Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics Report of a Workshop (2003) / Chapter Skim
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2 Identifying Desired Student Learning Outcomes
2 Identifying Desired Student Learning Outcomes
Pages 10-24
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From page 10... ...
But they came to broad agreement on a set of important cross-disciplinary skills and competencies as learning outcomes for introductory science courses. The workshop participants drew attention to challenges in achieving these outcomes.
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In the pages below an expanded summary of Baumstark's presentation, the learning outcomes proposed by workshop participants, as well as additional ideas and cautions put forward by participants (luring plenary (liscussions, are detailed. STUDENT LEARNING OUTCOMES When a conscientious college instructor designs a course for undergraduates, the usual questions are: "What topics do need to cover for these particular students?
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From page 12... ...
In the discussion, Michael Zeilik, University of New Mexico, pointed to the need to identify the audiences of introductory science courses, which often include future scientists, students who will pursue studies outside the sciences, and preservice teachers. His concern was about how to integrate these diverse students and meet their needs in the same set of courses.
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From page 13... ...
To their surprise, when the group examined the current GSU biology curriculum, lower to upper (livision, they discovered that the scheduling of upper division specialty electives caused them to connict with one another: students often took random electives that fit their schedules rather than selecting those that might form a coherent approach to the subfields of interest. The group then assembled faculty in each subfield (for example, neurobiology)
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From page 14... ...
She suggested that departments examine course prerequisites by considering the reasons for such requirements and developing a progression of learning outcomes throughout programs. Davi(1 Brakke, James Madison University, extended this idea by suggesting that institutions shoul(1 seek input from their own faculty and administration about what they are trying to accomplish in the programs they offer.
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The group also described content appropriate for aIgebraor calculus-based introductory physics courses and confirmed the agreement that already exists within physics communities on the content for these courses. Cross-disciplinary learning outcomes are (lescribe(1 at the en(1 of this section following the summary of discussion stemming from the work of the breakout groups.
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From page 16... ...
The life sciences field appears to consist of a collection of topics, according to Chamany, that exhibit a complexity that permits iThe programs and projects identified included Beyond BiolOl: The Transformation of Undergraduate Biology Education darmul and Olson, 1996; Available: http://www.hhmi.org/ BeyondBiolO1/)
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SOURCE: Data from summary of reports from a total of 55 UW-Maclison faculty ancl staff t9 small groups of 5-7} ancl cliscussion, Forum on Teaching Biology for Breacith, January 18, 1995, University of Wisconsin-Maclison, Unclergracluate Biology Eclucation Committee {UBEC} ancl Center for Biology Eclucation. Reprintecl with permission.
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From page 18... ...
Students should understand how to record data, how to put together evidence and observations to create models, and how to test models. The process includes experimental methods and systematic observations as well as communication and collaboration.
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56~. After introductory science courses, students should be able to demonstrate: · Ability to think critically and apply knowle(lge to new problems.
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To do this they need to have had the experience of understanding a body of material at a deep level. The Outcomes as a Set of Learning Skills Throughout the workshop, many other participants reinforced the idea that desirable outcomes should include helping students to learn how to learn, to appreciate learning for its own sake, and to develop the skills necessary to understand both when they have learned and when they do not understand.3 Richard McCray, University of Colorado, emphasized that introductory science courses need to focus on students' learning skills in scientific reasoning and information gathering as much as on science content, and on helping students take greater responsibility for their own learning.
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understand...motion, theory of natural selection, or whatever." THE CHALLENGES TO ACHIEVING DESIRED LEARNING OUTCOMES In his welcoming comments to the workshop participants, Bruce Alberts, President of the National Academy of Sciences, identified several barriers to instructional reform in colleges and universities. He (new attention to the problems of incoming students and the often inadequate science backgrounds they bring with them.
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From page 22... ...
Proposing another explanation, Alan Kay, Viewpoints Research Institute, Inc., commented that the established practice of curve grading, which pits students against one another, might encourage them to resist collaboration and group learning activities. Probing more deeply into the issue of undergraduate resistance to alternative teaching methods, Reiser argued that students may be uncomfortable about sharing ideas and participating in collaborative activities because they fear 22 that they might not articulate the "right" answers and thought processes in front of their peers.
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From page 23... ...
Educational value is gained by sharing learning outcomes with students so they become aware of and can take ownership of specific learning objectives. Learning outcomes should not be limited to a list of content terms, but should comprise a mutually supportive framework of facts, central concepts, reasoning skills, and competencies in three areas of learning: content, scientific process, and application Learning how to learn)
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From page 24... ...
As we will illustrate in the next chapter, carefully designed science education research4 identifies specific student difficulties and develops instructional strategies that are effective in correcting such misconceptions. 4To distinguish between disciplinary research conducted in the subject area of specific science fields and research conducted on teaching and learning of the discipline, the terms "science research" and "science education research" are used respectively.
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