Getting to the Point: Teaching STEM Content Through Societal Challenges
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Transcript of Getting to the Point: Teaching STEM Content Through Societal Challenges
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D a v i d Ko e t j eP r o f e s s o r o f B i o l o g y, C a l v i n C o l l e g e
D e b r a R o w eP r e s i d e n t , U. S . P a r t n e r s h i p f o r E d u c a t i o n f o r S u s t a i n a b l e D e v e l o p m e n t
C o r r i n e Ta y l o rD i r e c t o r, Q u a n t i t a t i v e R e a s o n i n g P r o g r a m , We l l e s l e y C o l l e g e
A m y Wi l s t e r m a n nA s s o c i a t e P r o f e s s o r o f B i o l o g y, C a l v i n C o l l e g e
Getting to the Point: Teaching STEM Content Through Societal
Challenges
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Framing the Question
Why teach sustainability/societal issues?
Developing competence: national trends
What do we want students to know?
What do we want students to be able to do?
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Benefits of Teaching Sustainability
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“Sustainability Improves Student Learning”SISL!
13 Academic Disciplinary Societies as Founding Members AIBS, NNN, ACS, ASEE, APA, NABT, AAPT, SIGCSE,
ACTE, MAA, NAGT All STEM disciplines - Biology, Math/QR, Chemistry,
Engineering, Psychology, Physics, Computer Science, Geosciences, Career and Tech Ed
Online Resources with Starter Kit for Faculty
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Sustainable Development…
“meeting the needs of the present without comprising the ability of
future generations to meet their needs”~ “Our Common Future,” United Nations Brundtland Report,
1987
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Triple Bottom Line of Sustainability
StrongEconomy
SocialWell-being
Flourishing Environment
SustainableSociety
Economics as if people and the planet mattered
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Education for a Sustainable Society:
“enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”
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Higher Education
Private Choices and Behaviors-Habits
Public Choices and Behaviors-Laws
Sustainable Communities
Sustainable Economies
Ecosystem
Ecosystem
EcosystemEcosystem
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Green jobs: the obvious choices
Traditionally, community college, career and technical education, and even the National Science Foundation focus on technicians:
• Energy auditor• Wind energy technician• Insulation and weatherization technician• Photovoltaics (solar electricity) installer• Thermal solar installer (hot water and space
heating and pool heating)
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• Industrial Engineer• Engineering Manager• Green products distribution designer/manager • Sales & Marketing Staff for Sustainable Products• Brownfields Real Estate Developer• Sustainable Business Process Designer• Corporate Recycling Manager• Environmental Economist• Sustainability Entrepreneur• Environment, Health and Safety Director• Environmental Quality Certification Specialist• Geographic Information Systems Specialist
Partial list of jobs: all need STEM -the less obvious choices???
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• Hazardous Materials Handler• Sustainable Operation Manager/consultant• Socially Responsible Investment Advisor• Sustainability Officer• Trainer/Educator for Green Jobs• Sustainability Communications• Fostering Sustainable Neighborhoods Community
Organizer• Environmental Journalist• Permaculture Designer and Contractor • Sustainable Landscape Architect• Natural Resources Manager• Sustainable Communities Planner
Partial list of green jobs: All need STEM - the less obvious choices????
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The Pervasiveness of Sustainability
• STEM is crucial to career skills for a sustainable future.
• Every job will have a green/sustainability component to it, since we all make related decisions in all of our jobs.
• Doing nothing supports energy waste, toxins, food chain disruption and ecosystem destruction. Costly in dollars and in human suffering of billions - unacceptable.
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• Green Ribbon Schools!!!
• Including Green/Sustainability into Career Pathways - National Association of State Directors of Career and Tech Ed – Food, Agriculture and Natural Resources – June 2012
• Funds from multiple federal agencies in energy/ environment/climate change – e.g. CAMELclimatechange.org Integrate from NSF, NOAA, EPA, FIPSE…
• Sustainability Improves Student Learning - Mobilizing Disciplinary Societies on Behalf of our Students … and our Planet, Sustainability and STEM - Textbook and civic engagement/ policy/resources/professional development - http://www.aacu.org/pkal/disciplinary societypartnerships/mobilizing/index.cfm
Key Government Initiatives
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Higher education is taking a leadership role.
