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California State University (Southern) STEM Conference

California State University (Southern) STEM Conference. Developing Twenty-first Century Teachers of Mathematics, Science, and STEM: The Role of Common Core State Standards for Mathematics and the Next Generation Science Standards Forum 1: Next Generation Science Standards

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California State University (Southern) STEM Conference

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  1. California State University (Southern) STEM Conference Developing Twenty-first Century Teachers of Mathematics, Science, and STEM: The Role of Common Core State Standards for Mathematics and the Next Generation Science Standards Forum 1: Next Generation Science Standards Incorporating NGSS at CSULA into Natural Science (NATS) and Liberal Studies (LBS) James Rudd Patrick Sharp California State University, Los Angeles March 14, 2014 California State University, Los Angeles Los Angeles, CA

  2. NGSS Faculty Learning Community CSULANGSS FLC implemented for 2013-2014 academic year • Develop course content and learning activities for the NATS science content and pedagogy courses for LBS and other ESM majors to emphasize the three dimensions of NGSS: • science and engineering practices • crosscutting concepts • disciplinary core ideas • Six working meetings on Friday 9:30 AM – 3:00 PM • Fall quarter: 10/11, 11/15; Winter: 1/17, 2/21; Spring: 4/11, 5/16 • Participants include 8 course instructors (2 lecturers and 6 full-time faculty), 2 facilitators, and 2 consultants • Homework assignments between meetings • Stipends for attendance and completing FLC requirements

  3. NGSS Faculty Learning Community 10/11: Introduction to NGSS and focus on seven crosscutting concepts (1. Patterns, 2. Cause and effect, 3. Scale, proportion, and quantity, 4. Systems and system models, 5. Energy and matter, 6. Structure and function, 7. Stability and change) 11/15: Backwards design to revise syllabus to incorporate crosscutting concepts 1/17: Crosscutting concept lesson study (collaborative lesson design, flip coin for who teaches the lesson) 2/21: Lesson reflection and redesign 4/11: Engineering practice lesson study (design and teach) 5/16: Lesson reflection and redesign

  4. NGSS Faculty Learning Community Facilitators: JiSon (cognitive psychology, STEM learning), Wayne Tikkanen (chemistry, CSU CO Faculty Director, Institute for Teaching and Learning) 2/21: Crosscutting concept lesson reflection and redesign PHYS 103NATS 183CHEM 101 Cause and effectStability and changeEnergy and matter Albert Leeinst Steve La Dochyinst,* Wayne Tikkaneninst Milan Mijic* Jennifer Garrison James Rudd* Wayne Stevensonlec Angelique Hamanelec (inst = instructor of record, * = taught the lesson, lec = lecturer)

  5. NGSS Faculty Learning Community Outcomes • Engaged and supportive community of faculty • Practice with backwards design and crosscutting concepts • Diverse perspectives and experiences bring value • Sharing of instructional practices • Focus on quality and success of lessons for all instructors Future • Fully revise and coordinate syllabi for NATS courses • Continue incorporating NGSS lessons and activities • Implement writing assignments, including how culture and society impact and relate to science

  6. Liberal Studies Major Outcomes ILO 1: Knowledge: Mastery of content and processes of inquiry. Objectives and Outcomes: • Understand and apply the scientific method. • Department SLO: Understand humanities and qualitative social science perspectives on the natural sciences and apply these perspectives to the analysis of scientific texts • Department SLO: Understand the cultural and social influences upon scientific conceptions of race, sex, and sexuality

  7. Liberal Studies Courses Liberal Studies 3010 (Interdisciplinary Investigation) and 3020 (Writing the Interdisciplinary Essay) • Paradigms and black boxes • Focus on how scientific knowledge changes over time • Reading of scientific texts (e.g., Darwin’s Descent of Man) to show how culture shapes science • Research on history and culture of science

  8. LBS/NATS Course Liberal Studies / Natural Science 420 (Cultures of Science) • Science and discourse • “Dictums” and the rhetoric of certainty • Latour’s “circulatory system” of science • “Public representation” and narratives of science

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