This week we will focus on approaches for improving specific aspects of students’ science literacy.
We will continue our discussion of the paper from week 1
Rowe, M. P., Gillespie, B. M., Harris, K. R., Koether, S. D., Shannon, L. J. Y., & Rose, L. A. (2015). Redesigning a General Education Science Course to Promote Critical Thinking. CBE-Life Sciences Education, 14(3). http://www.lifescied.org/content/14/3/ar30.full
and ask you to also read the following two articles that describe the assessments from the Rowe et. al paper.
Read how the CAT assessment has been implemented: Stein, B., & Haynes, A. (2011). Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test. Change: the magazine of higher learning, 43(2), 44-49. http://www.tandfonline.com/doi/pdf/10.1080/00091383.2011.550254
Focus on the MATE questions in the appendix: Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university students. The American Biology Teacher, 69(6), 332-335. https://www.nabt.org/websites/institution/File/pdfs/american_biology_teacher/2007/069-06-0332.pdf
For your convenience, we offer two weekly meetings for you to choose from:
Thursdays at 9:00 am
Fridays at 12:00 pm (feel free to bring your lunch!)
All sessions will be held in 317 LISB (Lewis Integrated Sciences Building).
11th May 2015 at 7:07 pm
The University of Oregon Science Literacy Program (SLP) makes a real-world difference in the lives of UO students by building science literacy among undergraduate non-science majors, giving science students mentored teaching opportunities to implement active learning, and providing faculty with teaching professional development.
SLP offers General Education courses for non-science students that promote student-centered teaching and communication of science where non-science majors are empowered to consider scientific approaches to societal issues and have the opportunity to learn how to process and critique scientific information. Graduate students and undergraduate students in the sciences have mentored teaching opportunities where they learn the theory and practice of scientific teaching and effectively communicating ideas to audiences of non-scientists. The program enables and assists faculty in improving teaching techniques using evidence-based pedagogy focusing on science literacy.
11th September 2015 at 11:29 am
Following a successful two-day workshop on Science Communication (May 2015), the University of Oregon has been invited to become an Affiliated University with the Alan Alda Center for Communicating Science. The Science Literacy Program will serve as the campus resource center to provide opportunities for graduate students, post-doctoral fellows and faculty to build science communication skills in collaboration with the Alda Center. The UO is one of ten institutions affiliated with the Center and the first West of the Mississippi River.
The goal of the Alda Center at Stony Brook University, New York is to enhance understanding of science by helping train the next generation of scientists and health professionals to communicate more effectively with the public, public officials, the media, and others outside their own discipline. Trainings include learning improvisation techniques and how to distill a scientific message for a general audience.
18th August 2015 at 12:07 pm
The Science Literacy Program is now accepting applications for Graduate SLP Fellows and Undergraduate SLP Scholars positions for Fall 2015.
- See the Graduate Fellows and Undergraduate Scholars pages for more information.
- Descriptions of our Fall 2015 courses are now available.
- Why apply? See the Application section to see a list of activities in which previous fellows have participated.
28th July 2015 at 3:31 pm
Fifty-three science educators from 20 institutions were on the UO campus in July 2015 for five days of workshops in the annual West Coast National Academies Summer Institute on Undergraduate Education.
During the sessions, participants learned the latest approaches in how to use active learning tools to engage undergraduate students in the STEM fields of science, technology, engineering and mathematics.
Read the full story on Around the O.
19th June 2015 at 4:05 pm
We are excited to share a full slate of multi-day teaching professional development opportunities for faculty on the UO campus this summer! These free events center on Active Learning, and Scientific Teaching and provide opportunities for faculty, post-doctoral fellows and graduate students at all stages of their careers to practice building new skills.
- UO Local National Academies Summer Institute on Undergraduate Education
- West Coast Regional National Academies Summer Institute on Undergraduate Education
When: June 22-25, 2015
UO faculty, post-doctoral fellows, and graduate students from science and math disciplines (June 22-25) and UO administrators (June 26)
About the Institute:
The Local Summer Institute will provide an opportunity for UO discipline specific teams to explore scientific teaching and create activities to implement in their own courses. Administrators will have an opportunity to learn about the national context of science education reform. Over the past 10 years the summer institutes have trained more than 1,000 science educators in best practices in science teaching (Pfund et al. 2009). The goal of the Summer Institutes for Undergraduate Education is to transform education at colleges and universities by improving classroom education and attracting more diverse students to research. We undertake to train faculty and instructional staff in a scientific approach to teaching that reflects the way we work as researchers. Participants learn practical strategies for enhancing student learning. The institutes model the scientific teaching principles of active learning, assessment, and diversity, which are integrated into all aspects of the week’s schedule.
When: July 13-18, 2015
Faculty, post-doctoral fellows, and graduate students from science and math disciplines across the West Coast.
About the Institute:
This evidence-based programs funded by HHMI is designed to support college science teachers in transforming undergraduate science education. Over the past 10 years the summer institutes have trained more than 1,000 science educators in best practices in science teaching (Pfund et al. 2009). In discipline specific teams, participants will develop a classroom activity to support student learning. The goal of the Summer Institutes for Undergraduate Education is to transform education at colleges and universities by improving classroom education and attracting more diverse students to research. We undertake to train faculty and instructional staff in a scientific approach to teaching that reflects the way we work as researchers. Participants learn practical strategies for enhancing student learning. The institutes model the scientific teaching principles of active learning, assessment, and diversity, which are integrated into all aspects of the week’s schedule.