutePlenarySessionIV-RecitalHall 9:00A
9:30A
10:00A
TheAutomatedPhoneticTranscriptionGradingTool:WhereComputerScienceMeetsClinicalProblemSolvingin
CommunicationDisorders-O'Connor102
ConnectingClassroomSkillstoEverydayLife:
the“Three-Column
“Approach-O'Connor105
UsingSENCERStrategiestoRemovethe
MathematicsBarriertoDegreeCompletion-
O'Connor106
SustainabilityCross-disciplinary
ConversationsIII:Teaching&Learning
aboutTRASH-O'Connor107
BuildinganInclusive
Classroom-O'Connor205
10:30A
SENCERinaSmallWorld-O'Connor
105 11:00A
TeamTime,RegionalMeetings 11:30A 12:00P 12:30P
Lunch-BensonMemorialCenter 1:00P 1:30P
2:00P CreatingaBuzz:
SENCER'izingPollinationScienceinComputer
Science,Physics,andtheLiberalArts-O'Connor
102
EngineeringandTechnologyforSocialGood-O'Connor104
DevelopingaModelforanInterdisciplinary
SENCER-basedSubstanceAbuseAwarenessCourseusingAcademicServiceLearning-O'Connor105
GroundingYourselfasaLeader-O'Connor106
TeachingStudentsHowtoLearn:
DesigningCoursesthatBuild
Successful,Self-DirectedDeepLearners-
O'Connor107
ThinkingLikeLeadersSessionIII-O'Connor
206
2:30P
3:00P IncludingtheHumanities
inSTEMCourses-O'Connor102
STEMinServiceofSociety-
O'Connor104
HowtoPublishinScienceEducationandCivicEngagement:An
InternationalJournal-O'Connor105
CreatingyourNextProfessionalCareerMove:Exploring
Options-O'Connor106
3:30P
4:00P InstituteAdjournment-RecitalHall
THURS
DAY,
AUGUST2
NOTESONTHEPROGRAMTHURSDAY,AUGUST2NDAllsessionswillbeheldontheSantaClaraUniversityCampus.12:00P.M.–4:00P.M. SSI2018Check-inMusicandDanceBuildingLobbyAllSSI2018participantsandfacilitatorsshouldcheckinwithSSIstaffuponarrivalatSantaClaraUniversity’sMusicandDanceBuildingtoreceiveSSImaterials,includingprintedcopiesoftheSSIprogram,namebadges(whicharerequiredforaccesstoSSImealsandevents),abag,andawaterbottle.1:00P.M.–4:00P.M. CaseStudiesinAcademicLeadership:aS4HEPre-SSIWorkshopO’Connor104
KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter
SantaClaraUniversity/Success4HigherEducationThispre-instituteworkshopwillusecasestudiestoexploreseveraldimensionsofacademicdecisionmakingandleadership.Pre-registrationisrequired.4:30P.M.–6:30P.M. SSI2018OpeningPlenarySessionMusicandDanceBuildingRecitalHall Welcometothe2018SENCERSummerInstitute
ElizaReillyExecutiveDirectorNationalCenterforScienceandCivicEngagementIntroductionofAmySchachterKarenOates
WorcesterPolytechnicInstitute/Success4HigherEducationSSI2018OpeningPlenaryAmyShachterSeniorAssociateProvost,ResearchandFacultyAffairsSantaClaraUniversity/Success4HigherEducationAimsforSSI2018ElizaReilly,eliza.reilly@stonybrook.eduExecutiveDirectorNationalCenterforScienceandCivicEngagement
FRIDAY,
AUGUST3
6:30P.M.–8:00P.M. DinnerRecognizingAchievementsintheNCSCECommunityAdobeLodgeAllSSI2018participantsareinvitedandencouragedtoattend.Duringthedinner,wewillbringattentiontotheleadersofallNCSCEinitiatives,aswellasSENCERLeadershipFellows,andotherhonoredguestswhoarejoiningusfortheInstitute.Wewillalsopresentthisyear’sWilliamE.BennettAwards.
FRIDAY,AUGUST3RDAllsessionswillbeheldontheSantaClaraUniversityCampus.7:00A.M.–8:30A.M. BreakfastBensonMemorialCenter8:30A.M.–10:00A.M. All-InstitutePlenarySessionIIMusicandDanceBuildingRecitalHallSherrylBroverman,DukeUniversity,presiding
PlenaryPresentation:PerspectivesonInclusiveTeaching OmarQuintero
AssociateProfessor TheUniversityofRichmond10:00-11:50A.M. SessionBlockI
ANOTEONTHESSI2018SESSIONBLOCKSIntobettercustomizeyourexperienceatSSI,wehaveputtogethersessionblocksinwhichsessionsofdifferentlengthswillrunconcurrently.Thisapproachtoschedulingemergesfromfeedbackfrompastsymposiaevaluationandfromconversationwithmanymembersofthecommunity.Thetwo-hourworkshopsessionswillprovidenewcomerswithanintroductiontobasicelementsoftheSENCERapproach,providealumniwithopportunitiestoapplytheSENCERapproachtonewchallenges,andprovideworkshop-styletrainingonactive-learningpedagogiesandappropriateassessment.The50minutesessionswillallowmembersoftheSENCERcommunitytosharetargetedlearningopportunitiesabouttheirworkandwillgiveparticipants“takeaways”applicableattheirhomeinstitutions.The20minutepresentationsessionswillbereportsfromthefieldbySENCERalumniandothersintendedtofacilitatethegenerationofnewideasandsparknewconnections.Allsessionsaretimedtoallow10minutesoftimebetweeneach,duringwhichyoucanmovetothenextactivity.Therearenorepeatsessions,thoughtherearemultiplesessionsthatpursueanyparticulartheme.Werecommendthatteamssplituptoassurebroadexposuretotheofferingsineachsessionblock.
FRIDAY,
AUGUST3
10:00-11:50A.M. DesigningaSENCERCourseO'Connor102
TheoKoupelis BrowardCollegeTheSENCERapproachgeneratesacurriculumthatisrelevanttostudents’needs.Teachingthroughthelensofdifficultandunresolvedissues,whichareoftentrans-disciplinaryinnature,keepsstudentsengaged,anddevelopstheirknowledge,skills,anddispositions.Thegoalofthisworkshop,whichispresentedbyafounding“SENCERModelCourse”author,istoprovideanengaging,hands-onexperienceindevelopingastep-by-stepoutlineofaneworrevisedcourse,whetheritisintendedforstudentsmajoringinSTEMoranotherdiscipline,includingassessmentstrategiesforthecourseandopportunitiesforcivicengagementpresentedbythecoursecontent.10:00-11:20A.M. Usinga"jig-saw"ApproachtoDesigningCivicEngagementAssignmentsina
HighEnrollmentClassO'Connor104
LindenHiggins EducationforCriticalThinkingLLCOneofthedistinguishingtraitsofcomplexcivicproblemsisthattheyrequireinputfrommultipledisciplinaryexpertsandstakeholderswhencraftingameaningfulremediation.Inhighenrollment'gatekeeper'coursessuchasintroductorygenetics,creatingopportunitiesforgroupworkoncomplexproblemscanbechallenging.Groupprojectsbuiltona"jig-saw"modelareoneoptionprovidingstudentswithanopportunitytoexplorethesociopoliticalimplicationsofmodernscientificandtechnologicalinnovations.Inajig-sawactivity,studentsaredividedfirstinto"expert"disciplinarygroupsthatreaddistinctfoundationaldocuments,thenregroupedas"consultants"withonerepresentativefromeachdiscipline.Theconsultantsarechargedwithdevelopingaconsensusrecommendationforacomplexproblem,whichissharedwiththeclass.Thisapproachcanbeusedbothinsmall-scalein-classactivitiesandtoprovidescaffoldingforlargecapstoneprojects.Thisworkshopwilldescribeasuccessfulpharmacogeneticscapstoneprojectasamodel,providegroup-managementresources,andprovideanopportunityforparticipantstoworkonajig-sawprojectforoneoftheirclasses.
FRIDAY,
AUGUST3
10:00-10:50A.M. WorkingTowardaSENCER-basedBiologyTeachingManualO'Connor105
RobertSeiser RooseveltUniversity
HeatherPelzel
UniversityofWisconsin-Whitewater DrewSieg YoungHarrisCollegeEngagingScienceisaSCI-MidwestinitiativeinspiredbytheNCSCEEngagingMathematicsprojectandtherichhistoryofbiologicalscienceteachinginnovationintheSENCERcommunity.ThecurrentgoaloftheEngagingScienceprojectistodevelopacollectionofscienceteachingmodulesthatwouldbeaccessibleonlineorinbookformandcouldbeusedinbiologyandgeneralsciencecoursesattheundergraduatelevel.Thesemoduleswillfollowastandardformatthatenablesinstructorstoadaptpedagogicalandcivicengagementactivitiesfortheirowninstitutionalenvironment,whileensuringthatessentialelementsofSENCERidealsandlearningscienceareaddressed.Inthisworkshop,participantswillhearaboutthehistoryandideasbehindtheEngagingScienceproject,seeexamplesofteachingmodulesthathavealreadybeendeveloped,evaluateandprovidefeedbackonthemoduletemplateandbegintodevelopnewmodulesbasedontheirexperiences.10:00-10:50A.M. RealNewsorFakeNews?DevelopingScientificLiteracythroughAnalysisof
MediaReportsO'Connor106
TraceJordan NewYorkUniversityMembersofthepublic,collegestudents,andeventrainedscientistsrelyonthenewsmediaforinformationontopicsattheforefrontofscienceandmedicine.InadditiontothetraditionalnewsoutletsofTV,newspapers,magazines,andradio,theinternetprovidesamultitudeofotherinformationsources.Howshouldwecriticallyevaluatethesciencenewsthatweread,see,andhear?Thissessiondescribestheuseofsciencemediaasaresourcetodevelopstudents’scientificliteracy.Itisbasedonacollaborationbetweenascienceeducator,asciencejournalist,andanexpertinteachingcriticalthinking.Duringtheinteractivesession,wewillexaminevarioustypesofpedagogicalstrategiesandcourseassignmentsthatintegratemedialiteracyandscientificthinking.Forexample,studentscancriticallyevaluateanewsreportonscience,andthenusescientificdatabasetoolstoaccesstheprimaryresearchliteratureonwhichthereportwasbased.Inaddition,mediareportscanbeutilizedasthebasisforcriticalthinkingquestionsinhomework,exams,andin-classactivities.Throughoutthepresentationanddiscussion,wewillreflectonhowthenewsmediacanbeavaluablecomponentofscienceeducationthatdevelopsourstudents’capacitiesasinformedcitizens.
FRIDAY,
AUGUST3
10:00-10:50A.M. TeachingEconomicsthroughGrandChallengesofSustainabilityO'Connor107
JaclynLindo Kapi'olaniCommunityCollegeEconomicsisoneofthemostmisunderstooddisciplinesamongthegeneralpublic,andoneofthemostdreadedcoursesonanycollegecampus.Farbeyonddemand&supplyand"makingmoney,"economicsisabouttheallocationofscarceresources,anditsbasicconceptsareuniversallyapplicabletoeverydecisionmadebyeveryindividual,household,business,andpolicymaker.Inatraditionaleconomicscourse,studentsdonottypicallygraspthis,untilyearslater(ifatall)whenthey'rewellintotheirlivesandcareers.Todispelmisconceptions,sparkapassion,andinspirecivicengagement,aneconomicsclassatKapi‘olaniCommunityCollegehasbeenredesignedwiththegoalofforegroundingthiscoreconceptDiscoverhowSENCER-izingaPrinciplesofMicroeconomicscourse--throughacarefullycultivatedcollectionofactivelearningstrategies--hasconnectedstudentstotheirpeers,theircommunity,theirheritage,andcurrentsocialissues,whilegettingthemtoappreciateandenjoythediscipline.Thestoryofhowthecoursewas“transitioned”andanexplorationofscaffoldedstructureofferwaystointegrateeconomicsintoothercoursesusing:
● Experientiallearning● Place-basedlearning● Servicelearning● Project-basedlearning● Indigenousknowledge,and● Undergraduateresearch
10:00-11:20A.M. ImprovementScience&NetworkedImprovementCommunities:Perspectives
forEnablingResearch&Practice(R&P)PartnershipsinIntegratedSTEM(iSTEM)Programs
O'Connor205
PaulLeMahieu TheCarnegieFoundationandUniversityofHawai'i,Mānoa
RickDuschl StephanieKnight SouthernMethodistUniversity
ThesessionwillexaminenewresearchdesignapproachesandmethodsfortwoResearch&PracticePartnershipModels-‘NetworkedImprovementScience’(NIC)and‘DesignBasedImplementationResearch’(DBIR)inthecontextofK-16iSTEMprograms.Part1providesanoverviewofframeworks,guidelinesandresourcesforiSTEMprogramsandofNetworkedImprovementScience/DBIRmethods.Part2introducesanemergentR&PPartnershipbetweentheSchoolsofEducationandEngineeringatSMU,anindustrypartner,andalargeurbanschooldistrictexaminingopportunities/challengestherein.Theexampleservesasacatalystforthinkingabouthowthenewmethodsandmodelsofassessment,research,andevaluationpresentedinPart1mightbeintegratedintotheinitialdesignandimplementationofpartnershipactivities,includingthecreationofaPre-K-8STEM-focusedcommunityschool.InPart3attendeeswilllearnaboutseveralcompletedandactiveSTEM‘ImprovementScience’and‘NetworkedImprovementCommunity’projects.
