The 2015 Southern California (SoCAL) PKAL … · The 2015 Southern California (SoCAL) PKAL ... 3:30...

Wicked Problems & STEM: Curriculum, High-Impact Practices, & Student Success

Hosted by California State University Fullerton

February 7, 2015

The 2015 Southern California (SoCAL) PKAL Regional Network Meeting

With Gratitudew

The Southern California PKAL (SoCAL PKAL) Regional Network thanks California State University Fullerton for hosting the 2015

SoCAL PKAL Regional Network Meeting.

In addition, we thank the event leadership, speakers, and facilitators, the Project Kaleidoscope Office at the Association of

American Colleges & Universities for their contributions toward this event.

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WICKED PROBLEMS AND STEM:CURRICULUM, HIGH-IMPACT PRACTICES, & STUDENT SUCCESS California State University Fullerton February 7, 2015

Project Kaleidoscope at The Association of American Colleges & Universities (202) 884-7434 | [email protected] | http://www.aacu.org/pkal

2015 Southern California (SoCAL) PKAL Regional Network Meeting

SUMMARY AGENDA

w 9:00 - 10:00 am REGISTRATION & BREAKFAST SGMH 3230 -

O’Brien Room10:00 - 10:15 am WELCOME SGMH 3230 -

O’Brien Room � Sean Walker, California State University Fullerton � Christine Broussard, University of LaVerne � David Bowman, California State University Fullerton

10:15 am - 12:15 pm PANEL DISCUSSION: WICKED PROBLEMS O’Brien Room

� Moderator: Christine Broussard, University of LaVerne

10:15 - 11:00 am PART I (30 minutes + 15 minutes Q/A)HIV-AIDS: Science, Society, and Service

� Karl Haushalter, Harvey Mudd CollegeEcology of Homelessness

� Heather Tarleton, Loyola Marymount University11:00 - 11:15 am BREAK O’Brien Room

11:15 am - 12:00 pm PART II (30 minutes + 15 minutes Q/A)Epidemiology & Sociology of WHO Marquis Diseases

� Andrea Nicholas, University of California, IrvineGrand Challenges: Sustainable L. A.

� Rachel Kennison, University of California, Los Angeles

12:00 - 12:15 pm WRAP UP AND LUNCH PREP12:15 - 1:15 pm LUNCH O’Brien Room

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California State University FullertonFebruary 7, 2015

1:15 - 3:00 pm BREAKOUT SESSIONS (20 minutes presentation/activity, 5 minutes questions, 5 minutes session change, Coffee and Snacks in SGMH 2205)

1:45 - 2:15 pm BREAKOUT SESSIONS IValue of Education-Based Research in the Classroom SGMH 2207Wicked Problems: Biostats SGMH 2211Grand Challenges: Sustainable L.A. SGMH 2301Community Based Experiential Learning in STEM SGMH 2307

2:15 - 2:45 pm BREAKOUT SESSIONS II

Using Real-World Problems to Close the Achievement Gap in General Biology

SGMH 2207

Research-Based Laboratory Courses as a High-Impact Practice

SGMH 2211

The Ecology of Homelessness SGMH 2301Epidemiology and Sociology of WHO Marquis Diseases SGMH 2307

2:15 - 2:45 pm BREAKOUT SESSIONS IIIValue of Education-Based Research in the Classroom SGMH 2207Wicked Problems: Biostats SGMH 2211The Ecology of Homelessness SGMH 2301Epidemiology and Sociology of WHO Marquis Diseases SGMH 2307

2:45 - 3:15 pm BREAKOUT SESSIONS IVUsing Real-World Problems to Close the Achievement Gap in General Biology

SGMH 2207

Research-Based Laboratory Courses as a High-Impact Practice

SGMH 2211

Grand Challenges: Sustainable L.A. SGMH 2301

Community Based Experiential Learning in STEM SGMH 23073:15 - 3:30 pm CLOSING REMARKS SGMH 23073:30 pm ADJOURN

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2015 SoCAL PKAL Regional Network MeetingWicked Problems and STEM: Curriculum, High-Impact Practices, & Student Success

RESOURCES

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Session Descriptions

HIV-AIDS: Science, Society and Service................................................................................................. 4

Ecology of Homelessness..................................................................................................................... 5