What does it look like?
Role of Higher Education
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For higher education, sustainability is being integrated into:
Curricula Research Operations
CommunityOutreach andPartnerships
Student Life Professional Development
Mission andPlanning Purchasing
public awarenesslegislation
Thanks to Wynn Calder for this diagram
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Why is it such a high priority?
1. Much of the public doesn’t know that we are exceeding the carrying capacity of the planet. (www.myfootprint.org)
2. Public doesn’t know we can reduce human suffering and environmental degradation now while building stronger economies
3. Core pedagogy. Education to action is the key. Catalyzing sustainable communities as academic assignments. More action learning.
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Curricular Trends
1. Over 1800 new interdisciplinary courses/programs/certificates
2. Minors in Sustainability at Penn State, Utah State, Michigan, MSU and many others
3. Included in general education core for all degrees
4. Infused across the curricula
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Honor your good work!!
• Continue the trends to change the norms for undergraduate and graduate education to include creating a sustainable future
• Reducing cynicism and passivity, and building skills and self efficacy to create systemic, positive change using STEM knowledge
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life supporting
resources
declining
consumption of life supporting
resources
rising
In higher education, focus is on engaging students and the community in building
solutions – NOT doom and gloom
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Vision: Sustainable development integrated into education and learning in the United States• Non‐partisan, multi‐sector partnership of over
360 registered organizations
• The Partnership’s current Sector Teams are:• Communities• Business• Faith Based Organizations• Higher Education• K-12 and Teacher Education• Youth
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Committed to the advancement of sustainability throughout higher
education
National Networks in HE
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AACC American Association of Community Colleges
AASCU American Association of State Colleges & Universities
AASHE Association for the Advancement of Sustainability in Higher Education
ACCED-I Association of Collegiate Conference & Events Directors - International
ACE American Council on Education
ACPA College Student Educators International
ACUHO-I Association of College & University Housing Officers International
AGB Association of Governing Boards of Universities & Colleges
APPA Association of Higher Education Facilities Officers
CCCU Council of Christian Colleges & Universities
NACA National Association for Campus Activities
NACUBO National Association of College & University Business Officers
NAEP National Association of Educational Procurement
NAICU National Association of Independent Colleges & Universities
NIRSA National Intramural-Recreational Sports Association
SCUP Society for College & University Planning
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Professional Associations for:
1. Presidents2. Academic Officers3. Student Affairs4. Trustees 5. Campus Activities6. Facilities7. Business Officers8. Planners9. Events Directors10. Recreation Directors11. Purchasers12. More….. All Working on
Sustainability
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HEASC Resource Center - Socially, economically and environmentally responsible procurement, operations, planning, leadership, learning outcomes and more!!
Resources
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DANS – the Disciplinary Associations Network for Sustainability
www.aashe.org/dans - click on Resources
Including sustainability in many disciplines and degrees
National Networks in HE
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DANS – Participating Associations
• American Psychological Association
• Sociology• Religion• Philosophy• Math• Broadcasting• Architecture• Engineering (civil,
mechanical, eng. ed.)• Business
• Ecological Economics• Chemistry• Biology• American Association
for the Advancement of Science
• Computer Research• Humanities• STEM disciplines• Political Science• Anthropology• More…
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Academic Disciplines and U. S. Partnership created DANS
Infusing sustainability into:
1. Curricula, including textbooks2. Promotion and tenure and accreditation3. Informing legislation and policy4. Informing the public
Click on “Resources” at www.aashe.org/dans - scroll down the page!!!
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The American College & University Presidents’ Climate Commitment
Climate Leadership in Higher Education
Over 650 presidents in all 50 states
ACUPCC
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Resources from the ACUPCC…
Pledge… to make all students literate about our challenges
and engaged in solutions
• Education for Climate Neutrality and Sustainability – very good!!