FRIDAY,
AUGUST3
11:00-11:20A.M. Civic-CenteredChemistryandBiochemistryO'Connor105
CynthiaMaguire NasrinMirsaleh-Kohan RichardSheardy TexasWoman'sUniversityTheDepartmentofChemistryandBiochemistryatTexasWoman’sUniversity(TWU)hasrecentlybeenrecognizedbytheAssociationofAmericanColleges&Universities(AAC&U)asamodeldepartmentforincorporatingcivicengagementandsocialresponsibilityintothemajors’curriculum(peerReview19-4,28-30,Fall201).SincebecominginvolvedwithSENCERin2007,civicengagementactivitieshavebeenincorporatedintoallofthesciencecoursesthatthedepartmentoffersfornon-sciencemajors.Thiswasasmoothprocesssincethecontentofthesecoursescanbequiteflexible.Ontheotherhand,incorporatingcivicengagementactivities,alongwithsocialresponsibility,intothemajors’coursesismoredifficultsincethecontentisfairlyrigidandcoverageiscritical.However,contentwillnotbesacrificedifsuchactivitiesarecreativelycoupledwith,andincorporatedin,thelaboratorycomponentsofthesecourses.ThispresentationisabriefdescriptionofhowcivicengagementandsocialresponsibilitywasincorporatedintoTWUmajors’curriculum,beginningwithfreshmanchemistrythroughupperdivisioncoursesandthroughundergraduateresearch.Finally,thistalkwilladdresshowlinkingcontenttorealworldissuespositivelyimpactsstudentlearning.11:00-11:50A.M. WorkingEthicallywithCommunityPartnersO'Connor106
SherrylBrovermanDukeUniversity
Academiahaslongusedcommunitiesforresearchandeducation.However,notalloftheseinteractionshavebeenbeneficialandrarelyhavecommunitieshadequalpowerintherelationships.Universityengineeringprogramsareincreasinglyconnectingtheoreticalworktocommunitydesignprojectsasawayofengagingstudentsearlierintheircareerandretainingunderrepresentedstudents.However,theseprogramscanalsoinadvertentlyexploitcommunityneedsforstudentlearningwithoutleadingtolongterm,equitable,orsustainablesolutions.Eventhe‘humancentereddesign’modelattributesmorepower,control,andinsighttotheengineeringstudentthanthecommunitypartner.Thistalkwillexaminethepossiblepitfallsofdesignandotherpartnershipswiththegoalofformingmorejustandrespectfulrelationships,andbetteroutcomes.
FRIDAY,
AUGUST3
11:00-11:50A.M. CreativeFabrication=Engineering+SENCERO'Connor107
RebeccaBruce SusanReiser UniversityofNorthCarolinaAshevilleMembersofUNCAsheville'sCreativeFabricationcoursecollaboratedwithseniorresidentsofapublichousingapartmentandtheMountainAreaHealthEducationCollaborative(MAHEC)todesignmedicationdispenserscustomizedforthefunctionalneedsandtheaestheticpreferencesoftheclient.Overthecourseofthesemester,studentsengagedwiththeirclientsininterdisciplinaryteamsconsistingofnewmediaandmechatronicsengineeringmajors.EachiterationoftheirdesignwasevaluatedbytheclientsaswellasbysubjectmatterexpertsfromMAHECandindustry.Attheendofthesemester,eachstudentteampresentedanelectronically-enhancedfunctionalprototypefortheirclient.Forexample,oneoftheclientsmadebirdhouses,sohisstudentteamdesignedandfabricatedamedicationdispenserintheshapeofabirdhouse.GreenLED'silluminatethemedicationtobetaken.SensorsnoteamisseddoseandtriggertheLEDcolortochangetored.CreativeFabrication'slearningobjectivesforallstudentsincludedtheuser-focuseddesignprocess,3Dmodeling,theelementsofartandprinciplesofdesign,andexperiencewithmanualanddigitalfabricationtechniquesutilizingour12,000squarefootmakerplace,UNCAsheville'sSTEAMStudio.11:30-11:50A.M. Murder,TheyWrote:ProblemSolvingIsFun!O'Connor104
GaryHall LipscombUniversityThispresentationisaboutaclasswheremathisintegratedwithproblemsineverydaylife.Thestudentsdiscusshowtosolverealworldproblems,problemsnotusuallyassociatedwithmathematics.GeorgePolya'sfourstepproblemsolvingprocessisusedasamethodforsolvingtheseeverydayproblems.Alongwiththisintertwiningofmathandreal-lifeproblemsmysterystoriesandnovelsareusedtotrytohoneinthestudents'skillsinproblemsolving.Thesebooksarethe"hook"togetstudentsinterestedinthecourse.11:30-11:50A.M. ScaffoldingPBLandCUREsAcrosstheCurriculumO'Connor105
DavidaSmyth MercyCollegeThistalkwilldescribeMercyCollege'sBiologyDepartment'seffortstointegrateprojectsandresearchacrossthecurriculumtoengageandinterestourminorityandunderrepresentedstudentsinSTEM.Challengesandbarriersshallbedescribedaswellaseffortstoassesstheefforts,andresultstodatewillbeoffered.Lastly,futuregoalsfortheprojectwillbeoutlined.
FRIDAY,
AUGUST3
11:30-11:50A.M. IncorporatingCivicEngagementinCross-DisciplinaryCoursesBetweenJournalismandSTEMStudents
O'Connor205
MargaretAltizer SuffolkCountyCommunityCollegeSENCER’sHelmsleyGrantTeamMemberandJournalismProfessorMollyAltizerjoinedcolleaguesfromSTEMfieldstwoyearsagotoparticipateinaprojectthatevaluatedwaterqualityonLongIsland.ThissessionwilldescribeherideasandstrategiestoadvancecivicengagementprojectsandtofurtherenhancethoseprojectsthroughinteractionandteambuildingamongcampusjournalismprogramsandtheirstudentsandSTEMprogramsandstudents.Learnhowtomakeconnections.Launchprojects,andinspirestudents!12:00–1:30P.M. LUNCHBensonMemorialCenter12:15–3:00P.M. SCICo-DirectorMeetingO’Connor102ThismeetingisforSENCERRegionalCenterforInnovationCo-Directorsandisbyinvitationonly.1:30–3:00P.M.TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.3:00-4:50p.m SessionBlockII3:00-4:20P.M. LearnThroughtheUniverse:NewToolsandOpportunitiesforSENCERModel
CoursesO'Connor102
MercedesTalley LearnThroughtheUniverseThissessionwillexploreseveralexistingSENCERcoursesforhowtheymightbeenhancedbyusingthenovelperspectivesofscaleofferedbyLearnThroughtheUniverse.Themeaningandimportanceofscaleinbothspaceandtime,anditsimportancein“systemsthinking”israrelyexaminedineducationalsettings.LearnThroughtheUniverseisanewapproachthatleadsstudentsthroughthecraftingoftrue-to-scale2Dand3Dmodelsoftheuniverseatpowersoften.Itoffersinnovativewaysoflearningforstudentsofallages,inbothformalandinformalsettings.
FRIDAY,
AUGUST3
3:00-3:50P.M. SupportingFirstGenerationCollegeStudentsO'Connor104
TheoKoupelisBrowardCollege
KarenOates
WorcesterPolytechnicInstitute/Success4HigherEducationThefastestgrowingdemographicprofileofstudentsenteringourhighereducationinstitutionsarefirstgenerationcollegestudentsseekingundergraduatedegrees.Manyofthesestudentswillcomefromlow-incomehomesandbeconfrontedwithamazeofopportunitiesandchallenges.Anestimated50%ofthecollegepopulationiscomprisedofpeoplewhoseparentsneverattendedcollege.TheNationalCenterforEducationStatisticsindicatesthat30%ofallenteringfreshmenarefirst-generationcollegestudentsandyetonly20%offirst-generationcollegestudentsultimatelyobtainedafour-yeardegree10yearsaftertheirhighschoolsophomoreyear,comparedto42%ofcontinuing-generationstudents.Inthissessionwefocusonwhateachofuscandotoincreasetheretentionandgraduationratesofourfirstgenerationundergraduatestudents.ParticipantswillleavewithaBestPracticeInventorytohelpguidefacultyactionsanduniversitysupportstructures.3:00-3:50P.M. Course-basedAuthenticResearchExperiencesandOpportunitiesO'Connor105
DavidaSmyth MercyCollege
DrewSieg YoungHarrisCollegeMaintainingundergraduateinterestinSTEMisamultifacetedchallenge.Numerousstudies,includingEngagetoExcelandVisionandChange,reportthatprovidingunderclassmenwithstructured,authenticresearchexperiencesintheclassroomincreasesretentionratesandintroducesstudentstotheskillsneededtoconductindependentresearchasupperclassmenandbeyond.Mostimportantlythesestrategiesareinclusive,enablingallstudentsregardlessoftheirbackgroundstobeexposedtoandinvolvedinresearch.Arangeoffunded,multi-institutionalinitiativeshavebeendevelopedtopromoteauthenticresearchpedagogies,allofwhichvaryintermsofsize,scope,disciplinaryfocus,andaccess.Thissessionisdesignedtoaccomplishthreegoals.First,wewillcomparehowauthenticresearchinitiatives,suchasCUREnet,TheSmallWorldInitiative,SEA-PHAGESandothers,alignwithSENCERideals.WeshallalsodescribehowadditionalfacultyhavedesignedtheirownCUREswhichincorporateaspectsoftheirpersonalresearchorallowfacultytoengageincollaborativeCUREsinvolvingseveralfacultyatonceintheirdesignandimplementation.Second,wewillbreakdownourexperiencesregardingtheimplementationofauthenticresearch,atseveralscalesandacrossthedisciplines,andhowitcancontributetopersonaldisciplinaryorpedagogicalresearchobjectives.Third,wewilldiscussassessmentstrategiesandmetricsfortrackingstudentperformanceinanauthenticresearchclassroom,includingabreakdownofsurveyinstrumentsandliteraturethatcanbeusedtosupporttheuseofthesepedagogiesatyourowninstitution.
FRIDAY,
AUGUST3
3:00-3:50P.M. EvidenceofStudentLearningandChangeO'Connor106
MattFisher SaintVincentCollegeEvidenceiscentraltoawiderangeofactivitiesthatSENCERfacultyengagein,includingassessment,promotionandtenure,grant-seeking,andscholarshipofteachingandlearning.ButmanyfacultymaynotbefamiliarwiththefullrangeofformsofevidencethatwecandrawonrelatedtostudentlearningandimpactsoftheSENCERapproachonstudents.Thissessionisdesignedtosurveyawiderangeofformsofevidence–quantitativeandqualitative,directandindirect–rangingfromstudentworkonexamsandassignments(andsomethoughtsonhowtodesignthosetofunctionbetterasevidence)totheuseofrubricstocodingtosurveysliketheSALGtofocusgroups.Participantswillbepointedtowardsresourcestheycanexploreatgreaterdepthontheirown.Aspartofthesession,eachparticipantwillbeprovidedtimetothinkabouttheirparticularcontext/needandnextstepstheycouldtakeinregardstoevidencefortheirparticularsituation(suchasassessment,personalscholarship,orpromotion/tenure).3:00-3:50P.M. SustainabilityCross-disciplinaryConversationsI:Teaching&Learningabout
ENERGYO'Connor107
TimLindstrom CathyMiddlecamp UniversityofWisconsin-MadisonEnergy-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitythanwitheverydayactivitiesofenergyuse,suchasbicycling,takingashower,orturningonalight?Thisinteractivesessiononteachingandlearningenergyprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!3:00-3:50P.M. UsingIndigenousKnowledgetoformScientificHypotheses:AnEffective
StrategytoEngageNativeHawaiianUndergraduateStudentsinSTEMEducation
O'Connor205
MichaelRoss KapiolaniCommunityCollegeMergingmodernscienceswithindigenousknowledgesystemscanbeaneffectivestrategytoincreaseenrollmentofhighlyunderrepresentedminoritygroups,suchasNativeHawaiians,inSTEMdisciplines.However,theintegrationofscienceandindigenousknowledgecanbeanevenmorepowerfultoolinpersistenceandretentionofunderrepresentedundergraduatestudentsinSTEMfieldsbyengagingtheminhigh-impactpractices,suchasundergraduateresearch.NativeHawaiianindigenousknowledgedevelopedoverthousandsofyearsasawealthofempiricalobservationsregardingecologicalandenvironmentalphenomenaaccumulated.Usingtheserichobservationsasameanstoformscientifichypothesisnotonlymakestheresearchmoreculturally-relevanttothestudent,butmanytimesresultsinanon-goingresearchprojectthatextendsacrossmultiplesemesters.Therewillbetimeallottedforparticipantstoworktogethertosharetheirownexperiencewiththisstrategy,orsimilarstrategies,aswellastimetoconsidertheadvantagesanddisadvantagesofimplementingthisapproach.
