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Making the Case for Vision and Change

Making the Case for Vision and Change. Science Case Network ASMCUE 2013 Denver, CO. What is PULSE?. Partnership for Undergraduate Life Sciences Education National effort to transform undergraduate education through Vision and Change at the departmental level. www.pulsecommunity.org.

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Making the Case for Vision and Change

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  1. Making the Case for Vision and Change Science Case Network ASMCUE 2013 Denver, CO

  2. What is PULSE? • Partnership for Undergraduate Life Sciences Education • National effort to transform undergraduate education through Vision and Change at the departmental level www.pulsecommunity.org

  3. Loretta Brancaccio-Taras, Kingsborough • Community College (CUNY) • William B. Davis, Washington State University • Nitya Jacob, Oxford College of Emory University • Melanie J. Lee-Brown, Guilford College • Karen Klyczek, University of Wisconsin-River Falls • Todd Primm, Sam Houston State University Leadership Fellows at ASMCUE:

  4. Vision & Change Call to Action How many • Have heard of it? • Have read it? • Have embraced it and made changes in their teaching and/or scholarship? • Are in departments that are fully implementing the recommendations?

  5. Vision & Change Call to Action Share at your table: • Has the V&C call to action impacted your department/program • If so, how? • If not, why not? What would it take?

  6. Why Change? What’s the Urgency? • 60% of students who enter college planning to major in a STEM field fail to graduate with a STEM degree. • 80% of underrepresented students • President’s Council of Advisors on Science and Technology (PCAST), March 2012 issue of Science www.pulsecommunity.org

  7. Why Change? What’s the Urgency? • Students leave STEM during the first two years for three major reasons: • a) Uninspiring introductory courses. • (86% of faculty use lecture as their • primary mode of teaching.) • b) Difficulty with the required math • c) Unwelcoming academic culture in STEM www.pulsecommunity.org

  8. A Vision for Implementing Change • Integrate core concepts and competencies into curriculum • Focus on student-centered learning • Authentic research experiences • Innovative pedagogical practices – active learning, multiple forms of instruction • Assessment of student learning outcomes • 3. Promote a campus wide commitment to change • Administrative support, faculty development, resources and tools for reform • 4. Engage the biology community www.pulsecommunity.org

  9. A Vision for Implementing Change • Integrate core concepts and competencies into curriculum • Focus on student-centered learning • Authentic research experiences • Innovative pedagogical practices – active learning, multiple forms of instruction • Assessment of student learning outcomes • 3. Promote a campus wide commitment to change • Administrative support, faculty development, resources and tools for reform • 4. Engage the biology community Case studies and PBL www.pulsecommunity.org

  10. Core Concepts for Biological Literacy • EVOLUTION • STRUCTURE AND FUNCTION • INFORMATION FLOW, EXCHANGE, AND STORAGE • PATHWAYS AND TRANSFORMATIONS OF ENERGY AND MATTER • SYSTEMS C. Brewer, PERG, 2/2011

  11. Core Competencies • Ability to… • apply the process of science • use quantitative reasoning • use modeling and simulation • communicate and collaborate with other disciplines • understand the relationship between science and society www.pulsecommunity.org

  12. Core Competencies • Ability to… • apply the process of science • use quantitative reasoning • use modeling and simulation • communicate and collaborate with other disciplines • understand the relationship between science and society Case studies and PBL! www.pulsecommunity.org

  13. Case studies and PBL • Investigative cases • Interrupted cases • Clicker cases • Guided problems • Open-ended problems • Using stories to teach science

  14. Case studies and PBL • Relevant cases improve student motivation and engagement with the material • Students • learn and apply concepts in realistic contexts • can access problems in cases from multiple perspectives and disciplines; increased global awareness • develop critical thinking skills related to science, such as question formulation, data analysis, and peer review

  15. Work of PULSE Fellows • Self-Assessment Rubrics • Tools for curriculum mapping, strategic planning • Resources • Ambassadors program • Regional Workshops • Connecting colleagues - PULSE Macademia

  16. Sharing PULSE Resources • Online Resources Available • Resources page developed by PULSE Fellows httpp://www.callutheran.edu/Academic_Programs/Departments/BioDev/PULSE/resources.html • Online workshop for regional meetings (www.tinyurl.com/4pulse) • PULSE community (www.pulsecommunity.org) • Vision and Change (http://visionandchange.org/) www.pulsecommunity.org

  17. Self-Assessment Rubrics • Faculty Practice / Faculty Support • Student Engagement • Pedagogy • Faculty Development • Infrastructure • Curriculum Alignment and Assessment Rubric • Curriculum Alignment • Course-level & Program-level Assessment • Climate for Change Rubric www.pulsecommunity.org

  18. PULSE Ambassadors • Visitation teams of 3-4 Vision and Change Ambassadors • Role of the Ambassadors • Proposed timeline www.pulsecommunity.org

  19. Regional Conferences/Networks • Northwest • Midwest/Great Plains • Northeast • Southeast www.pulsecommunity.org

  20. PULSE Resource Sessions Thursday, May 16th • 6:45-7:45 PM Conference Room A Friday, May 17th • 9:15-10:15 AM Conference Room A

  21. PULSE Plenary Session and Roundtable JOIN US!! Saturday, May 18th • PLENARY SESSION 11:35 AM - 12:00 PM Auditorium 1 • LUNCH AND PULSE ROUNDTABLE DISCUSSIONS 12:00 PM - 1:15 PM Columbine Room

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