• ACUPCC Webinar Series• ACUPCC Solutions Page (includes links to further resources)
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More Key Sites: Activities
1. U.S. - Association for the Advancement of Sustainability in Higher Education – www.aashe.org Sign up for the free bulletin and search the extensive resources and share what you are doing
2. American Association of Community Colleges and its members colleges – a leader in greening the curricula and the community – visit their Sustainability Education and Economic Development Resource Center at www.TheSeedCenter.org
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Student Learning OutcomesACPA President’s Sustainability Taskforce, 2006 – College Student Educators International
1. Each student will be able to define sustainability.
2. Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability.
3. Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality.
4. Each student will be able to explain how systems are interrelated.
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5. Each student will learn change agent skills.
6. Each student will learn how to apply concepts of sustainability to their campus and community by engaging in the challenges and solutions of sustainability on their campus.
7. Each student will learn how to apply concepts of sustainability globally by engaging in the challenges and the solutions of sustainability in a world context.
These outcomes match international declarations and other countries’ learning outcomes…Svanström, Lozano-G, Rowe (2008) “Learning outcomes for sustainable development in higher education”, International Journal of Sustainability in Higher Education; Volume: 9 Issue: 3; 2008
Student Learning OutcomesACPA President’s Sustainability Taskforce, 2006 – College Student Educators International
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Essential Instructional Approachreal world problem solving for
sustainability
Sustainability literacy and engagement for all students – a 21st century core competency – in all jobs
* Change agent skills list - http://www2.aashe.org/heasc/resources.php#ACPA
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Goals for Our Students:What do we want students to know / be able to do?
Backward Design
Course Goals
Final Assessmen
t
Learning Outcome
Learning Activities
Learning Outcome
Learning Activities
How will my students be different?
How will I know they have changed?
What must they think and do to successfully complete the final assessment?
Learning Outcome
Learning Activities
What must they think and do to successfully achieve this learning outcome?
1 2 3 4
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Discussion
Which of the goals described would you most like to incorporate into your institutional, departmental, and/or classroom goals?
What additional goals do you have for your students?
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Practicalities:How do we do this?
Sharing Strategies: Developing Learning Objectives
Thinking in Systems
Collaborating
Engaging with Local Challenges
Empowering as Change Agents
Assessing Growth
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Sustainability: A Broad Approach
Climate Change and Biodiversity Loss
Food Systems and Health
Relationship with Microbes: Microflora, Infectious and Inflammatory Diseases
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Developing Learning Objectives
Biology 123 Learning Objectives
Articulate global challenges facing contemporary biology.
Diagram systems interrelations of these challenges.
Use collaborative problem-based learning and scientific reasoning to effectively address complex, real-world problems.
Effectively communicate the results of collaborative work.
Approach the learning process with mindfulness and gain skills in accurately self-assessing one’s learning.
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Developing Learning Objectives
Biology 123 Learning Objectives
Relate new knowledge to existing understandings, recognizing and correcting misconceptions.
Apply core scientific competencies and biological concepts to assess information and effectively answer questions. Understand biodiversity, ecological interrelationships, evolution, climate
change, ecological risks, and interconnections between these concepts.
Understand interconnections between agricultural production practices, food/social systems, ecological sustainability, human health/nutrition and food policies.
Explain origins and dynamics of infectious diseases, including factors that affect transmission; understand the basic functioning of our immune system and gain a new appreciation of the natural “microflora” in/on the human body.
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Thinking in Systems
Goals:Appreciate connectedness of ____ to sustainabilityUnderstand system dynamics and behaviorsAppreciate effect of actions on a system
Resources:Thinking in Systems, Donella MeadowsCmap Tools http://cmap.ihmc.us/Vensim http://www.vensim.com/
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Thinking in Systems
“A system is a set of things – people, cells, molecules, or whatever – interconnected in such way that they produce their own pattern of behavior over time. The systems may be buffeted, constricted, triggered, or driven by outside forces. But the system’s response to these forces is characteristic of itself, and that response is seldom simple in the real world... The system, to a large extent, causes its own behavior!”
