2006

Science Education: Vital Connection of Science to the

Public Sphere

19th Biennial Conference on Chemical Education2006

The bridge between teaching and learning

2006

Using Contemporary Issues to Teach Skeptical Inquiry: An Approach to Improve Science and Information Literacy among

Undergraduates Nora Egan Demers ndemers@fgcu.eduhttp://itech.fgcu.edu/faculty/ndemers.demers.htmlFlorida Gulf Coast University College of Arts & Sciences

2005

2006

Acknowledgements

FGCU

Academic Affairs

College of Arts & Sciences

Whitaker Center

Planning and Evaluation

Research and Sponsored Programs

Lee County Mosquito Control district (flights for images)

FGCU Art students

Sam MirandaLenore Benefield

Cid ConleyAndy Tirado

Rich Coughlinmany other colleagues and students

BCCE Chemistry IUPUI

2006

Overview

• Brief evolutionary history of Institution and IDS program

• Description of the course– Goals and outcomes– collaborations with IT and

Library

• View into the future

2006 2005

2006

FGCU- Then

• Opened Fall, 1997- 5 colleges• Target audience: upper division students

(2+2 articulation with local Community college)

• 25% smaller footprint with Distance Learning

• Arts and Sciences had a single B.A. in Liberal Studies

2006

FGCU- Now

• Arts and Sciences has 13 B.A. degree offerings and 3 B.S.

• B.A.’s requires:• IDS 3300 Foundations of Civic

Engagement• 2 other IDS including IDS 3303• A Capstone course

2006

Student profile- changing demographics

FTIC1997: 175 (entire

year)

1999: 302 (fall)

2000: 465 (fall)

2004: 975 (fall)

2006: 1800 (fall)Average Age 1997: 331999: 282000: 292005: 25.52006: 23

2006

Collegium of Integrated Learning

Arts & Sciences Strategy to Address the Student Learning Outcomes at FGCU-

-originally 5 Upper Division courses and a Capstone (24 credit hours) -Compressed to 18 hours in 2000

-Now (2006) required for B.A, not B.S.

-Degrees awarded in specific disciplines

-Once again under revision

2006

Student Learning Outcomes Mapped to IDS 3303

Issues in Science and Technology: problem solving, information literacy, technological literacy

2006

Emphasize Science as a way of knowing

2006

Use empirical data to falsify stance

2006

Go beyond headlines and “Inside Edition” knowledge

2006

Grading Scheme Scaffold55% –Assignments10% –Oral “debate” or presentation20% – Independent presentation - written 5% – Summary discussions 10% – Class participation/attendance 0% – Portfolio

2006

55% –Assignments• Evaluation of Websites (4%)

• Annotated bibliography (4%)

• Timeline of issues (5%) • Second version (5%)

• Data and Information on topic (with citations) to be

used during the debates (7%)

• Summaries (written summaries of debates (5%)

•List of five Issues in Science and Technology (2%)

•Forming a Question/Making a Research Plan Worksheet (5%)

•Mining Resources (5%)

•Outline and First version (5%)

•My Librarian (5%)

2006

Evaluate “WebTrends” data to help redesign course

Collaborations with IT

2006

•Pages hit most immediately before and after class

•almost 40% between 10 PM and 4 AM

Collaborations with IT

2006

Collaborations with Library faculty“just in time” learning

2006

2006

InformationLiteracy skills crucial

2006

 

• Politics & Economics

• Culture & Society

Powerful Influences

2006

Powerful Influences

• Media, Arts and Literature

• Ecology and the Environment

2006

Future Directions• More computer tutorial sessions– policy &

legislation

• More Peer Review

• Emphasize Civic Engagement

• Clarify role of Library in world of Google

2006

Conclusions •Allow students to choose topic•Everything that matters has to “count” toward the grade (is there another way?)•Focus on process and critical thinking skills•Emphasize need to consider the source and bias•Nothing is as “Black and White” as we might think•Important and valuable to hear others ideas•Great learning experience for all involved•Possible to incorporate strategy into other courses