FRIDAY,
AUGUST3
3:00-4:50P.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevel
Courses--SessionIO'Connor206
SteveChristenson BrighamYoungUniversity
TheoKoupelis BrowardCollege
JayLabov NationalAcademiesofSciences,Engineering,andMedicine JackiReeves-Pepin
NationalAssociationofBiologyTeachers ElizaReilly NationalCenterforScienceandCivicEngagement
GeorgeBoggs PalomarCollege,andtheAmericanAssociationofCommunityColleges(emeritus)
DavidFerguson StonyBrookUniversity
GordonUno UniversityofOklahoma
KarenOates WorcesterPolytechnicInstituteandSuccess4HigherEducationIntroductorycoursesinbiologyandotherSTEMfieldsare(orshouldbe)thekeystonestorecruitingmajorstothediscipline,improvingSTEMliteracyforbothprospectivemajorsandstudentswhowillpursueothercoursesofstudy,andforpreparingfutureK-12teachersofSTEM.“SENCERizing”suchcoursescouldenhancealloftheseroles.However,instructorsmayfindthemselvesimpededbytheircolleaguesinacourse,othermembersofadepartment,orupperlevelleadersintheireffortstodoso.Thus,despitebesteffortstoimprovestudentlearning,componentsofthehighereducationsystemmayposebarriers.Butunderstandingthelargersystemandthesometimescompetingneedsandinterestsofthemultiplicityofstakeholderswithinthesystemmayalsoprovideimportantinsightsopportunitiesforeducationreform.ThisseriesofworkshopsisorganizedincollaborationwiththeleadershipofSENCER,theNationalAssociationofBiologyTeachers(NABT),andtheBoardonLifeSciencesoftheNationalAcademiesofSciences,Engineering,andMedicine.Thusthesystemsanalyseswilluseintroductorybiologyasaprimaryfocusbutwiththerecognitionthatchangestothesecoursescanhaveprofoundimpactsonotherdisciplines(andviceversa).
FRIDAY,
AUGUST3
4:00-4:50P.M. ActiveLearningO'Connor104
DrewSieg YoungHarrisCollegeFormanyearly-careerfaculty,thereisanabrupttransitionfrombuildingmasteryofascientificdisciplinetoemergingasaneffectiveeducator.Alackofteachingexperienceorpedagogicaltraining,resistancefromcolleaguesthatareaversetochange,balancingteachingandresearchexpectations,andminimaltimeforcoursedevelopmentcanbeintimidating.Despiteawealthofpeer-reviewedsupportforstudent-centeredpedagogies,newfacultycandefaulttoteachingastheyweretaught,whichcaninvokeanapproachwithminimalengagementthatmayhinderstudentdevelopment.Duringthisworkshop,wewilluseamixtureofin-classactivitiestoexaminethefoundationsofactivelearning,includingsocialconstructivism,metacognition,andnovelassessmenttechniques.Adiscussiononcommonchallengesassociatedwithimplementingactivelearningwillalsobeheld.Wewillalsoevaluatepeer-reviewedsupportforthesepracticesthatcanbeusedtogenerateenthusiasmforcourseredesignwithinyourdepartment.4:00-4:50P.M. UndergraduateResearchandCivicEngagementO'Connor105
SteveBachofer SaintMary'sCollegeofCalifornia CynthiaMaguire NasrinMirsaleh-Kohan RichardSheardy TexasWoman'sUniversityBothundergraduateresearchandcivicengagementareacknowledged“highimpact”educationalpractices.Theincorporationofresearchactivitiesinthecurriculumallowsmorestudentstohaveaccesstothoseexperiences.Civicengagementactivitiesfacilitatestudentlearningandmotivationsincestudentsobservethepositiveimpactoftheirworktobenefitthecommunity.ThissessionwilldescribenumerousSENCERprojectswhereresearchexperiencesarecoupledwithcivicengagementwork.TheseprojectsrangefromGISmapping,soilsampling,nativeplantgardening,andenvironmentaleducationaloutreach.Theimpactsofstudentlearningwillbediscussedandbenefitsforthecommunitywillbeoutlined.Asmallgroupdiscussionwillenableparticipantstomapoutundergraduateresearchandcivicengagementprojects.Intheclosingdiscussion,theimpactonfacultywillbehighlighted.
FRIDAY,
AUGUST3
4:00-4:50P.M. UsingSENCERCoursesforResearchonTeachingO'Connor106
LindenHigginsEducationforCriticalThinking
MonicaDevanas
RutgersUniversityAsyouconsideryourcoursesanddesignorre-designthemthroughtheSENCERapproach,richopportunitiestousetheprocessfordevelopingnewareasofresearchonteachingwillemerge.TheScholarshipofTeachingandLearning(SoTL)asdevelopedbytheCarnegieFoundation,isasystematicinquiryintostudentlearning.Butbeforethatlevelofworkisundertaken,facultyneedtobethinkingaheadandwithdeliberationabouttheircourses.PreparationforSoTLbeginswithcarefulattentiontocurrentresearchonteachingandlearning,theplanningofresearchquestion(s),ideasaboutactivitiesandassessments,i.e.theresearch,andhowthatevidencewillbeusedtoimprovestudentlearning.Finally,oneneedstoconsiderhowtosharethatworkwiththelargercommunityand“gopublic”withtheoutcomes.Participantsinthissessionwillconsiderquestionsregardingtheliteratureandcharacteristicsofscholarshipofteachingandlearning;whataretheformsofevidenceforthistypeofscholarship;whatconstitutesapublicforumfordisseminationofthisresearch.Mostimportantly,discussionwillfocusonhowSENCERisausefulapproachtoconnectthefaculty,studentsandcommunitywiththisformofscholarship.4:00-4:50P.M. GritandResilience,SuccessandRetentionO'Connor107
AmyShachter SantaClaraUniversity
FRIDAY,
AUGUST3
4:00-4:50P.M. GettingStartedwiththeSENCER-SALGO'Connor205
StephenCarrollSantaClaraUniversityThissessionwillintroduceattendeestotheSENCER–SALG(StudentAssessmentoftheirLearningGains)andprovideinstructionsonhowtouseittoassessstudentlearningintheirclasses.ThesessionwillbeginwithsomebasicprinciplesoftheSENCER-SALG’sdesignandshowhowunderstandingthoseprincipleshelpsfacultyunderstandandassesstheirstudents’learningmoreeffectively.Participantswilllearnhow(andwhy)theSENCER-SALGdiffersfromotherclassroomassessmentinstruments,howtosetupsurveyinstrumentsfortheirownclasses,howtoadministerthesurveys,andhowtointerprettheresults.Participantswillalsolearnhowtocustomizetheinstrumenttoincludetheirowncoursegoals.ThissessionisespeciallygearedforthosenewtotheSENCER–SALG.Participantswillbeableto:
● understandbasicprinciplesofassessingstudentlearning(especiallyastheyaremanifestedintheSENCER–SALG),
● usetheSENCER–SALGtoassessstudentlearningintheirclasses,and● customizetheSENCER–SALGtoincludetheirowncoursegoals.
4:30-4:50P.M. FromtheClassroomtotheCommunity:IncorporatingCivicResponsibilityinto
aSharedLabIntensiveforNon-majorsBiologyandChemistryClassesO'Connor102
LisaHoferkampToddRadenbaugh
UniversityofAlaskaCivicdutiesarelegallymandatedresponsibilitiesforwhichallcitizensshouldfeelanobligation.TheAmericanuniversitysystemoffersanexceptionalopportunitytodemonstratetheimportanceandbenefitsoffulfillingtheseresponsibilities.Manyfacultyinhighereducation,especiallythoseinSTEMdisciplines,seemuncomfortableincludingintheircurriculadiscussionsofapoliticalnatureandrarelyifever,promotecivicandcommunityengagement.However,recentpartisandiscoursehasbeguntolimittheamountofSTEMknowledgeincludedinlegislativediscussionsthatultimatelyproducedecisionsorsetpolicy.Cleardemonstrationsofthelinksbetweensounddecisionmakingandconsiderationsofscientificdatainnon-majorssciencecoursesareanidealopportunitytoencourageanalyticalthinkingregardingthosecivicresponsibilitiesamongyoungadults,someofwhommayeventuallyworkingovernmentalorpolicy-makingroles.Thispresentationwillpresentplansforamulti-disciplinaryintensivelabthatcomplementsa100levelbiologyanda100levelchemistrycourseandusestheNationalCenterforScienceandCivicEngagement’sSENCERapproachtoinsertimportantlinksbetweencivicsandSTEMeducation.Theintendedoutcomeoftheproposedcourseistostrengthenstudent’sunderstandingofSTEMprinciplesbyconnectingcoursetopicstolocalandglobalissuesofimportance.Thispresentationwillpresentplansforclassroomandlaboratoryactivitiesthatrevealhowthescientificmethodandscientificprinciplesprovideaconsistentandpredictivetoolfortheimpactsofhumanaction(andinaction).SimilartopreviouseffortsattheUniversityofAlaskato“SENCERize”physicalgeographyandclimatechangecourses,laboratoryactivitiesandcourserevisionsaimedatdelineatingtheimportantlinksbetweenSTEMprinciples,humanimpactsandcivicengagementwillbepresentedwithaspecificfocusonchangesinculture,ecology,andclimateinAlaska.Theoverarchinggoalisacoursethatencouragesstudentstodeepentheirunderstandingofhowscienceinfluencesgovernmentalpolicy.
FRIDAY,
AUGUST3
5:00P.M.–6:30P.M. POSTERPRESENTATIONSVillasMultipurposeRoomPosterpresentersmayputuppostersbeginningat8:00AMtoday.Therewillberefreshmentsservedattonight’sreception.PosterPresentationRemarks
KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducation BruceAlbertsChancellor’sLeadershipChairinBiochemistryandBiophysicsforScienceandEducationUniversityofCalifornia,SanFrancisco
ANOTEONTHESSI2018POSTERPRESENTATIONSWearepleasedtoinviteyoutoattendaspecialpostersessionthatfeaturestheworkofSSI2018participants.Posterauthorswillbeonhandtosharetheirwork,exchangeideas,andanswerquestionsduringthedesignatedPosterPresentationstime.
PlantingSENCERatAuburnUniversity:GrowthfromSmallBeginnings
PaulaBobrowski RobertHolm
AuburnUniversityOurposterchartsthehistoryofSENCERatAuburnUniversity.FromasmallbeginningwithonepersonbringingtheSENCERidealtotheAuburncampusin2012,insixshortyearstheSENCERethosisnowsharedbyover10facultyindiversedepartmentsrangingfrommusictopsychologytocommunicationdisorders.TheuniversitycountsthreeSENCERfellowsamongitsfaculty.PastSENCER/NSFgrantsandthecontinuingsupportofuniversityadministrationhavenurturedthegrowthofSENCER;encouragefacultytobecomeinvolvedinSENCERandpresenteitheraposterorholdapanelpresentationattheSENCERSummerInstitutes.TopicspresentedincludetheScienceofMusic,theEvolutionofaMusicandScienceCourse,theIntegrationofArtsandHumanitieswithSTEM.BroadeningInterestinSTEMinHighSchoolStudentsthroughFoldscope-BasedInterdisciplinaryActivities
QuyenAoh NicholasConklin BarbaraPriestap AnneSchmitz GannonUniversityDatafromtheUSBureauofLaborStatisticspredictsthatby2022,occupationsinscience,technology,engineering,andmath(STEM)areprojectedtogrowtomorethanninemillion.Thisgrowingworkforceisexpectedtomakeupoverfivepercentofalljobs.Indeed,manypredictthatthenewglobaleconomywillbebuiltonSTEMcareers.However,recentstudiessuggeststhatasignificantnumberofhighschoolstudentsbegintoloseinterestinSTEMfieldsastheygetolder,inpartbecauseoflackofexposuretoSTEManditsapplicationsandalackofconfidenceintheirabilitytopursueSTEM-relatedcareers.
