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Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network

Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network. HHMI Conference/PKAL Session June 13, 2013 1:00-3:00 pm, Emory University. Agenda. Background – What is PKAL? Steering Committee introductions

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Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network

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  1. Project Kaleidoscope: Shaping the Future of the Atlanta Regional Network HHMI Conference/PKAL Session June 13, 2013 1:00-3:00 pm, Emory University

  2. Agenda • Background – What is PKAL? • Steering Committee introductions • Short Presentation by Deb Sauder – Implementing a Course Embedded Four-year Undergraduate Research Experience at GGC • Short Presentation by Lisa Hibbard – The Flipped Classroom

  3. Agenda - continued • Meeting participants’ introductions • Nominations for 2013-2014 Chair • Volunteers to work on by-laws • Identifying challenges to STEM Education • Meeting the challenges • Things you want to learn more about • Planning the Fall 2013 meeting

  4. What is Project Kaleidoscope (PKAL)? An informal national alliance working to build strong learning environments for undergraduate students in science, technology, engineering and mathematics.

  5. Background and History • PKAL - Advancing what works in STEM education since 1989 • Founding Director – Jeanne Narum • Project director for grants funding PKAL for more than 20 years

  6. As of January 2010, Project Kaleidoscope (PKAL) joined forces with the Association of American Colleges and Universities (AAC&U) • Kelly Mack, Executive Director • Christine Schute, Program Coordinator

  7. PKAL Mission and Goals • To facilitate greater engagement of STEM faculty and administrators to implement more effective, learner-centered teaching strategies to improve student learning and success in STEM education.

  8. PKAL Atlanta Regional Network • Organize semiannual regional workshops where faculty can showcase, share, and discuss ideas and experiences • Unite faculty from different institutions who teach similar courses to collaborate on new pedagogies • Bring in high profile speakers • Have interdisciplinary initiatives geared toward solving common curricular challenges • Host open-houses to showcase programs, facilities and events at different campuses.

  9. Recent PKAL Atlanta Meetings • Fall 2012 – Spelman College • Spring 2012 – Georgia Perimeter College (Steering Committee meeting) • Fall 2011 - Agnes Scott College • Spring 2011 - North Georgia College & State Univ • Fall 2010 – BrenauUniversity • Spring 2010 - Georgia Gwinnett College

  10. Other Regional Networks • PKAL North Carolina Regional Network • PKAL Upstate New York Regional Network • Southern California PKAL Regional Network (SoCal PKAL) • Upper Midwest Regional Network • Willamette Valley Biological Education Network

  11. Web links • Current website - http://www.aacu.org/pkal/ • Archival website - http://www.pkal.org/ • PKAL pedagogic collection at SERC (Science Education Research Center) promotes active engagement of students in the learning process -http://serc.carleton.edu/sp/pkal/index.html

  12. Steering Committee Co-Chairs • Pamela J. W. Gore, Professor of Geology, Georgia Perimeter College • Sarah P. Formica, Associate Professor of Physics, North Georgia College & State University

  13. Other Steering Committee Members • Lilia Harvey, Chemistry, Agnes Scott College • Lisa B. Hibbard, Chemistry, SpelmanCollege • Pat Marstellar, Biology, Science Education,Emory University • Al Panu, Administrator, Chemistry, University of North Georgia • Deborah Sauder, Administrator, Chemistry, Georgia Gwinnett College • JB Sharma, Physics, University of North Georgia • Lynn Zimmerman, Administrator, Biology, Emory University

  14. I hear, I forget... I see, I remember... I do, I understand Implementing a Course-embedded Four-year Undergraduate Research Experience At GGC.

  15. Premise: ALL students should benefit from Undergraduate Research Experiences. GGC School of Science & Technology Approach: Embed appropriate, authentic research experiences in enough courses that all students in all major programs will experience 8 semesters of research activities.