Epidemiology & Sociology of WHO Marquis Diseases......................................................................... 6

Grand Challenges: Sustainable L.A...................................................................................................... 7

Value of Education-based Research in the Classroom.......................................................................... 8

Wicked Problems: Biostats................................................................................................................... 9

Using Real-World Problems to Close the Achievement Gap in General Biology................................... 10

Research-Based Laboratory Courses as a High-Impact Practice.......................................................... 11

Participants Information

Attendee List........................................................................................................................................ 12

Building Map....................................................................................................................................... 15

Campus Map....................................................................................................................................... 16

Note Pages........................................................................................................................................... 17

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Facilitator: Karl Haushalter, Departments of Biology and Chemistry, Harvey Mudd College

The HIV-AIDS Course at Harvey Mudd College, taught by Prof. Karl Haushalter, is a one semester intergenerational, community based learning course. Students learn the underlying molecular biology that accounts for the devastating effects of HIV infection; critically examine the responsibility of scientists to society; and discover their own agency in response to complex societal challenges by partnering with local community based organizations. The course uses the HIV-AIDS epidemic as a case study to examine social justice issues around sexual orientation, gender, race, and poverty while exploring students’ development of vocation and career aspirations. The panel presentation will provide an overview of the course and its impacts on students. In the breakout session, participants will discuss strategies for initiating and sustaining successful community partnerships for community based experiential STEM education.

SESSION DESCRIPTION

wHIV-AIDS: SCIENCE, SOCIETY, & SERVICE

COMMUNITY BASED EXPERIENTIAL LEARNING IN STEM

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SESSION DESCRIPTION

wTHE ECOLOGY OF HOMELESSNESS

AN INTERDISCIPLINARY APPROACH TO TRAINING STEM STUDENTS FOR THE “WICKED PROBLEM” OF HOMELESSNESS

Facilitators: Heather Tarleton, Department of Health and Human Sciences, Loyola Marymount University

Homelessness manages to persist and regenerate in the United States despite the availability of resources at federal and local levels and despite investment by the nonprofit and private sectors. At Loyola Marymount University (LMU) , we have developed a curricular approach to training students across disciplines in understanding the origins of homelessness before beginning to examine what ingredients are needed to craft successful and sustainable solutions.

The curricular model has been designed, with funding by the W.M. Keck Foundation, to help students answer these core questions through lectures and fieldwork: Why Does Homelessness Exist?, How Do We Understand Homelessness?, How Do We Create Successful Solutions to Homelessness?

The course faculty from the LMU Departments of Biology, Communication Studies, Health and Human Sciences, and Mathematics have also partnered with the Skidrow Housing Trust to create a community-based learning opportunity where students respond to challenges that the community partner is facing and develop real-world solutions that are feasible and sustainable.

In this breakout session, we will discuss the process of designing a truly interdisciplinary course and the accomplishments and challenges of implementation. Discussion will focus on the course development workshop provided to faculty prior to course design, the design and implementation of the first course offering in Spring 2014 titled “The Ecology of Homelessness”, and the re-conception of the course for the current Spring 2015 offering titled “Health & Wellbeing in Homeless Communities”. The discussion will include pedagogical, administrative, and community immersion challenges that need to be considered and surmounted.

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SESSION DESCRIPTION

wEPIDEMIOLOGY & SOCIOLOGY OF WHO MARQUIS DISEASES

Facilitator: Andrea Nicholas, Department of Neurobiology and Behavior, University of California, Irvine

The course was designed for a small upper-division undergraduate major called Human Biology that is mostly for pre-med students with a strong humanities core (20 students total). We target the marquis diseases of WHO, with some emphasis on epidemiology & sociological impacts. We have a 2-lecture set up for many topics: Cancer, Diarrheal, Influenza, Aids, Parasites, Alzheimers etc… The first lecture is all the biology/physiology, describing the organ systems associated with the disease. Between the first and second lecture, students complete an interactive online computer module that discusses epidemiology or sociology. For instance, they may do a work module on the loss of antibiotic development in industry due to reduced profitability for sales for antibiotics relative to mood elevating drugs. For the second follow-up class we do an activity. For TB it is a probability card game/case study that illustrates spread of drug resistant TB in a Russian Prison. Students use cards to represent the inmates and role dice to determine variables: # of inmates that are symptomatic/contagious, which inmates already show resistance to one of several antibiotics, if any inmates bothered to finish their all their antibiotics etc.. Its hard to explain here, but the game allows students to see how quickly antibiotic resistant strains of TB can develop and spread in confined living quarters if risks are not controlled.