FRIDAY,
AUGUST3
Tobolsterinterestandconfidenceinself-efficacytopursueSTEMfields,wehavedevelopedaone-dayoutreachprogramthatfocusesontheengineering,theoreticalbasis,andapplicationoftheFoldscopepapermicroscope.Amongapopulationofcollege-bound,butat-riskmatriculatinghighschoolstudents,wefoundthatthisoutreachprogramincreasedstudentinterestinSTEMingeneral,improvedconfidenceintheirabilitytolearnSTEM,andincreasedstudents’opennesstocareersinSTEMfields.Interestingly,studentsmostenjoyedtheconstructionanduseoftheFoldscope,andleastenjoyedunderstandingthebasicopticsbehindtheFoldscope.TheseresultsareconsistentwithstudentdatathatshowmoreinterestinappliedthanbasicstudyofSTEMfields.GeologyOutreachtotheScoutingCommunity
JuliaNord AmandaSchulte GeorgeMasonUniversityGeorgeMasonUniversity(Mason)withNorthernVirginiaMineralClub(NVMC),holdsahighlysuccessfulannualGem,MineralandFossilShowthatattractsover1000communitymembers,manyofthemchildren.Buildingonthissuccess,in2014MasonjoinedwithBoyScoutsofAmerica(BSA),toofferprogramsforBoyScoutMeritBadgesinGeology,andWebelosandCubBoyScoutpinsandbelt-loops,nowchangedtoSTEMAwards.TheeventisheldintheMasongeologylabsandisrunbygeology-focusedstudentsintheGraduateSchoolofEducation.Eachlabhostsaspecificrequirementandstudentsrotatebetweenlabs.FacultyrunRequirement4,asthescoutneedsto“visitageologistintheirplaceofwork”,learnabouttheirresearchandtalkaboutcareeropportunities.Theother4requirementsareledbyundergraduates,includingstudentsinGEOL302,Mineralogy,LearningAssistantsandgraduatestudents.Theone-of-a-kindprogramhasbeenverysuccessful,althoughnumbershavefluctuateddramaticallyandmanylessonshavebeenlearnedincludingtheimportanceofteamworkbetweenthreeverydifferententitieswitheducationasacommongoal.ItistheonlylargeSTEMeventheldatauniversitywithintheDC/Maryland/VirginiaregionthatworkswithBSA.MaintainingstudentinterestinSciencethroughmiddleandhighschoolisimperativeforcreatingastrongfutureSTEMworkforce.Nationally,thenumberofBoyScoutsreceivingthisbadgehasdeclinedbyapproximately15%overthepastfiveyears(BSA),despitebeingoneofthemorepopularmeritbadgeswhenexcludingallrequiredbadgeprograms.Since2014approximately550BoyScouts,Webelos,andlike-mindedyouth(includingfemales)haveattendedtheMasonprogram.52BoyScoutshaveobtainedtheirgeologymeritbadgesand481WebeloshavereceivedSTEMawards.In2018weofferedawell-attendedspringeventforthefirsttime.Beginningin2019,BSAwillallowfemalestoattainMeritBadgesandweexpectanincreaseinfemaleattendees.
FRIDAY,
AUGUST3
ASwitchatLipscombTurnsontheLIGHT:IlluminatingGlobalEngagement
TameraKlingbyll LipscombUniversityAftertheinitialconversionsofgeneraleducationbiologycourses,FoundationsofBiologyandPowerofScience,theintegrationofbiologyandchemistry,intotheLipscombLIGHTInitiative(illuminatingglobalengagement)andaredesignoftheSALGusedforclasses,Spring2018producedthefirstofficialdataforthecoursesandthevalueofthenewlearningstyles.FoundationsofBiologydatawasobtainedfromtwoclasses,onedayandonenight.ThelearningstylesinadherencetothepurposeofLIGHTbroughtanintentionalfocusonamoreglobalandlocalsenseofstudywithaprominentpresenceofthehumanities.Forthefirsttime,students,inplaceoftakingacumulativefinalexam,wouldproduceacumulativefinalproject.Classeswereshownhowtheprojectsweremadecumulativeandincorporatedanentiresemestersvolumeoflearning.Whilemakingsurestudentslearninformation,studentsalsobuiltonhiddencompetenciese.g.confidence,informationmanipulation,learningforunderstanding,reflectionandteamwork.Coursematerialsarecurrentlyunderreviewmovingtowardsamoreofflipped-classroomdesign,thusallowingformorediscussion.ASALGredesignfollows.UsingHands-onActivitiesinTeachingMathematicsK-4th
CarrollWells LipscombUniversityTopicswhichweretaughtinasummerinstituteforK-4thteacherssponsoredbyaMath/SciencePartnershipGrant,summer2018,willbepresented.Useofhands-onactivitiestogetstudentsinvolvedinlearningmathematicswillbeillustrated.Theseincludeitemsfromnumbersense,geometry,andproblemsolving.AProject-BasedLearning(PBL)ApproachForEngagingStudentsinUndergraduateChemistryCourses
MadhavanNarayananJoshuaSabatini
DavidaSmythGeethaSurendran
MercyCollegeIthasbeenwelldocumentedthatstudentlearningissignificantlyimpactedpositivelybyexposingthemasearlyaspossibletoprojectbasedorresearchbasedcourses.Thenumberoffoundationallevelmodelchemistrycoursesthatinvolveeitheroftheseapproachesarefewandfarbetween.Thisisunderstandableconsideringthedifficultyoneisfacedwithwhendecidingthenumberofkeyconceptstobecoveredwithinthelimitedtimeduringasemester.AtMercyCollege,weuseproject-basedlearning(PBL)infirstandsecondyearundergraduatechemistrycourseswiththeaimtoengagestudentsinlearningtohelpthemunderstandcoreconcepts,developcorescientificcompetencies,andimprovingstudent’sattitudetowardschemistry.WehavedesignedandimplementedanantacidbasedPBLingeneralchemistryIlaboratoryandaminiresearchprojectontheeffectofnuclearchemistryinsocietyinthegeneralchemistryIlecture.IntheorganicchemistryIIlaboratoryourstudentsdidaprojectanalyzingthekeyorganicingredientsincarrieroils,essentialoilsandsunscreens,thestudents’extractaromaticorganiccompoundsfromcommercialoilsandsun-screensandquantifythemusingopticalspectroscopy.HerewepresentresultsfromStudentAssessmentofLearningGains(SALG)surveysfromthesecourses.
FRIDAY,
AUGUST3
DevelopingSignatureAssignmentsinaMultidisciplinaryIntegratedLearningCommunityFocusedonClimateChange
CatherineDuckett KatieGatto MonmouthUniversityMonmouthUniversitywillpilotanintegratedlearningcommunitydesignedtodeepenstudentcriticalthinkingskillsanddevelopotherskillsinaformthatstudentsfindrelevantandmeaningfulinFall2018.StudentswillenrollinthreecoursesrequiredintheMonmouthgeneraleducationcurriculum.Twoofthecoursesfocusondevelopmentofskillsratherthanonexpandingstudentsubjectknowledge(InformationTechnologyandEnglishComposition);thethirdisaninterdisciplinaryfreshmanseminar(ScienceandLiterature)whichaddressestransitionalissuesanddevelopingcriticalthinkingthroughcoursework.Thesethreecoursesallexplorethetopicofclimatechangeandwillsharesomereadingmaterials.AnActiveLearningApproachUtilizingCaseStudyPresentationstoDemonstratephysiologicalPrinciplesinAnatomyandPhysiology
BernadetteDunphy MonmouthUniversityInclusionofactivelearningtechniques,specificallycasestudywork,resultedinlearninggainsasnotedbyincreasedscoresonanationalstandardizedexam.ActiveLearningisamethodthatcanbeusedinaclassroomthatdirectlyinvolvesstudentsinthelearningprocess.Thismethodcanincludecasestudypresentationandanalysis,studentsusingthewhiteboardduringdiscussions,orsmallgroupdiscussioninclass.Thistypeofmetacognitivelearningissuccessfulindocumentedgainsinthemoredifficultintegrativephysiologicalprocesses.Metacognitivelearningresearchhasbeendone,howeverwewereprimarilyinterestedintheuseofactivelearninginupperlevelanatomyandphysiologyclasses.Thisintegrationwouldnotonlybenefitthestudent’slearningofphysiologicalprocesses,butalsogivethemaplatformtobuildtheknowledgeofdifferenthumansystems,andintegratethatknowledgethroughoutthetwocourseseries.ItishypothesizedthattheuseofactivelearningstudentswilllearnthematerialbetterandtheresultswillbeanincreasedscoreontheHAPSexam.ThisisacomprehensiveexamproducedbytheHumanAnatomyandPhysiologySociety.ItcanbeassumedthatamajorityofprofessorsintheUnitedStatesprimarilyteachusingtraditionalmethods.Thestudents’scoresonthisexamwererecordedinthespring2016(n=25)andspring2017(n=17)semesters.Student’st-testwasusedtocompareeachsemestertothenationalaverage.Usingthistest,itwasfoundthatinbothsemesters,thestudentsscoredsignificantlyhigherthanthenationalaverage.Thisdifferencecanbeattributedtoactivelearning,andhasshownthatactivelearningisabettertechniquethantraditionallearninginAnatomyandPhysiology.
FRIDAY,
AUGUST3
APictureandaThousandWords:DemonstratingOutcomesinaGeneralEducationScienceCourse
RobinKucharczyk MonmouthUniversityMonmouthUniversityoffersDiscoveryandThinkingintheNaturalSciences(SC100)asoneoftheGeneralEducationNaturalSciencecourseoptionsfornon-sciencemajors.Thissurveycoursecoversmajordevelopmentsinphysics,chemistry,andbiologyandistaughtinatraditionalformat.WhenRobinKucharczykbecameCoordinatorofGeneralEducationNaturalScienceinfall2017shereturnedtoteachingSC100afteraseven-yearhiatusandbroughtSENCER-inspiredinnovationsintoherclassroom.DrawinginspirationfromapostershehadviewedatoneSummerInstituteshecreatedanovelphotograph-basedassignmentthatengagedherstudentsinwritingaboutscienceatthestartandendofthesemester.Atthestartofthetermstudentssubmittedphotosofthemselveswithobjectsorinsettingsthatwereofinteresttothem.Totheirphototheyattachedaparagraphinwhichtheydescribedthesciencebehindtheirobjectorsettingastheycurrentlyunderstoodit.Aspartoftheirfinalexaminthecourse,theythenwroteastructuredpaperthatdescribedtheirunderstandingoftheirobjectorsettingasseenthroughthelensofthecoursecontent.Theyalsocomparedthiswritingwiththeirwritingatthestartofthecourseandreflectedontheirlearning.Robinwillsharephotographsandwritingexcerptsthatillustratehowherstudentsusedalavalamp,adirtyoutdoorpool,apetladybug,awaterslide,andotherselectionsastoolsthroughwhichtheymeasuredforthemselvesthetransformationintheirabilitytorecognize,understand,andcommunicatethescienceintheworldtheylivein.StudentAssessmentofLearningGains(SALG):AReassessmentofValidity
LindenHigginsEducationforCriticalThinkingLLCHeideEstesCatherineDuckett
MonmouthUniversityStudentevaluationsofcourseshavebeenshowntobebiasedagainstchallengingcontentandagainstinstructorswhodivergefromthepresumedwhite,heterosexual,cis-malefaculty“norm.”TheStudentAssessmentofLearningGains(SALG)hasbeenunderstoodtoavoidproblemswithothermethodsofstudentcourseandfacultyevaluation.However,astudyoftwocomparablecoursesofdifferentdifficultyhaschallengedthevalidityoftheSALG.WeevaluatedtwoFirstYearSeminarcoursesataregionalcomprehensiveuniversitybyadministeringtheSALGbothpre-andpost-courseandanalyzingstudentessaysformeasuresofcriticalthinkingtoinvestigatecorrelationsbetweenself-assessedlearninggainsandstudentperformanceonalatesemesteressay.Reviewofsyllabiandcourseassignmentsalongwithstudentreportsofdifficultyagreeinjudgingonecoursetohavebeenmorechallengingthantheother.Inthelesschallengingcourse,thevariationincriticalthinkinginstudentessaysisgreaterthaninthemoredifficultcourse,wheretheaverageperformancewasthesamebuttherewasverylittlevariationamongstudents.However,improvedperformancedoesnotcorrelatewithstudentreportsoflearninggainsontheSALG.Studentsinthemorechallengingcoursereported“littlegain”intheircriticalthinkingskills,whilestudentsinthelesschallengingcoursereported“greatgain.”Students’enthusiasmforthecoursecorrelatedwithself-reportedgreaterimprovementincriticalthinkingskills.ThisdifferencesuggeststhatevenfortheSALG,students’ownassessmentsmaybebiasedbytheirenthusiasmforthecourseand/ortheinstructor.Assuch,theself-assessmentisnotaconsistentgoodindicatorofactualstudentlearninggains,anditsuseshouldbeaccompaniedbyothermeasuresofstudentperformance.
