During the time you spent in your working group yesterday

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During the time you spent in your working group
yesterday
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14,482 introductory biology students had to take
multiple choice tests...
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Its not our grandparents biology

• The biology we teach does not reflect the
  biology we do
• Exciting connections in future scientific
  research demand changes in how we teach (Collins)
• The workforce demands it (Johnson)
• The students demand it (Lorden, WG 9) more
  challenging approaches, connections to other
  disciplines, applications, fewer lectures/more
  intrxn, communication skills, analytical skills

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Its not our grandparents world

• Pew reports -- were not getting through to the
  public (Leshner, Collins)
• Societal issues demand that we do (Leshner)
• We must educate everyone (Leshner, Collins)
• Pace of change is so fast, we have to teach them
  how to think (Woolsey, Collins) students must
  have a place to reason from (Collins)
• Future of U.S. science education depends on what
  college/university professors do (Alberts)

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What works

• Immersion
• Student-centered learning (SCL WG, posters)
• Hands-on research
• In classes (countless great examples!)
• In research labs (Lipan-U. Richmond)
• In field (FIRST)
• Service learning
• Teaching younger students (Abrahamson-Bates)
• Application-based (Trun-Duquesne)
• Poster presentations (Roberts-UPitt)
• Block schedules (Anderson-U. Montana)
• Boot camp (Wisehusens-LSU)
• Primary literature (Hoskins-CUNY)

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What works

• Technology esp. for large classes
• Animations
• Woodward-Penn.State
• Plant cell Wurtele-Iowa State
• Grading efficiencies
• Feedback manager (Tong-UWisc)
• Computer scoring of essay answers (MSU)
• Poster presentations (Roberts-UPitt)
• Video podcasts/vodcasts (Miyazaki-Stony Brook)
• Blended/hybrid learning (Hughes-UNTexas)

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What works

• Creating communities
• NABT meetings (Moore)
• Equipment depot (Johnson)
• SEI at UC Boulder (Wood)
• NSES (Alberts-18,000 reviewers!)
• Online communities (facebook, MySpace)
• Working groups

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Assessment
Weve learned more about assessment in the last
five years than in all history
(and weve been sayingthat for the past 15
years)
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What we need for change

• Assessments
• of student NOSK (Alberts, II WG)
• of student essays (TK WG)
• of student attitudes and research (II)
• of educational resources (PFF)
• of assessment tools (II WG)
• of facultys educational contributions (Lorden)
• of curricular innovations (II)
• Online database of resources (PFF, SCL, CCC, ISR,
  TK, II, IC)
• BOOGLE (TK)
• Communities
• Community of scholars of teaching learning
  (PFF, CCC, II, IC, WG9)
• Perhaps regional (SCL, ISR)
• Elevation of status of teaching and learning
  (SCL, IC, II, Stoddard)

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Top administrators are not complete
idiots. J.K. Haynes
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Leverage

• Create systems diagram (Firth, Berkowitz)

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Environ-ment
Media, etc.
School Building System Unions
EE Centers
Standards
?
?
Pedagogy
?
Prof. Assocs.
Explainers
K-12 Teachers
Naturalists
Admin-istrators
?
Libraries Internet
?
Curriculum
Tests
?
?
New Know-ledge
K
12
?
Scientists Educators
College Students
Political Leaders
Citizen Activists
Non-scientist, educator, communicator general
public
Flow of people
Flow of information
KEY
External Conditions
Tools
Institutions
People
Ideas
A.R. Berkowitz, 2008. Environmental Literacy
Summit presentation.
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Tribal colleges
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Leverage

• Where are the best levers?
• Community colleges
• Large classes
• Textbooks
• Influential faculty members, dept. chairs
• Professional societies
• Funders
• PT decision-makers
• Strategic planning committees
• Where can YOU apply the most leverage?

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The time has come

• Were motivated
• We know its possible
• culture change (Malcolm)
• incremental change (Poston)
• large institutional change (Wood)
• smaller institutional changes (many examples)
• We know what we need to do
• Theres no one else to do it
• You are the leaders! (Collins)
• If not us, then who? (Brewer)

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Acknowledgments

• Jay Labov, Dan Udovic, Tom Woolsey
• Erin Cannan
• Rick Ostfeld