For chronic obstructive pulmonary disease, we spend a day discussing the pulmonary system. Students then have an online module on the epidemiology of COPD and associated occupational pollutants - smoking, flour, stone quarry, diesel etc.. For the follow-up class we discuss the impact of global warming, how fuel use varies globally, resulting pollution rates/air quality and the impact on pulmonary diseases.

We also do an in-class game illustrating how lack of adequate plumbing or eduction on public hygiene in underdeveloped countries encourages diarrheal disease spread. We try to focus on “wicked problems”.

We are hoping to grow the major and I am gearing up to do some assessment on the course design this Winter.

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SESSION DESCRIPTION

wGRAND CHALLENGES: SUSTAINABLE L.A.

Facilitator: Rachel Kennison, Undergraduate Research Center-Sciences, University of California, Los Angeles

The UCLA Grand Challenges Project, “A Sustainable LA, Thriving in a Hotter Los Angeles” provides a path for the LA region to become 100% sustainable in energy, water and biodiversity by the year 2050. Approximately 160 UCLA Faculty are currently collaborating to work toward this goal. The Grand Challenges Undergraduate Research Scholars Program (GC-URSP) was created for sophomores to be matched with a faculty mentor and concurrently participate in a companion class to support them in their research settings. The goals of the class are: to acquire tools to successfully conduct an individual research project, work in an interdisciplinary team to solve a complex problem, communicate results effectively and explore a career. The pedagogical approach to the class is interactive and student centered with activities and small group work as well as guest presentations in different content areas.

Breakout session:In general, students are not explicitly taught the nature and practice of research and have a narrow concept of different types of research settings and how research works. This class focuses on “learning by doing” whereby students are expected to critically think, effectively communicate their work and collaborate with peers. In addition, they connect the tools learned in the classroom with the hands on experience in the research setting. How can this model be adopted to create a similar experience and solve complex problems in other institutions, especially those without institutional support? This session will brainstorm ways that you can use some of these principles in your institutions.

Also, participants may want to check out the UCLA Grand Challenges website for more detailed information about the program: http://www.grandchallenges.ucla.edu/

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SESSION DESCRIPTION

wVALUE OF EDUCATION-BASED RESEARCH IN THE CLASSROOM

Facilitators: Brian Sato and Justin Shaffer, School of Biological Sciences, University of California, Irvine

Over the past decade, a number of national reports, including Bio2010 and Vision and Change, have been released highlighting issues commonly observed in undergraduate STEM curricula. To address these problems, a variety of instructional interventions, such as the incorporation of active learning in lectures or the inclusion of authentic research experiences in the laboratory, has been shown to improve student learning and retention with select populations. Unfortunately, the reproducibility of education research is often low, with a recent meta-analysis finding that only 0.13% of studies have been successfully reproduced. To determine how widely applicable a certain intervention is, or to document that gains are produced with novel interventions, it is key that we have data collection instruments embedded into the classroom environment.

The hosts of this breakout session will share how they have established education research experiments into their classrooms along with the data and conclusions obtained from these studies, specifically focusing on recent work highlighting the longitudinal value of a primary literature module and an assessment of scientific literacy skills of non-majors students. In addition, session participants will brainstorm specific research questions they would like to ask or are currently asking in their classrooms, and design assessments which will allow them to show whether learning gains are achieved based on data, rather than anecdotal information.

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SESSION DESCRIPTION

wWICKED PROBLEMS: BIOSTATS

Facilitator: Ashley Carter, Department of Biology, California State University Long Beach

A wicked problem that I have infused into my biostatistics curriculum is the concept of tradeoffs in decision making. I make a big effort to present examples where there is no black and white solution, but resolution instead requires the balancing of costs.