FRIDAY,
AUGUST3
DevelopingaSENCERModelSubstanceAbuseAwarenessCourse:ACampus-CommunityEffortFocusedonInterdisciplinaryLearningStrategies
IreneDabrowskiRobertaHayes
St.John'sUniversityThecivicengagementgoalofaninterdisciplinarylearningcommunityhasfocusedonaddressingthelocalandnationalsubstanceabuseepidemic(tobacco,alcohol,andopioids)inordertoincreasestudentunderstandingandawarenessofthefactorsinvolvedinperpetuatingacultureofsubstanceabuse.Twocorecurriculumcourses,ScientificInquiryandIntroductiontoSociology,placedasocio-biologicallensonsubstanceabuseincorporatingcollaborativeresearchprojectsandstudentengagementactivitiesoverthecourseoftwosemestersontheStatenIsland,NYcampusofSt.John'sUniversity.Thestudentsintherespectiveclassesworkedwithaproblem-solvingapproachfulfillinganacademicservicelearning(AS-L)requirementwithwrittenandparticipatoryassignmentspilotingapotentialtemplateforaSENCERModelSubstanceAbusecourse.Theserequirementsentailedfivedigitalresearchassignmentsforreviewingboththepopularmediaandthescholarlyliteratureto"getthefacts"aboutsubstanceabuseasportrayedtothegeneralpublicandhowthatmaydifferfromreadingscholarly/scientificarticles.Studentsattendedamonthlongspeakerandfilmseriesonsubstanceabusetocomplementtheirresearchactivities.Thespeakerswereselectedinpartnershipwithcommunitygroupsanduniversityfaculty.Teamworkbecameintegraltolearningandproblem-solvingasstudentscollectivelyconstructedinfographicandpublicservicepostersforpresentationinaninterdisciplinaryclassdesignatedasanopendialogueday,allowingstudentsfrombothscienceandsociologyto"talkover"resultswithoneanother.Theposterswerefinallysharedwiththeentirecampuscommunityonauniversity-wideresearchdayplacingemphasison"peerseducatingpeers"aboutthedangersofdruguse.Inaddition,allstudentsintheuniversityhavebeeninvitedtorespondtoatobaccosurveyforthepurposeofcollectingempiricaldatadirectedtowardthepolicyformationofatobacco-freeuniversityinconjunctionwithoneofourASLpartners.IntegratingLiberalArtsandEngineeringthroughtheNationalAcademyofEngineeringGrandChallenges
KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducation
WiththesupportoftheTeagleFoundation,FourcampuswhicharepartoftheAITUsystem(AssociationofIndependentandTechnicalUniversities)underwentatwoyearcycletobringtogetherEngineeringandLiberalArtsFacultywiththegoalof;(1)creatingnewmodules/courses/activitiesorexperiencesthatintegratemultidisciplinaryperspectives,waysofknowingandapproachestosolvingproblemofsocialconsequence;(2)studyingtheinteractionsoftheengineeringandliberalartsfacultyandhowcommunicationstakesplaceamongstandbetweenthemindevelopingasharedacademicexperiencewhile;(3)creatingforeachcampusasuccessfulapplicationfortheNationalAcademyofEngineering(NAE),GrandChallengeScholarsProgramwhichemphasizestheinfluencetheliberalartsdisciplineshaveinpreparingengineeringstudentsforboththeirprofessionaswellastheirsocialresponsibility.Wepresentourexperiencesworkingasateamoncampusandaspartofthismulticampusproject,aswellasthechallengeswefacedandtheoverallsuccessofintroducingtheNAE-GlobalGrandChallengeScholarsProgramtostudentsandfaculty.
FRIDAY,
AUGUST3
PromotingScienceThroughWizardry
CynthiaMaguire TexasWoman'sUniversityAnunexpectedopportunitycomesalongwhenweleastexpectit,andthatishowCynthiaMaguirecametotraveltoMiddleEarth(NewZealand)asawizardapprenticeinfall2016.Alongtheway,shelearnedatotallynewanduniquewayofrelatingscienceinformationtochildren,therebyincreasingtheirinterestinscience.HerposterisadescriptionofherjourneyasshetrulybecametheMistressofPotions(MPforshort).SincereturningtoTexas,sheisseekingopportunitiestovisitschoolsforkidsofallagesinordertodemonstratethepower—andfun—ofscience!Wizardingperformancesareprovidedfreeofcharge,butwhenovernighttravelisneededthecommunityisaskedtoprovidelocalmealsandabedinsomeone’shome.Thisprovidestheopportunitytostrengthenbondswiththepeopleshemeetswhilereducingthecostofprovidingthisuniqueperformancetoschools.PerformingastheMistressofPotions,shehopestobearolemodelforyoungwomeninscienceandanambassadorforTWU.Formoreinformation,emailMPatcmaguire@twu.eduMulti-facetedCivicEngagementinaBelizeVillage
DavidRylander TexasWoman'sUniversitySanAntonioRioHondaisasmallvillageinBelize(approx.500people)thathadlittleeconomicopportunity,nobooksfortheschool/children,nowastemanagement,minimaluseofgardeningopportunities,andaculturethatsuppressedwomenandgirls.WiththehelpofaformerPeaceCorpsvolunteerlivinginthevillage,TexasWoman’sUniversitystudentsdevelopedandimplementeda5-yearplanofcivicengagementtohelpimprovetheseconditions.Thiswasdonethroughastudentorganization(Enactus/SIFE)andastudytourcourse.Throughaseriesofthreestudenttripstothevillageandadditionalsupportfromadistance,studentswereabletomakeanimpactineachareaofneed,whileachievingadepthoflearningbeyondwhataregularclassroomsettingcanprovide.Projectsincludedsupportforwomen’scraftbusinesses,booksforachildren’slibrary,anewgirlssoccerteam,gardeninginitiatives,andothersustainable-focusedefforts.Studentsengagedinlearninglocalcultureandhistory,thenaturalenvironment,andpoliticalandbusinessenvironments.Highlightsoftheprojectswillbepresented,alongwithoutcomes,challenges,assessmentsandsustainableimpacts.ResearchDiscoveryinInstrumentalAnalysisandEnvironmentalChemistryLaboratoriesatTexasWoman’sUniversity
ManalOmary TexasWoman'sUniversityThispresentationwilloverviewourresearchdiscovery-styleforboththeInstrumentalAnalysisandEnvironmentalChemistrylaboratoriesatTexasWoman’sUniversity.Thelabinvolvestwocomponents,onebasedonconventionalexperimentsinstandardtextbooks/manualsforthesetypesoflabs,andthesecondcomponentwhichtargetsnewresearchdiscoverieswherebythesametechniquesonstandardmaterialsareappliedforinterestingtechnologicalapplications.Forexample,wehavebeenanalyzingpollutedwaterfromhydraulicfracturing(fracking)sitesinTexas/Oklahomanaturalgaswellstoinvestigatetheirvariousorganicandinorganicpollutantsbothquantitativelyandqualitativelyviavariousanalyticaltechniques(HPLC.Atomicabsorption,UV/vis,andGC-MS).
SATURD
AY,AUGUST4
TranscendingBoundariesandMonitoringChange:ResilienceandAdaptationthroughouttheYukonRiverWatershed
LarryDuffy UniversityofAlaskaFairbanksTheYukonRiverWatershedprovidesanideal,broadscaletopicforresiliencestudies.OurgoalistocreateasustainableresearchprogramtostudytheimpactofclimatechangeonwatersecurityandresilienceinAlaska.GlobalwarmingandindustrialdevelopmenthavethepotentialtocauselargescalechangesintheYukonRiverWatershedandtheassociatedhumandimension.WeproposetousetheYukonRiverWatershedto:
● establishandexpandabaselineagainstwhichfuturechangecanbemoreaccuratelyassessed,● enhancetheAlaskanresearchandeducationinfrastructure,● PromoteinterdisciplinaryresearchandCitizenScience,and● advanceregionaleconomicanalysis.
TraditionalEcologicalKnowledge(TEK)willbeintegratedwithResilienceTheory.SATURDAY,AUGUST4THSessionswillbeheldontheSantaClaraUniversityCampusandattheTechMuseumofInnovationinSanJose7:00A.M.–8:00A.M. BREAKFASTBensonMemorialCenter8:00-9:50A.M. SessionBlockIII
SATU
RDAY,
AUGUST4
8:00-9:50A.M. IntegratingMusicintoSTEMO'Connor102
FrankAbrahamsElenaByasseJanetCapeJessicaDalrymple
DonnaJeanFredeenPalmerHaffnerNicholaLampeJohnLucadoLindseyReinhardRiderUniversity
Inthissessionwepresenttheresultsofaresearchprojecttoinvestigatematerials,anddesigninstructionforamusiccurriculumthatalignstothegoalsandobjectivesofSTEM–anationalinitiativetoimprovethequalityofpublicschooleducationbyfocusingonScience,Technology,EngineeringandMathematicsinelementaryandsecondarypre-collegeeducation.SomeartseducatorsbelievethataddingtheartstoSTEMcreatingSTEAM,providesamorerelevantandcomprehensiveapproachtoeducatingthecompletechild,andprovidesopportunitiesforchildrentoexpressthemselvesthroughtheartsinwaysthatenhanceengagementswithscience,technology,engineering,andmathematics.Thescopeoftheprojectwastoidentifyatheoreticalframework,developatemplateforinstruction,andgeneratesampleplansformusicexperiencestoconnectandintegrateintothegoalsandcontentofSTEMsubjects,alwaysmaintainingtheintegrityofmusicasasubjectworthyofstudyonitsown.Whileitisimportanttoconsiderdance,drama,andvisualarts,thoseconsiderationswerebeyondthescopeofthisstudy.Thissessionisintwoparts.First,wepresentthetheoreticalframework,literaturereview,lessonplanandensembleplantemplatesanddescribesomesamplelessons.After,participantswillhavetheopportunitytotrysomeofthematerialstoexploreoptionsforcreativeexpressionintegratingmusicintoSTEM.8:00-9:20A.M. HowtoSENCERizetheCurriculumO'Connor104
TheoKoupelis BrowardCollegeTheSENCERapproachisabouttheteachingandlearningofachallengingcurriculumsteepedincivicengagementissues.Includingthisapproachasanintegralpartofacurriculumchangecanbedoneatanylevel,fromtheindividualcoursetothegeneraleducationcurriculum.Thegoalofthissessionistoengageinadialoguethatcoverstheentireprocessofsuchachange,discusschallenges,supportneeded,guidingprinciples,andtoprovideexamplesofsuccessfulefforts.ThesessionisintendedforparticipantsnewtotheSENCERproject.
SATURD
AY,AUGUST4
8:00-8:50A.M. InformalScienceforInquiringMinds:K-4ScienceExplorationProjectsO'Connor105
GingerReasonover LipscombAcademyElementarySchoolLipscombAcademyElementarySchoolprovidesbothformalin-schoolscienceteachingandafter-schoolscienceexplorationprogramsforstudentsingradesK-4.Nextgenerationsciencelabscoverahostofscienceprinciplesthroughfoodandcooking:physics,biology,chemistry,andenvironmentalscience,inparticular.Foodand/orcookingcanbeusedtoteachtherockcycle,statesofmatter,layersoftheearth’scrust,temperature,thebutterflylifecycle,thescienceofsunsandcomets,aquifers,andsustainability.Thissessionwillbeahands-onpresentationofafoodscienceprojectthatallowsstudentstoexplorephysics,chemistry,andbiologyconceptsinafunandinformalscienceexplorationclass.ThesessionwillalsoprovidenetworkingandcollaborationpotentialforK-12educators.8:00-8:50A.M. Science,Humans,andNature:ASouthernAppalachiaStoryO'Connor106
LaRoyBrandt LincolnMemorialUniversityTheSENCER-ISEprogramwasdesignedtofostercross-sectorcivicengagementpartnerships.Utilizingthefinancialsupportfromthisprogramathree-waypartnershipbetweentheLincolnMemorialUniversityDepartmentofBiology,theAbrahamLincolnLibraryandMuseum,andtheCumberlandMountainResearchCenter(allinHarrogate,TN)wasestablished.ThisprojectdevelopedspecializedtrainingforLMUconservationandwildlifebiologystudentsintheenvironmentalhistoryandhumangeographyofsouthernAppalachia,aswellasformaltrainingininterpretiveprograming.Underfacultyguidance,LMUstudentsdevelopededucationalprogramsthatwereofferedthroughtheMuseumtomiddleschoolstudentsfromourlocalcommunity.OnOct27,2017,LMUhostedover80middleschoolstudentsforarotatingsequenceofthreeprograms:(1)WaterasanEnvironmentalandHistoricalforce,(2)HistoryandCurrentStatusofRegionalBiodiversity,and(3)HumansandLandUseNatureHike.TheSENCERSALGwasutilizedtoobtainfeedbackfromLMUstudentsabouttheirexperiencesinthisprogram.Althoughthisprojectisviewedasasuccess,discussionsconcerningoftheprojectfrominceptiontodevelopmenttoimplementationtoassessmentandvarioushurdlesalongthewayarewarranted.