- Thinking in Systems, p. 2
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Thinking in Systems
Components of a system:
Stocks (e.g. populations) that are coherently organized (Meadows, p. 11).
Flows of information or materials
Loops (self-governing feedback) Balancing loops function as
brakes Reinforcing loops function as
accelerators
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Discussion
Thinking broadly, identify some of the sustainability issues in your field.
Select one of these issues and consider some practical ways to integrate systems thinking into analysis of this issue.
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Systems Thinking
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Collaborating:National Reform Recommendations
New Biologists need…
• depth of knowledge in a discipline, fluency in several others
• quantitative , computation, and interdisciplinary communication and collaboration skills
New Biology curricula need to emphasize…
• interconnections among biology system levels and across disciplines
• science as a collaborative exercise that solves real-world problems
Labov, J. B., A.H. Reid, and K. R. Yamamoto, CBE – Life Sciences
Education, 9, 2010.
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Collaborating
With colleagues – modeling collaboration:Team approach to teachingAcross disciplinary boundaries
With and among students:Partner with students in course development
processTeam problem-solving activities
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Engagement in Local Challenges
Our “Laboratory”Plaster Creek Watershed
Pedagogical ProgressionService-learning ProjectsPlace-based Research
Community PartnershipsWest Michigan Environmental Action CouncilWest Michigan Land ConservancyGrand Rapids Parks
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Empowerment as Change Agents
Goals:Recognize world’s big problems, yet remain hopefulProvide opportunities to develop collaboration and
problem-solving skills within a local context
Examples:Service learning – recognize
challenges and meet local change agents
Place-based research – usedisciplinary knowledge andskills to contribute to local solutions
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Example Activity
Diet for a Hot, Fat, and Crowded World
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Assessment Strategies
Linking Assessment with Learning ObjectivesHow do you know that a particular learning activity
promotes learning?How do you know that your students are meeting your
learning objectives in your course?How do you know that your students are gaining skills,
literacy, and competencies in your program?
Using Direct and Indirect MeasuresFormative and Summative AssessmentsCritical Thinking AssessmentAssessment of Student Attitudes and Perceptions of
Learning Gains
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Assessment Tools
Formative summative assessments Formative assessments help to identify misconceptions;
summative assessments gauge whether learning activities have been effective in reconstructing these conceptions.
Comparisons provide direct measurements of learning gains.
SENCER-SALG (www.salgsite.org) SALG aids reflection and connection within and between
courses. Measures students’ attitudes and perceptions of learning
gains.CAT (www.criticalthinkingtest.org)
The CAT is a nationally-normed short-answer test that measures components of critical thinking and problem solving that faculty across disciplines think are most important.
Recommended by NSF for TUES grant recipients.
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Practice!
Your goal: Develop a lesson plan that teaches your
disciplinary concepts and skills through a sustainability issue.
Identify opportunities to: use systems thinking, collaborate, engage with local challenges, empower students as change agents, use diverse assessment strategies
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Discussion
What challenges inhibit change at the classroom level? Department or division level? Institutional level?
How have others overcome these challenges?
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Some Specific Challengesfrom the Pre-conference Survey and FAQs
Coverage Issue: How do I introduce new material into an already jam-packed course?
Resource Issue: Where do I find resources? Do I need to develop my own?
Interdisciplinary Issue: How do I integrate material that is outside my area of expertise?
Incentive Issue: What can I do to insure that these efforts are recognized and rewarded at my institution?
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Promoting Systemic Change
Strategies
Challenges
Solutions
Connecting to National and Global Efforts
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Benefits of Teaching Sustainability
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Focus Questions
1. What are you going to take back to do at your home institution?
2. What will it take to accomplish this? What resources do you need? Who else should you involve?
3. What will be the impact of your initiative(s)?