Several of these include:

1. When I introduce the Poisson distribution I demonstrate calculations that allow prediction of various numbers of patients arriving in a hospital in the same hour. The mathematical material is fairly straightforward, but I end by showing how staffing decisions will be determined by considering the tradeoff between the cost of adequate staff to handle 95% of shifts or 99% of shifts versus the cost of essentially allowing the occasional person to die from understaffing levels that cannot handle the remaining 1% or 5%. The tradeoff is dollars versus lives and is a real one used by businesses and regulatory agencies every day.

2. When I introduce the calculations to determine the rate of false positives and negatives I describe how performing more diagnostic tests may result in fewer missed diagnoses, but at the cost of many unnecessary tests and false positives that have real consequences. I encourage them to consider the ramifications of increased testing and understand that it is shifting opinions about the tradeoffs that cause some medical recommendations to change back and forth (e.g., breast cancer screening with mammograms). The tradeoff is dollars and the stress caused by false scares versus lives saved with earlier diagnoses.

3. When I introduce the topics of type I and II error I draw an analogy to the justice system in which type I error is convicting the innocent and type II is setting the guilty free. Given that evidence is what it is; the standards of proof we use (i.e., “guilty beyond a reasonable doubt” for criminal cases, “according to the preponderance of the evidence” for civil cases) essentially represent differing decisions about the tradeoff between punishing the innocent and not punishing the guilty.

I like using examples like these to encourage students to think past black and white and to understand that, in the real world, actual and important decisions are made according to shades of gray via the balancing of opposing and important factors. This idea also indirectly gets at a fundamental quantitative issue that many students have - understanding and appreciating variation and nuance instead of calculating single values and thinking they have absolute certainty.

10 w


SESSION DESCRIPTION

wUSING REAL-WORLD PROBLEMS TO CLOSE THE ACHIEVEMENT

GAP IN GENERAL BIOLOGY

Facilitators: Katie Rodriguez, Jamie Jackson, Suzanne Iwanicki and Diane Livio, School of Science and Math, Pasadena City College

In General Biology at Pasadena City College, a major curriculum redesign has significantly increased success and retention rates of Hispanic students. The traditional lecture and lab based course is now being taught as a hybrid online course that incorporates four scaffolded group-projects that engage students in relevant contextualized modules. A key element of the redesign is the integration of real-world problems into each of the course modules. These group projects allow students hands-on experience, developing scientific literacy, critical thinking, team building, research, writing and presentation skills. The capstone project involves small group facilitated crime scene investigation where students apply scientific method, microscopy, blood identification and DNA fingerprinting. This example of reality-based crime scene investigation addresses the core learning outcomes of General Biology and allows students to apply their knowledge to solve engaging real-world problems. The redesign is implemented in more than 30 course sections, is taught by over 20 different faculty members, and encompasses nearly 1000 students per semester.

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SESSION DESCRIPTION

wRESEARCH-BASED LABORATORY COURSES AS A HIGH-IMPACT PRACTICE

Facilitator: Stanley M. Lo, Cell and Developmental Biology, University of California, San Diego

Laboratory experience is central to the undergraduate science education. Recently, the President’s Council of Advisors on Science and Technology recommended engaging all students in authentic and relevant research experiences in laboratory courses, especially in the first two years of college, to promote student learning and development of scientific reasoning. In this breakout session, we will discuss the benefits and challenges of large-scale, research-based laboratory courses at the introductory level, based on experience from developing, implementing, and evaluating these courses at Northwestern University and the University of California, San Diego. The focus of this session will be on engaging participants to identify potential challenges in their local teaching contexts and brainstorm possible solutions (including the necessary resources and support) that might be applicable to a wide range of institutions.

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Maps for Steven G. Mihaylo Hall 3rd Floor - SGMH 3230 – O’Brien Room – Registration, Morning Sessions & Lunch

Breakout Sessions SGMH 2205 - Coffee, Soda, and Snacks starting at 1:30 SGMH 2207, 2211, 2301, 2307 – Breakout Sessions

2205 2207

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Golleher Alumni House

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Parking & Transportation Office

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Ruby Gerontology Center

Student Health & Counseling Center

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The 2015 Southern California (SoCAL) PKAL … · The 2015 Southern California (SoCAL) PKAL ... 3:30...

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Transcript of The 2015 Southern California (SoCAL) PKAL … · The 2015 Southern California (SoCAL) PKAL ... 3:30...