SATU
RDAY,
AUGUST4
8:00-8:50A.M. SoTL:DesigningStudentAssessmentstoStimulateReflectiononComplexProblems
O'Connor107
LindenHigginsEducationforCriticalThinking
MonicaDevanas
RutgersUniversitySENCERizedcoursespresentbothbenefitsandchallengestostudents,inpartduetotheinterdisciplinaryapproachrequiredtoworkonthereal-worldproblemsatthecoreoftheSENCERideal.Students,developmentallyandintheirpriorexperiences,oftenapproachproblemsinalinearfashion.Moreover,‘transfer’acrosscoursesandamongdisciplinesiswidelyacknowledgedasonethemostchallengingthingstolearn,andtoteach.Intoday’sworkshop,wewilldiscusssomestrategiesforhelpingstudentswhentheystrugglewiththeinherentcomplexityofSENCERizedcoursesandrealworldproblems,provideanoutlineofactivitiesandstrategiesfordifferentpointsinthesemester,andprovidetimeandresourcesforparticipantstooutlineanactivityforoneoftheircourses.Wewillclosewithanoverviewofresourcesformanagingdiscussionsaroundparticularlychallengingtopicsthatmaytriggerstrongemotionalreactionsinstudents.8:00-8:50A.M. SustainabilityCross-disciplinaryConversationsII:Teaching&Learningabout
FOODO'Connor205
TomBryanCathyMiddlecamp
UniversityofWisconsin-MadisonFood-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitywithstudentsthanwiththefoodtheyeatoncampus?Asaninstructor,youcanhelpstudentsfindexamplesofhowwhattheyeataffectsboththeirhealthandthehealthoftheplanet.Thisinteractivesessiononteachingandlearningfoodprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!
SATURD
AY,AUGUST4
8:00-9:50A.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevelCoursesSessionII
O'Connor206 ThisisthesecondofthethreesessionsintheThinkingLikeLeadersworkshopsequence.ItwillexaminetheinterconnectednessofintroductorybiologytootherdisciplinesinSTEMaswellastheartsandhumanitiesfromasystemsperspectiveusingafacilitatedcasestudy.
BruceAlbertsChancellor’sLeadershipChairinBiochemistryandBiophysicsforScienceandEducationUniversityofCalifornia,SanFranciscoDavidFerguson
StonyBrookUniversityMattFisher
SaintVincentCollegeTheoKoupelis
BrowardCollegeCathyMiddlecamp
UniversityofWisconsin-Madison
JayLabov NationalAcademiesofSciences,Engineering,andMedicine ElizaReilly NationalCenterforScienceandCivicEngagement 9:00-9:50A.M. BrownfieldAction:ActiveLearninginaConstructivistEnvironmentO'Connor105
PeterBower BarnardCollege/ColumbiaUniversityBrownfieldAction(BA)isawebbased,interactive,threedimensionaldigitalspaceandlearningsimulationinwhichstudentsformgeotechnicalconsultingcompaniesandworkcollaborativelytoexploreandsolveproblemsinenvironmentalforensics.BrownfieldAction(BA)wasselectedin2003asanexampleof“nationalmodelcurriculum”bySENCER.BAistheonlySENCERModelwithanetworkoffacultycollaboratinginacommunityofpractice.Thesimulationandthefacultynetworkwillbedescribedaswellasitsimpactonstudentlearningandcareergoals.
SATU
RDAY,
AUGUST4
9:00-9:20A.M. CivicEngagementinaKentuckyContextO'Connor106
MartinBrock EasternKentuckyUniversityThispresentationwillexploreseveralmodelsinwhichKentucky-specificissuescanbeandhavebeenusedasframeworksforfurtheringcontentdeliveryinbothnaturalscienceandsocialsciencecontexts.Thefourexamplestobeemphasizedincludethechestnutproblem,inwhichchestnutblightdecimatedthedominantarborealspeciesinmuchofAppalachia;theBluegrassArmyDepot,atwhichtonsofnerveagenthavebeenstoredsincethemid-20thcenturyandagainstwhichtreatyobligationshavemadetheirdestructionmandatory,butwhichemergingtechnologieshadbeenexpectedtoresolvetheissuesquickly;MaxiFlats,averybadmodelofmis-handlingradioactivewaste,andwhichcontinuestoplayout,inspiteoflessonsthatweresupposedtohavebeenlearned;andfinallytheproblemsassociatedwithtraditionalenergygenerationandthedifficultieswithtransitioningtoalternativesources.Eachofthesemodelsworkattheinterfacebetweenthesocialsciences,includingpoliticalscience,economics,sociology,andgeography,andoneormoreofthenaturalsciences,althoughforthispresentationmostlychemicalaspectswillbeemphasized.Inaddition,solutionstoeachoftheseissueswillrequirecooperationamonganumberofcivicplayers.Throughroleplaying,studentsareabletobetterappreciatethecomplexityoftheissuesfacingourcommonwealth.9:00-9:50A.M. Engineering,TechnologyandtheLiberalArtsO'Connor107
DaveFerguson StonyBrookUniversityThissessionwillfocusoncoursesandotherexperiencesaimedathelpingstudentsoutsideofengineeringandtechnologybetterunderstandsomeofthetechnicaldimensionsandsocietalimplicationsofaworldthatisincreasinglydrivenbyextremeautomation.Participantswillexplorewaysinwhichcurriculaorcoursesmayaddressthechallengesandopportunitiescreatedbyengineering-drivenapproachestosuchissuesashealth/medicine,sustainability,andsecurity.9:00-9:50A.M. BeyondAssessment:DesigningInformativeEvaluationsofStudentLearningO'Connor205
LindenHiggins EducationforCriticalThinkingLLCManyfacultyaredeeplyinterestedinknowingwhethertheirteachingstrategiesarehavingimpactsonstudentlearning.Detectingimpactsisthefocusofprogramevaluation,andthissessionintroducesthebasicconceptsofdesigninganevaluation.Followingapresentationofhowevaluationisdistinctfromresearch,therewillbeawhiteboardcollaborativemappingofresources,outputs,anddesiredimpactsforahypotheticalcourseactivity.Basedonthismodel,thegroupwillidentifyanddiscusspossibleevaluationquestions,consideringfactorssuchasgenerality,context,andfoundationalquestionsintheliteraturearoundteachingandlearning.Afterabriefpresentationaboutchoosingappropriateindicators,'triangulation,'andthemeaningsofvalidityandreliabilityinSoTLdataanalysis,thegroupwillidentifypossibleindicatorsforthehypotheticalprogrammodel,anddiscusshowthosemightbemeasured.Thesessionwillclosewithdiscussionofparticipants'thoughtsofhowtoproceedwithevaluatingimpactoftheirSENCERcourses.
SATURD
AY,AUGUST4
9:30-9:50A.M. UsingNumberTalkTrainingToTrainTeachersO'Connor104
BrandonBanes LipscombUniversityNumberTalksarerichinstructionalactivitiesthathelpstudentsdevelopnumbersenseandflexiblethinkinginmathematics.Forteachers,numbertalksrequireawidesetofteachingskills.Thispresentationwillshowcasethepresenter'sexperienceusingnumbertalktrainingtomotivateteacherstodeveloptheirteachingpracticeingeneral.9:30-9:50A.M. CommunityBasedLearninginaRuralEnvironmentO'Connor106
PamelaProulx-Curry MaineCampusCompactCommunityBasedLearningevolvedlargelyinurbanenvironmentswheremanystructuresthatfacilitatestudentinvolvementinoff-campusprojects(e.g.localtransportationsystems,largesocialserviceagencieswithvolunteermanagementpersonnel).Manytimesthesestructuresdon’texistinruralcommunities,thuscreatingauniquesetofchallengesforfacultyinterestedininvolvingtheirstudentsinoff-campuscivicengagementactivities.Thissessionwillengageparticipantsinadiscussionofthesechallengesandapproachestodealingwiththem.10:00-10:45A.M. TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.10:00-10:45A.M. SENCER-ISE:HelpGuidetheNextStepsO'Connor102
MarshaSemmelMarshaSemmelConsultingDaveUckoMuseums+MoreLLC
Inthissession,wewilluseSENCEReffortstodateinpartneringhighereducationinstitutionswithinformallearningorganizationsasaspringboardforconversation.Youwillshareyourexperiencewithcross-sectorpartnershipsasweexplorenewopportunitiesforcollaboration.YourinputwillenableustobuildonpriorworkandnewideasinplanningfutureSENCERprojects.10:45-11:45A.M. BrunchBensonMemorialCenter11:45A.M.-1:00P.M. TraveltotheTechMuseumBusLoopSSIparticipantswillboardthebustotheTechMuseumofInnovationatthebusloopasindicatedonyourcampusmap.
SUNDAY,
AUGUST5
1:00–2:00P.M. ALL-INSTITUTEPLENARYSESSIONIIITechMuseumofInnovationNewVentureHallMarshaSemmel,presiding
PlenaryPresentation:CommunityInvolvementandParticipationAdvancingLearningandCivicEngagementTimRitchiePresidentandCEO
TheTechMuseumofInnovation2:00-5:00P.M. AfternoonattheTechMuseumTechMuseumofInnovationFollowingtheplenaryaddress,SSIparticipantswillhavetheafternoontospendintheTechMuseum.PleaseconsulttheshuttlescheduleinyourprogrambookfortransportationbacktocampusandtheHolidayInn.
SUNDAY,AUGUST5THAllsessionswillbeheldontheSantaClaraUniversityCampus.7:00A.M.–8:30A.M. BREAKFASTBensonMemorialCenter7:00A.M.–8:30A.M. TranscendingBarriersMeetingO'Connor1028:30A.M.–10:00A.M. ALL-INSTITUTEPLENARYSESSIONIVMusicandDanceBuildingRecitalHallElizaReilly,NCSCE,presiding
PlenaryPresentation:MakingCommunityPropertyofTeaching,Learning,andtheCriesoftheWorldMattFisherAssociateProfessor,Chemistry
SaintVincentCollege10:00-10:50A.M. SessionBlockIV
SUNDAY,
AUGUST5
10:00-10:20A.M. TheAutomatedPhoneticTranscriptionGradingTool:WhereComputerScienceMeetsClinicalProblemSolvinginCommunicationDisorders
O'Connor102
MarishaSpeightsAtkinsDallinBailey
CherylSeals AuburnUniversityTheuseofinnovativetechnologiesforclinicalpracticeinspeech-languagepathologyisrevolutionizingpracticesfordiagnosisandtreatmentofcommunicationrelateddisordersacrossthelife-span.Thisevolutionhasalsorequirededucatorstointegratetheuseoftechnologiesintotheclinicaltrainingpedagogy.Phonetictranscription,afoundationalskillpresentedearlyintheundergraduatespeech-pathologycurriculum,servesasthebasisforadvancedcourseworkinproblemsolvingandclinicaldiagnosticdecision-making.Whenlearningmethodsforphonetictranscription,studentsbenefitfromregularfeedbackontheirprogress.Wesoughttoexploreamethodtoaddressthepedagogicalchallengeofprovidingobjectiveandtimelyfeedbacktostudentsusingauser-friendly,computer-basedplatform.ThedevelopmentofTheAutomatedPhoneticTranscriptionGradingTool(APT-GT),servedasamechanismforanintegratedlearningopportunitybetweenthedepartmentsofCommunicationDisordersandComputerScienceandSoftwareEngineeringatAuburnUniversity.Themarriageofcommunicationdisordersandcomputersoftwareengineeringlearningobjectivesmeettwomajorgoals:(1)toprovideincreasedstudentengagementbetweensocialsciencesandengineeringand(2)toincreaseappliedsciencebyaddressingreal-worldproblems.Thissessionwilldescribethecollaborativeandmulti-facettedeffort,tocreatearichlearningexperienceforstudentsinbothdepartments.10:00-10:20A.M. ConnectingClassroomSkillstoEverydayLife:the“Three-Column“ApproachO'Connor105
NasrinMirsaleh-Kohan TexasWoman’sUniversityThispresentationwilldiscussanactivitycalled,“Three-Column,”whichisdesignedforstudentstodevelopanappreciationofhowimportantphysicsisintheireverydaylives.Throughthisactivity,studentsareaskedtotakeapieceofpaperand,withoutwritingtheirnamesonit,dividethepageintothreecolumns.Inthefirstcolumn,therearetowritesomethingtheyarestrugglingwithorthatistroublingthematthemoment.Inthesecondcolumn,studentsareaskedtosuggestsolutionstotheproblemintheirfirstcolumn.Andfinally,inthethirdcolumn,studentsareaskedtowritesomethingtheyarepassionateaboutorsomethingthatmotivatesthem.Inaddingthethirdcolumn,thefocusisontheirthoughtsontheirpassionsorgoalsfortworeasons:whenthinkingaboutourpassions,webecomehappierandautomaticallymovetowardabetterstateofmindmakingitmoreprobablethatwecansolveourproblemsoratleastthinkaboutourproblemsinaneffectiveway.Thisactivitycanbecompletedinafewdifferentways,eitherindividuallyorasagroup.Studentscanusethismethodtorefocusonaproblemortopictheyarestrugglingwithorthisactivitycanbeusedasanicebreakeronthefirstdayofclass.Thegoalofthisactivityistodemonstratewhyitisimportanttopracticeproblemsolvingandanalyticalthinkingskillsinsideandoutsideoftheclassroom.Inthispresentation,somestudentresponseswillbesharedalongwiththewaysactivityhashelpedthemappreciatethesubjectandimprovetheirskillsetsinthisclass.Furthermorethesessionwillsharehowthepresenter'soutlookhaschangedbylearningmoreaboutstudentsandtheirstruggles.
