Science and Math General Education at DePauw

1. Science and Math General Education at DePauw Pam Propsom Jackie Roberts

2. Agenda • Introduction and Goals (5-10 min) • Small group discussions (20 min) • Large group discussion (20 min) • Our summary of survey results (5-10 min) • Learning goals (20 min) • Working group (5 min) • Future plans (5 min)

3. Curricular change occurs when it: • Comes from the faculty rather than an administrative mandate (but the administration supports the efforts) • Is transparent, with broad input from all constituencies (discussions, reading groups, surveys, etc) • Is sustainable (not a “one-and-done” meeting) • Involves departments as the unit of change • Uses a representative smaller working group • Reflects the dynamics and mission of the individual institution. Not “one size fits all.”

4. Goals for semester: • We want to have division-wide discussions, allowing an opportunity for everyone and all departments to have input • At the end of the semester we want to have a tangible product: Divisional Science/Math General Education Learning Goals (non-majors).

5. Small Group Discussion (20 min): • Split into 5 tables, each with a discussion leader/note-taker. Each table gets data for a different survey question. • TASK: Read written comments and look for themes, discuss, add to, refine, etc. • When we get back together each recorder will give a 1-2 minute summary.

6. Large Group Discussion (20 min) Table 1: What do you think is positive about our current general education requirement in science/math (i.e., two courses with SM designation) for non-science majors? Table 2: What could be improved? Table 3: How important is it for undergraduate non-science majors to learn science/math content (important concepts, facts, knowledge, etc.) versus science/math skills (understanding the process of science and research, interpreting graphs, etc.) Table 4: In your opinion, what are the three most important skills for students to master in a general education science/math course that meets the SM requirement? Table 5: In your opinion, what are the three most important concepts for students to master in a general education science/math course that meets the SM requirement?

7. Q2: What do you think is positive about our current general education requirement in science/math (i.e., two courses with SM designation) for non-science majors? • Better than 0 or 1 course/at least science is required (56%) • Breadth (courses in two different science departments) (17%) • Exposure to how science works/scientific inquiry/principles (14%)

8. Q3: What could be improved? • No common goals/student outcomes/intentionality (29%) • Does it ensure exposure to scientific method/literacy? (29%) • No lab course required (20%) • Interdisciplinary/non-major or theme courses better (20%) • It’s not prescriptive/structured enough (14%)

9. Q4: How important is it for undergraduate non-science majors to learn science/math content (important concepts, facts, knowledge, etc.) versus science/math skills (understanding the process of science and research, interpreting graphs, etc.) • Skills more important than content 31% • Skills a little more important than content 31% • Skills and content equally important 33% • Content a little more important than skills 0% • Content more important than skills 5%

10. Q4: How important is it for undergraduate non-science majors to learn science/math content (important concepts, facts, knowledge, etc.) versus science/math skills (understanding the process of science and research, interpreting graphs, etc.) • Skills will allow them to learn new content/apply later (23%) • Content will be forgotten (21%) • Can’t learn/have skills without content/context (13%) • Skills will last longer (13%)

11. Q5: In your opinion, what are the three most important skills for students to master in a general education science/math course that meets the SM requirement? • Interpreting a graph/data (37%) • Statistical/quantitative skills (34%) • Evaluating quality of evidence (23%) • Using science for everyday/life decision-making (14%) • Skepticism (14%)

12. Q6: In your opinion, what are the three most important concepts for students to master in a general education science/math course that meets the SM requirement? • Scientific method/process (31%) • Statistics/probability/quant skills (16%) • Relationships and differences between the sciences (12%) • Energy (12%)

13. What is a Learning Goal? • What do you want students to learn by the time they graduate that will still be with them several years later? • Examples: “Identify a valid scientific argument” or “Solve problems using quantitative skills including probability and statistics” • Are they skills based, content based or a mixture? • How do we meet these learning goals? • They should be assessable (but how do we do this?)

14. Working Group • Would like one representative from each department (We will facilitate these meetings, but not be the representatives from our departments) • Will read a few short papers and look at what other institutions have done for S/M learning goals • Based on survey information, division meeting and departmental feedback draft preliminary learning goals • Present these at the Divisional meeting in April

15. Semester Plans • Launch of website with resources • Brown Bag (first one next Tuesday) and Brown Bottle meetings to continue these conversations • Working group meets to draft divisional learning goals • Second division-wide meeting to look at draft and think about how to meet these goals • Departments provide feedback on learning goals • Workshop this summer (survey on topic/timing to follow this meeting)