  16. Sample Program

  17. Course development supported by a grant from the Board of Regents of the University System of Georgia: USG STEM Initiative II Tom Mundie Judy Awong-Taylor Allison D’Costa Greta Giles David Pursell Clay Runck

  18. flipp F THE FLIPPED CLASSROOM Lisa Hibbard, Assoc. Professor Department of Chemistry Spelman College HHMI Conference/PKAL Session June 13, 2013 Emory University

  19. Introduction What is a Flipped Classroom? What has traditionally been done in the classroom (lecture) is handled online, leaving class time activities that promote deeper learning (applications)

  20. Course Mapping Think About It Analysis Before Class What are the desired student learning outcomes? How are these assessed? What is presently going well in your course? What do you think needs to change? How would moving to a blended format help? What activities would this include? What support do you have at your institution (teaching resources center, course designer, educational technology support, etc.)? During Class After Class Design

  21. Course Design Content Delivery Analysis • Presentation/Screen Capture • Narrated Powerpoint slides (LMS) • Quicktime screen capture (iTunes) • ShowMe/Educreations (link) • BrainShark (link) • Reading Assignments (LMS) Before Class During Class After Class Design

  22. Course Design Assessment of Preparation Analysis • Up-front quizzes • Online pre-assessments prior to class (Respondus questions) • As students walk in the door (clickers) • Notebook check • Online presentation note-taking • Pre-class problem-solving • Assign points! Before Class During Class During Class After Class Design

  23. Course Design After Class Engagement Analysis • Practice makes permanent • Online systems (mhhe Connect problems, sample tests, wikis, projects) • Additional feedback • Self-assessment/reflection • Peer-assessment/group work (wikis, social media) • Instructor-assessment/formal vs. informal feedback Before Class During Class After Class Design

  24. Benefits • Students take ownership of learning; develop better time management • Students can move at different paces • No excuses for missed information • Students aren’t bored by the content being too easy • Promotes deeper learning through in-class activities (case studies, problem sets, POGIL, projects) • Leads to increased concept retention (standardized test scores)

  25. First Steps Road Map for Design Analysis • Create a PLAN for developing your course • Activities → Desired student learning outcomes • Identify team/technology needs • PRIORITIZE, taking into account… • Time constraints • Available technology and support • Set a SCHEDULE Before Class During Class After Class Course Design

  26. Meeting Participant Introductions • Find someone you don’t know, talk to them, and then introduce them to the group. (5 minutes)

  27. Nominations for 2013-2014 Co-Chairs Name, institution • _____________ • _____________

  28. Volunteers to work on by-laws Name, institution • _____________ • _____________ • _____________ • _____________

  29. Identifying Challenges to Undergraduate STEM Education • Take a post-it note, and write down one or more challenges to STEM education that you face at your institution (individual activity, 3 minutes) • Report to group

  30. Summary of Challenges • ___________ • ___________ • ___________ • ___________ • ___________

  31. Share Ideas with Colleagues • Move to designated area to form groups • Put post-it notes on flip chart paper • Discuss ways to address the challenges and write them on the flip chart (10 minutes) • Report back to group • What would you like to learn more about?

  32. Solutions to Address the Challenges • ___________ • ___________ • ___________ • ___________ • ___________

  33. Things you would like to learn more about • Possible Agenda for next meeting • Potential Presenters? • ___________ • ___________ • ___________

  34. Planning 2013-2014 Meetings • Possible host institution: • Georgia Institute of Technology • Others? • Dates? (Non-football days) • Clough Undergraduate Learning Commons

  35. Possible Dates? • Best day of week? • Possible date conflicts with other meetings?

  36. National PKAL Meeting “Transforming STEM Education: Inquiry, Innovation, Inclusion, and Evidence” • October 31–November 2, 2013 • San Diego, California

  37. Possible Fall Dates, if at GA Tech • Sat Oct 5 • Mon Oct 14 or Tues Oct 15 • Sat Oct 26 – conflict with Am. Assoc. of Physics Teachers (AAPT) meeting • Fri Nov 15 – conflict with SE regional meeting of the American Chemical Society in Atlanta

  38. Other possible locations and dates?

  39. Volunteers to help plan or host future meetings? • Name, institution

  40. What are two things that you learned today? • Write them on a post-it note • Take it with you • See you in the Fall! • Thank you!

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