SUNDAY,
AUGUST5
10:00-10:50A.M. UsingSENCERStrategiestoRemovetheMathematicsBarriertoDegreeCompletion
O'Connor106
CindyKaus MetropolitanStateUniversityMathematicsstudentsfromdiversebackgroundshavethepowertoserveasinvaluableresourcesfortheirclassmates,teachersandthecommunity.Theybringabroadrangeofexperiencesandperspectivesthatenrichthelearningenvironment.Howdowetransformtheclassroomtosupportandencouragestudentsfromallbackgroundstoadopttheidentityofamathematicalthinker?Whatstructuralbarriersareinplacethatwemustmovebeyond?Howdowechangeourstudents’mathematicalstoriessothattheylearntoappreciatethebeautyandapplicationsofmathematicsandalsohaveconfidenceintheirmathematicalability?IwillpresentamodelthataddressesthesequestionsforagroupofstudentswhohavetakenmeonaprofessionalpathIneverexpected.10:00-10:50A.M. SustainabilityCross-disciplinaryConversationsIII:Teaching&Learningabout
TRASHO'Connor107
TomBryanTimLindstromCathyMiddlecamp
UniversityofWisconsin-MadisonTrash-relatedissuesareintriguing,cross-disciplinary,andoffermultiplepointsofentryforstudentengagement.Whatbetterwaytostartaconversationaboutsustainabilitywithstudentsthanby“talkingtrash”?Researchingandreducingcampuswastestreams,includingthosefromstudentresidencehalls,quicklycanengagestudentsandinstructorsalike.Thisinteractivesessiononteachingandlearningtrashprovidesstories,activities,andresources,allsprinkledwithpracticalknowledgeandbitsofhumor.Itisoneofathree-partseriesatthe2018SSIaimedathelpinginstructorsdesigncourseactivitiesthatutilizeyourcampusasalivinglaboratoryforsustainability.Feelfreetoattendoneorallthreepartsoftheseries!10:00-10:50A.M. BuildinganInclusiveClassroom,or“Whydoesn’tthe
black/female/latinx/URMstudentinmyclassaskmorequestions?”O'Connor205
SherrylBrovermanDukeUniversity
Focuscontinuestoincreaseonthecriticalneedtorecruitandretainunder-representedminoritiesandwomenintoSTEMprograms.Programs,faculty,andfinancialinvestmentoftenstartbyfocusingonaccessandrectifyingperceived“intrinsic”deficitsinstudents,suchascomingfrompoorhighschoolsorlackofAPcourses,oftenleadingtoadeficitmindsetforbothstudentsandfaculty.Recentliteratureandnewmodelsindicatethatlookingat‘extrinsic’factors,suchasclassroomstructureanddynamics,candramaticallyimproveoutcomesandreducetheachievementgap.Thissessionwillshowdataandsharestrategiestostructureclassroominteractionstobuildamoreinclusiveclassroom.
SUNDAY,
AUGUST5
10:30-10:50A.M. SENCERinaSmallWorldO'Connor105
HeatherPelzel UniversityofWI-WhitewaterIntheSpring2018semester,studentsatUW-Whitewaterjoinedaninternationalsearchfornovelantibiotic-producingbacteriaaspartoftheSmallWorldInitiative(SWI).SWIisaloosecurricularprogramthatfacilitatesstudent-ledexperimentsinwhichtheycollectsoilsamples,isolatediversebacteria,testtheirbacteriaagainstclinically-relevantmicroorganisms,andcharacterizethoseshowinginhibitoryactivity.Thecoursedesignallowsstudentstoexperienceamoreauthenticresearchprocessratherthanthemoretraditional“cookbook”labs.Inthefallsemester,anewgroupofstudentswilljointheproject,buttheprojectwillbeacoordinatedeffortbetweenUWWstudentsandWisconsinScienceFestivalattendees,whowillhavetheopportunitytocollectanddonatesoilsamplestotheproject.Thestudentsintheclasswillthencommunicatethroughoutthesemesterwiththecitizenscientiststhatcollectedthesoilsamples.11:00A.M.–12:30P.M. TeamTimeTeamsmayfindanysuitablelocationoncampustoconductateammeeting.
12:30-2:00P.M. LunchBensonMemorialCenter2:00-3:50P.M. SessionBlockV2:00-2:50P.M. CreatingaBuzz:SENCER'izingPollinationScienceinComputerScience,Physics,
andtheLiberalArtsO'Connor102
JudyBeckSusanReiser
CathyWhitlock UniversityofNorthCarolinaAshevilleFoodproductionistiedtopollinationand,foravarietyofreasons,thenumberofpollinatorsisdecreasing.Inresponse,UNCAshevilledevelopedsustainablehabitatsforpollinatorsandwasrecognizedfordoingsobybeingdesignatedaBeeCampusUSA.Ourpollination-themedprojectconductedinthefall2017wastocreatebeeswaxsoapsasaninterdisciplinarycollaborationbetweenthreeintroductoryclasses:studentsandfacultyfromafirstyearseminaronhoneybeescollectedthewaxandhoney.Computersciencestudentsandfacultypreparedthedesignstobe3Dprintedwithpolylacticacid(PLA)filamentandconductthemold-making.Physics/AstronomystudentsandfacultyfromafirstyearseminarontheSundesignedandbuiltsolarmelterstobeusedtopurifythebeeswax.Thedual-enrolledcomputersciencestudentsfromCherokeeHighSchoolcametoUNCAshevilletomoldthesoapsandlearnaboutthecampus.Subsequently,inthespringsemester,withthesupportoftheNorthCarolinaScienceFestival,wehostedadesigncompetitionforallagestocreatecustom,pollination-themed,food-safesiliconemoldsfrom3Dprints,andtomakehoney-basedmoldedtreatstodistributeduringapollinationfestival.AttheendofApril,wehostedthepollinationfestivaloncampusforlocalparticipants.Duringanafternoon,campusexpertsconductedtoursofUNCAsheville'sBeeHotel,thepollinationgardens,thebeehives,andthedisplayofthesolarwaxmelters,3Ddesigns,andmolds.Participantscouldbuildtheirownbeehotelsandenjoycustomtreatsmoldedfromthewinningdesigns.Contestwinnersreceivedsiliconemoldsincorporatingallofthewinningdesigns.
SUNDAY,
AUGUST5
2:00-2:50P.M. EngineeringandTechnologyforSocialGoodO'Connor104
DaveFerguson StonyBrookUniversityThissessionwillfocusoncoursesandotherexperiencesaimedathelpingengineersandtechnologistsunderstandhowvaluesarereflectedinalldimensionsoftheirwork,includingtheselectionofproblemsandthedesignofdevicesandsystems.Giventhattheworkforceisdistributedandthatapplicationsfindtheirwayintomanypartstheworld,considerationsofculturalandglobalrelevanceareessential.2:00-2:50P.M. DevelopingaModelforanInterdisciplinarySENCER-basedSubstanceAbuse
AwarenessCourseusingAcademicServiceLearningO'Connor105
IreneDabrowskiRobertaHayes
StJohn'sUniversityStudentsinScientificInquiryandIntroductiontoSociology,twocorecurriculumcourses,ontheStatenIsland,NYcampusofSt.John’sUniversity,participatedinproblem-solvingbasedactivitiesinconjunctionwithacommunitypartnertofulfillcourseacademicservicelearning(AS-L)requirements.Usingasocio-biologicallenseachcourseexploredmultiplefactorsrelatedtosubstanceabuseutilizingcollaborativeresearchprojectsandstudentengagementactivities.ThewrittenandparticipatoryassignmentswerechosentoexploreapotentialtemplateforaSENCERModelSubstanceAbusecourse.Theserequirementsentailedfivedigitalresearchassignmentsforreviewingboththepopularmediaandthescholarlyliteratureto“getthefacts”aboutsubstanceabuseasportrayedtothegeneralpublicandhowthatmaydifferfromreadingscholarly/scientificarticles.Studentsattendedamonthlongspeakerandfilmseriesonsubstanceabusetocomplementtheirresearchactivities.Thespeakerswereselectedinpartnershipwithcommunitygroupsandfacultywithintheuniversity.Groupworkwasapartoflearningandproblem-solvingasstudentscollectivelyconstructedinfographicandpublicservicepostersforpresentationinaninterdisciplinaryclassdesignatedasopendialoguedayallowingstudentsfrombothscienceandsociologyto“talkover”resultswithoneanother.Theposterswerefinallysharedwiththeentirecampuscommunityonauniversity-wideresearchdayemphasizingtheimportanceof“peerseducatingpeers”inthestudentcultureaboutthedangersofdruguse.Inaddition,allstudentsintheuniversityhavebeeninvitedtorespondtoatobaccosurveyforthepurposeofcollectingempiricaldatadirectedtowardthepolicyformationofatobaccofreeuniversityinconjunctionwithoneofourASLpartners.LearningObjectiveswerefocusedonunderstandingsubstanceabuseasapersonalandpublicissuealongwiththeneedforresponsiblelifestylechoicesandcommunityaction;theimportanceofscientificandsociologicaleducationinunderstandingandcultivatingsubstanceabuseawareness;andbecominginformedaboutthelawsregulatingdrugsandthelegalconsequences.
SUNDAY,
AUGUST5
2:00-2:50P.M. GroundingYourselfasaLeaderO'Connor106
KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter
SantaClaraUniversity/Success4HigherEducationAuthenticleaders,thoseindividualswhochoosetolivetheirvaluesandpassionswhileputtingtheirskillsintopracticetoservicetheacademyareawareoftheimportanceofstayinggrounded.Leadingishighstresswork.Awell-groundedleaderisbothconfidentandsteadywhiledealingwiththechaoswhatmaysurroundthem.Youcanbesure,asaleader,yourinstitutionwillneverstopmakingdemandsofyou,sotheresponsibilitytodrawtheline,todeterminehowmuchyouarewillingtogive,restswithyou.Inthissessionweexplorehowtointegrateyourprofessionalandpersonallife,tobegroundedinyourauthenticself,especiallywhentheoutsideworldischaotic.Wewillprovideaseriesofstepsyoucantakenowtogroundyouasaleaderwhilemaintainingyourauthenticself.2:00-2:50P.M. TeachingStudentsHowtoLearn:DesigningCoursesthatBuildSuccessful,Self-
DirectedDeepLearnersO'Connor107
StephenCarrollSantaClaraUniversityOurstudents’personalandprofessionalsuccessinarapidlychangingworldwilldependontheirabilitytolearnnewideas,skillsandhabitsquicklyandeffectively.Yetfewstudentshavebeenexplicitlytaughthowtolearnsomostofthemmisunderstandtheprocessandrelyoninefficientandcounterproductivelearningstrategies.Twelveyears’worthofdatashowsthatexplicitlyteachingstudentswhatlearningisandhowtodoiteffectivelymakesstudentsbetterlearners:theylearnfaster,learnmoreandretainwhattheylearnlonger.Thissessionwilldrawoncurrentresearchincognitivescience,physiologyoflearningandneuro-psychologytobuildasix-phasemodelthatmeasurablyacceleratesstudents’learning—reducingtheirdependenceontheirinstructorsandenhancingfacultyperformance.You’lllearnbydoing—experiencingpedagogiesandlearningactivitiesyoucanusetodeepenstudentlearningandacceleratetheirprogresstowardbecomingeffectiveself-motivated,self-directedandself-regulatinglearners.
SUNDAY,
AUGUST5
2:00-3:50P.M. ThinkingLikeLeaders:ASystemsApproachtoImprovingIntroductoryLevelCourses--SessionIII
O'Connor206 ThisisthethirdandfinalofthethreesessionsintheThinkingLikeLeadersworkshopsequence.Participantsanddiscussionleaderswilldiscussthedevelopmentofa“systems-informed”plantoaddressthechallengesthattheyarefacingontheircampusesandthenworkingroupstoreviewandoffersuggestionsforimprovingtheplan.Smallgroupdiscussionswillfacilitatedbypresentersandpanelists.
