Transcript Using Contemporary Issues to Teach Skeptical Inquiry

19th Biennial
Conference on
Chemical Education
2006
The bridge between
teaching and learning
Science Education: Vital
Connection of Science to the
Public Sphere
2006
Using Contemporary Issues to
Teach Skeptical Inquiry: An
Approach to Improve Science and
Information Literacy among
Undergraduates
Nora Egan Demers [email protected]
http://itech.fgcu.edu/faculty/ndemers.demers.html
Florida Gulf Coast University
College of Arts & Sciences
2006
2005
Acknowledgements
BCCE Chemistry IUPUI
FGCU
Academic Affairs
College of Arts & Sciences
Whitaker Center
Planning and Evaluation
Research and Sponsored
Programs
2006
Lee County Mosquito Control
district (flights for images)
FGCU Art students
Sam Miranda
Lenore Benefield
Cid Conley
Andy Tirado
Rich Coughlin
many other colleagues and students
Overview
• Brief evolutionary
history of Institution and
IDS program
• Description of the course
– Goals and outcomes
– collaborations with IT and
Library
• View into the future
2006
2005
2006
FGCU- Then
• Opened Fall, 1997- 5 colleges
• Target audience: upper division students
(2+2 articulation with local Community
college)
• 25% smaller footprint with Distance
Learning
• Arts and Sciences had a single B.A. in
Liberal Studies
2006
FGCU- Now
• Arts and Sciences has 13 B.A. degree
offerings and 3 B.S.
• B.A.’s requires:
• IDS 3300 Foundations of Civic
Engagement
• 2 other IDS including IDS 3303
• A Capstone course
2006
Student profile- changing
demographics
FTIC
Average Age
1997: 33
1999: 28
2000: 29
2005: 25.5
2006: 23
2006
1997: 175 (entire
year)
1999: 302 (fall)
2000: 465 (fall)
2004: 975 (fall)
2006: 1800 (fall)
Collegium of Integrated Learning
Arts & Sciences Strategy to Address the
Student Learning Outcomes at FGCU-originally 5 Upper Division courses and
a Capstone (24 credit hours)
-Compressed to 18 hours in 2000
-Now (2006) required for B.A, not B.S.
-Degrees awarded in specific disciplines
-Once again under revision
2006
Student Learning Outcomes
Mapped to IDS 3303
Issues in Science
and Technology:
problem solving,
information literacy,
technological literacy
2006
Emphasize Science as
a way of knowing
2006
Use empirical data
to falsify stance
2006
Go beyond headlines and
“Inside Edition” knowledge
2006
Grading Scheme Scaffold
55% –Assignments
10% –Oral “debate” or presentation
20% – Independent presentation - written
5% – Summary discussions
10% – Class participation/attendance
0% – Portfolio
2006
•List of five Issues in
Science and Technology
(2%)
•Forming a
Question/Making a
Research Plan Worksheet
(5%)
•Mining Resources (5%)
•Outline and First version
(5%)
•My Librarian (5%)
2006
55% –Assignments
• Evaluation of Websites (4%)
• Annotated bibliography
(4%)
• Timeline of issues (5%)
• Second version (5%)
• Data and Information on
topic (with citations) to be
used during the debates
(7%)
• Summaries (written
summaries of debates (5%)
Collaborations with IT
Evaluate “WebTrends”
data to help redesign
course
2006
Collaborations with
IT
•Pages hit most
immediately before
and after class
•almost 40%
between 10 PM and
4 AM
2006
Collaborations with Library faculty
“just in time” learning
2006
2006
Information
Literacy skills
crucial
2006
Powerful
Influences
• Politics &
Economics
• Culture & Society
2006
Powerful
Influences
• Media, Arts and
Literature
• Ecology and the
Environment
2006
• More computer
tutorial
sessions
– policy &
legislation
• More Peer
Review
• Emphasize
Civic
Engagement
• Clarify role of
Library in world
2006 of Google
Future Directions
Conclusions
2006
•Allow students to choose topic
•Everything that matters has to “count”
toward the grade (is there another way?)
•Focus on process and critical thinking skills
•Emphasize need to consider the source and
bias
•Nothing is as “Black and White” as we
might think
•Important and valuable to hear others ideas
•Great learning experience for all involved
•Possible to incorporate strategy into other
courses