JayLabov NationalAcademiesofSciences,Engineering,andMedicine JackiReeves-Pepin
NationalAssociationofBiologyTeachers ElizaReilly NationalCenterforScienceandCivicEngagement3:00-3:20P.M. IncludingtheHumanitiesinSTEMCoursesO'Connor102
TomWood GeorgeMasonUniversitySchoolofIntegratedStudiesThispresentationwilltracethedevelopmentandlessonslearnedbyincorporatingartintoaSTEMnon-majorcoursefocuseduponthescienceofclimatechangeandbiodiversityloss.Preparingstudentsfor,andintentionallyincorporating,learningfocusedontheaffectivedomainenhancesstudentinterestinscientificcanonsrangingfromevolutionaryprinciplestotheKeelingcurve.Studentassessmentofthisapproachtolearning,incorporatingscientificknowledgeintoartisticexpression,willbepresented.Facultyinterestedindevelopingnewapproachestoengagingstudentsinbasicsciencemayfindthistobeausefulapproachtoteaching.3:00-3:50P.M. STEMinServiceofSocietyO'Connor104
MorganThompson HarvardUniversityParticipantsinthissessionwillcontributetothedevelopmentofanewNCSCEinitiativetocreateaseriesofcoursemodelsandfacultydevelopmentopportunitiesthatapplySENCERprinciplestotheintegrationofsocialjusticeandhumanissuesintoarangeofdisciplines,includingSTEM.
SUNDAY,
AUGUST5
3:00-3:50P.M. HowtoPublishinScienceEducationandCivicEngagement:AnInternationalJournal
O'Connor105
TraceJordanNewYorkUniversity
MattFisher
SaintVincentCollegeDoyouwanttopublishajournalmanuscripttoshareyoureducationalinnovationswiththeSENCERcommunityandbeyond?Thissessiondescribesapeer-reviewedonlinejournalthatisinspiredbytheSENCERprojectandpublishedbytheNationalCenterforScienceandCivicEngagement.Thejournalservesasaforumforpublishingcreativeworkattheinterfaceofscienceeducationandcivicengagement.Wewillprovidepracticaladviceforpreparingajournalmanuscriptbyfocusingonhowtotranslateyoureducationalpracticeintoscholarshiponteachingandlearning.Aspartofthesession,eachparticipantwillidentifyoneideafordevelopingajournalmanuscript,assesshowdevelopedtheideais,andidentifynextstepstomoveclosertothegoalofsubmittingtothejournal.3:00-3:50P.M. CreatingyourNextProfessionalCareerMove:ExploringOptionsO'Connor104
KarenOatesWorcesterPolytechnicInstitute/Success4HigherEducationAmyShachter
SantaClaraUniversity/Success4HigherEducationAsyoubeginmovingforwardandexploringnewpositions,youmayfindyourselfsearchingforthatfirststep.Somepeopledevotealltheirattentiontothisfirststepbecauseforthem,it’sallaboutgettingready.Othersrecognizethisstepasthefirstofmanytowardanimportantgoal,andtheyarealreadystartingtothinkfaraheadintothefuture.Othersseethefirststepassomethingthatteststhevalidityofevengettingonapath.TheImportantpartisyoubegintomovetowardsyourultimategoal.Weaimforbothsuccessandfulfillment!Successisoftenmeasuredinexternalways,butthere’saninternalmeasureofsuccess,calledfulfillment.Fulfillmentcomesfromrealizingyourtalents-addingvalueandlivingbyyourvalues.RichardLeiderwiselywrites:fulfillmentcomesfrombeingwhoyouareandexpressingwhoyouareasfullyaspossible.Itdoesn’thavetodowithyourjobdescriptionorthespecificsofyourwork.Ithastodowithhowyoubringyourselftoyourwork,regardlessofwhatthatworkis.Inthissessionweexplorewhatasuccessfulcareermeanstoyou,andwhatfulfillsyourneedsbothprofessionallyandpersonallythroughavarietyofactivitiesincludingavaluesinventory.4:00P.M.–4:30P.M. SSI2018ADJOURNMENTSESSIONMusicandDanceBuildingRecitalHallThissessionwillcloseoutthe2018SENCERSummerInstitutewithsomereflections,nextsteps,andannouncementsaboutupcomingmeetingsandinitiatives.
SPEA
KER
BIOS
BIOGRAPHICALSKETCHESOFSSI2018PLENARYSPEAKERSANDSTAFF DavidFergusonholdsaPh.D.fromtheUniversityofCalifornia,Berkeleywherehestudiedmathematicsandmathematicseducation.HeisadistinguishedserviceprofessorintheDepartmentofTechnologyandSocietyintheCollegeofEngineeringandAppliedSciencesatStonyBrookUniversity.HeholdsaffiliatedappointmentsinAppliedMathematicsandStatistics,andComputerScience.Inadditiontohisdepartmentalresponsibilities,heholdsthepositionofProvost’sScholarforLeadershipandTransformationinDiversity.HehelpedtoestablishtheDepartmentofTechnologyandSocietyatSUNYKorea.Hehasdirectednumerousprojects,includingadozenNSFprojects,aimedatimprovingscience,technology,engineering,andmathematics(STEM)educationatboththeundergraduateandgraduatelevels.Hisresearchandteachingthrustsareintheareasofproblemsolving,advancedtechnologiesinthelearningandteachingofmathematicsandscience,andsocio-technologicaldecision-making.DaveisaNewYorkStateandnationalleaderinprogramstoenhancetheparticipationofunderrepresentedgroupsinscienceandengineering.HedirectstwoNSF-fundedprojectsinthisarea:theSUNYLouisStokesAllianceforMinorityParticipation(LSAMP),andtheAllianceforGraduateEducationandtheProfessoriate-TransformationProject(AGEP-T).HeisPIonStonyBrook’sScienceandTechnologyEntryProgram(STEP)andCollegiateScienceandTechnologyEntryProgram(CSTEP)—bothfundedbytheNewYorkStateEducationDepartment.Heistherecipientofseveralawards:theU.S.PresidentialAwardforExcellenceinScience,MathematicsandEngineeringMentoring(PAESMEM),theArchieLaceyAwardoftheNewYorkAcademyofSciences,andtheEngineeringEducatorAwardoftheJointCommitteeonEngineeringofLongIsland.DaveisalsoaCo-PrincipalInvestigatorforSENCER. MattFisherisanassociateprofessorofchemistryatSaintVincentCollegeandaseniorfellowwiththeNationalCenterforScienceandCivicEngagement,wherehecoordinatesNCSCE’seffortsinthescholarshipofteachingandlearning.Hereceivedabachelor’sdegreeinbiochemistryfromTempleUniversityin1982andaPh.D.inbiochemistryfromtheUniversityofWisconsin-Madisonin1990.Inadditiontohisresponsibilitiesasafacultymember,MattwasdepartmentchairforsevenyearsandthedirectorofSaintVincentCollege’sTeachingEnhancementandMentoringProgramforasimilarlengthoftime.HehasdevelopedtwoSENCERmodelcourses:ChemistryofDailyLife:DiabetesandMalnutrition(2005)andUndergraduateBiochemistryThroughPublicHealthIssues(2009).ChemistryofDailyLifeisacoursefornon-sciencemajorsthatfulfillsgeneraleducationrequirementswhileUndergraduateBiochemistryThroughPublicHealthconsistsoftwocoursesforundergraduateSTEMmajors.MatthasbeenactiveintheAmericanChemicalSociety’s(ACS)DivisionofChemicalEducation,servingontheDivisionProgramCommitteeandasmeetingprogramco-chairfortheDivision’sprogramattheAugust2008ACSNationalMeetinginPhiladelphia.HewasamemberoftheACSCommitteeonEnvironmentalImprovement(CEI)foroveradecade,helpedleadCEI’seffortsineducationduringthattime,andchairedthecommitteein2013.HenowservesasamemberoftheACSCommitteeonSciencewherehechairsthePublicPolicySubcommittee.Mattisa2005CarnegieScholarandspentthe2005-2006academicyearworkingonaprojecttoconnecttopicsinundergraduatebiochemistrytopublicpolicy,publichealth,andinstitutional/personalvaluesinsupportofintegrativelearning.Hehasgivenpresentationsatconferencesandfacilitatedworkshopsonintegrativelearninginthecontextofundergraduatesciencecourses,publishedseveralbookchaptersonhisworkinSENCER,andisco-author(withJacquelineDewarandCurtisBennett)oftheforthcomingvolumeTheScholarshipofTeachingandLearning:AGuideforScientists,Engineers,andMathematicians.MatthasbeenrecognizedasanACSFellowandreceivedtheACS-CEIAwardforIncorporatingSustainabilityintoChemistryEducationin2015.
SPEAKERBIOS
OmarQuinteroisanAssociateProfessoratTheUniversityofRichmondwherehewasamemberoftheteamresponsibleforrevisingtheBiologyCurriculumtoalignwiththerecommendationsofthe“Vision&ChangeinUndergraduateBiologyEducation:ACalltoAction”reportfromtheNSFandAAAS.Hebeganpreparingforhiscareerasaresearch-active,student-centered,teaching-focusedfacultymemberduringhisIRACDA-fundedpostdoctoralfellowshipattheUniversityofNorthCarolina-ChapelHillwherehetrainedinteachingandpedagogyaswellasinthecellbiologyofmolecularmotorsandthecytoskeleton.Hehasmaintainedanactiveresearchprogramwhereundergraduatesareco-authorsonmanyofhispublications.HismodelforrunninghisresearchgroupisbasedonhisexperiencesundertheguidanceofDr.JoRaeWrightduringhisPhDworkatDukeUniversity.Thesuccessofhisgroupisbaseduponeachindividual’sabilitytocontributetotheteam,andeachteammember’sabilitytocontributedependsuponthementor’sabilitytoindividuallyguidanceandmotivateeachmemberonthatteam.Hisapproachtohisworkintheclassroomissimilar—heviewseachclassasanuniqueprojectwhereallmembersoftheteam(studentsandfaculty)playanactiveroleinthelearningandsuccessoftheclass.Inadditiontoleadershiprolesinpedagogydevelopmentinhishomedepartment,Dr.Quinterohastakenaleadershiproleintheeducation-focusedactivitiesofhisprofessionalsociety,servingoftheEducationCommitteeoftheAmericanSocietyforCellBiology. ElizaReillyistheExecutiveDirectoroftheNationalCenterforScienceandCivicEngagement.Elizahastwodecadesofexperienceinthedesignandimplementationofprogramsandmaterialstoadvancecurriculum,academicleadershipandfacultydevelopment.ShehasservedastheExecutiveDirectoroftheAmericanConferenceofAcademicDeansandasaDirectorofProgramsattheAssociationofAmericanCollegesandUniversities,whereshewasoneoftheoriginalstaffmembersfortheSENCERinitiative.Inthelastdecadeshehasfocusedoncampus-basedfacultydevelopmentandcurricularintegrationthroughdirectorshipsoftheCenterforLiberalArtsandSocietyandthePhillipsMuseumofArtatFranklin&MarshallCollege,whereshealsohadafacultyappointmentinAmericanStudies.ElizaholdsaM.A.intheHistoryofArtandaPh.D.inAmericanHistoryfromRutgersUniversity.ShehasbeenanongoingparticipantinSENCERandtheNationalCenter’sotherprogramssince2001andcurrentlyservesastheExecutiveDirectorforNCSCE.SheisalsotheGeneralEditoroftheSENCERModelsandtheco-Editorofthejournal. TimRitchieispresidentandCEOofTheTechMuseumofInnovation.TimjoinedTheTechin2011,withamandatetobreathelifeintoitsmission–inspiringtheinnovatorineveryone.Sincethen,theinstitutionhastransformeditsexhibitsandprogramstomakethemmorerelevanttoschools,familiesandthecommunity.TimcametoTheTechfromMcWaneScienceCenter,inBirmingham,Ala,wherehewaspresidentandCEO.Avariedcareerledhimtothesciencecenterworld.AfterearninghisB.A.fromDavidsonCollegeandhisJ.D.fromDukeLawSchool,heworkedasaclerkfortheChiefJusticeoftheNorthCarolinaSupremeCourt,representeddefendantsonNorthCarolina’sdeathrow,practicedlawinBirminghamandwaspresidentofLouisvilleDiversifiedServices,aKentuckynon-profitsupportingadultswithdevelopmentaldisabilities.HealsohasanM.P.A.fromHarvard. AmyShachteristheseniorassociateprovostforresearchandfacultyaffairsandanassociateprofessorofchemistryatSantaClaraUniversity.Shereceivedherbachelor’sdegreeatKnoxCollegeandearnedherPh.D.ininorganicchemistryattheUniversityofColorado-Boulder.Herresearchinterestscenteronporphyrinsynthesis.HerworktoimproveundergraduatescienceeducationhasbeensupportedbytheHowardHughesMedicalInstitute,theNationalScienceFoundation,W.M.KeckFoundation,andtheCamilleandHenryDreyfusFoundation. KyleSimmonsistheFacultyDevelopmentEventsManagerforNCSCE,SENCERandrelatedinitiatives.Inthisrole,heplansandmanagesNCSCE’ssignatureannualevents,theSENCERSummerInstituteandtheDCSymposium,andprovidessupportforotherregionalmeetings.Healsoworkswithregionalorganizationsandinitiativestoensurecommunicationandthesharingofbestpractices.KylebringswithhimexperiencefromhisworkwiththeJuniorStatesmenFoundation,whereheplannedandmanagedciviceducationconferencesforhighschoolstudents.KyleholdsaB.A.inpoliticalsciencefromHowardUniversity.