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-Webinar-
Scaling-up from classroom- to program-level with InTeGrate materials at 2YCs
Friday, March 13, 20159-10 AM (PST) | 10-11 AM (MST) | 11 AM-12 PM (CST) | 12-1 PM (EST)
Convener: Elizabeth Nagy-Shadman
Presenters: Callan Bentley, David Douglass, Shelley Jaye,Cathy Manduca, Gretchen Miller, and Joshua Villalobos
This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.
Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Elizabeth Nagy-ShadmanPasadena City College John McDaris
Science Education Resource Center (SERC)
Cathy ManducaScience Education
Resource Center (SERC)
David DouglassPasadena City College
Callan BentleyNorthern Virginia
Community College
Shelley JayeNorthern Virginia
Community College
Joshua VillalobosEl Paso Community College
Gretchen MillerWake Tech Community College
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
http://serc.carleton.edu/integrate/workshops/2yc_webinar/index.html
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
• Showcase current 2YC programs that have moved beyond an individual classroom of change.
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
• Showcase current 2YC programs that have moved beyond an individual classroom of change.
• Present InTeGrate implementation program opportunities to 2YC faculty.
• Encourage 2YC faculty to adopt InTeGrate modules at a scale that is larger than a single course.
Webinar Goals
• Allow participants to ask questions about possible implementation programs involving their own college.
• Showcase current 2YC programs that have moved beyond an individual classroom of change.
• Present InTeGrate implementation program opportunities to 2YC faculty.
I. Description of InTeGrate Implementation Programs and upcoming proposal deadline
II. Four examples of program-level activities occurring at 2-year-colleges
III. Ideas for implementation programs from an administrator’s perspective
Webinar Outline
I. Description of InTeGrate Implementation Programs and upcoming proposal deadline
II. Four examples of program-level activities occurring at 2-year-colleges
III. Ideas for implementation programs from an administrator’s perspective
Webinar Outline
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
A five-year community effort to improve Earth literacy and build a workforce prepared to tackle environmental and resource issues
An NSF STEP Center
InTeGrate supports integrated interdisciplinary learning about
resource and environmental issues across the undergraduate
curriculum to create a sustainable and just civilization.
A Systems Model for
Transformation of
Individuals, Institutions,
and the Education
Community
Courses Programs/
Institutions
Community/
Network
Implementation Programs
Model innovative ways of
• increasing the diversity of students
developing Earth literacy and/or
• teaching students to bring the geosciences
to bear in addressing societal issues.
• Flexible approach
• Flexible scale (bigger than a course)
• Benefit group and community
• Funds support design, development and evaluation
• Leader and team of ~5
• Funding begins Summer 2015 and ends December 2016
• Apply on-line with 3-5 page description
• June 30, 2015 deadline
Webinar goal is to inspire ideas.
Implementation programs are one tool for moving forward . . .
But they are not the only one.
Website
Traveling Workshop Program – program design comes to you
Earth Educators Rendezvous – courses and programs
I. Description of InTeGrate Implementation Programs and upcoming proposal deadline
II. Four examples of program-level activities occurring at 2-year-colleges
III. Ideas for implementation programs from an administrator’s perspective
Webinar Outline
Overview of EPCC/UTEP Implementation ProgramJoshua I. Villalobos
El Paso Community College
Background EL Paso Community College
30,000+ students
85% Hispanic
5 campuses
Over 130 programs of study
Geological Sciences A.S.
University of Texas at El Paso
22,000+students
77% Hispanic
Geological Sciences
Bachelor, Masters, Doctoral programs
Why Form a Collaborative?The main reason is to:
Improve the quality of education for the students
Shared resources
Increase program awareness
Improve department dynamics
Enhance teaching curriculum
Locations of institutions of higher education in Texas
Examples of Enhanced Teaching Articulated degree plan at EPCC:
Ensure that curriculum is standard across both institutions for geology majors.
Ensure they matriculate successfully to the B.S. degree program.
Shared classes or facilities: (UTEP) Exploration Geophysics: Seismic Methods
and (EPCC) Geological Field Methods courses share field projects.
UTEP facilities (thin section lab) and equipment (geophysical instruments) are available for EPCC student use.
Shared curriculum: Articulated courses have similar or matching
course objectives Teaching materials (textbooks and lab manuals)
are the same for articulated courses. Collaborate with the development and
implementation educational material.
students in cooperative class research
students working on a module at EPCC
students working on same module at
UTEP
Measuring SuccessQuantitative:
Qualitative:
Sandra Garcia Belinda Gonzalez
…A report from a new “field exchange” program between community college
students from Texas and Virginia
Callan Bentley & Joshua Villalobos
AGI data and graph: Wilson, 2014
0.9%0.2%
16.4%
12.6%
25 participants (2 March only, 2 May only)
NOVA: 7 female, 2 Hispanic, 1 senior, 1 middle aged, 1 Asian, 1 African-American, 1 learning-disabled (ADHD)
EPCC: 4 female, 11 Hispanic, 2 white,
1 senior, 1 military
NOVA: 7 female, 2 Hispanic, 1 senior, 1 middle aged, 1 Asian, 1 African-American, 1 learning-disabled (ADHD)
Franklin Mountains
Castner Marble
Mather Gorge, Potomac River (in flood!)
Seafood dinner
Rob Rohrbaugh, EPCC
Eric Kappas, UTEP
Participating adjunct faculty & guest lecturers
Michelle Selvans, NOVA / NASM Dan Doctor, USGS
Liz Johnson, JMU Ken Rasmussen, NOVA
Sketching, Mt. Cristo Rey
Smithsonian Institution National Museum of Natural History
Chesapeake Bay
Sketching, Permian Basin
27 of 41Valley & Ridge, West Virginia
Kilbourne Hole (mantle xenoliths)
El Capitan, Guadalupe Mtns National Park
The White House
Survey responses (May 2014)N = 18/25 participating students
On a scale of 1-10, (1= none 5=somewhat 10=most definitely)
how much has this experience encouraged you to pursue or continue a career in geology?
“To me, the entire trip was a highlight separated by hours of sleep. Meeting with all the Dr.s, the outcrops, and samples we were able to get, were all part of a big inspiration. Just meeting with the speakers motivated me to have the prefix "Dr." to my name.”
• Students exposed to non-local geology (compare and contrast the similarities and differences)
• Geological skills; camping, hiking skills• Cultural exchange & awareness• Leveraging local location-specific knowledge• Students get access to larger numbers of
geoscience faculty (different interests, styles)• Building a support network (students, faculty)• Access to potential research advisors at 4-year
universities• 4-year schools can recruit• Professional development for adjunct faculty
Aspects of this project that you might consider when considering program-level initiatives:
• Professional development for faculty• Involving adjuncts• Collaborations galore:
2YC:2YC / 2YC:4YC / 2YC:Gov• Ancillary spin-offs to publish and share
Field guides / virtual field trips
Teaching Mineralogy at
the 2YC: Opportunities
and Partnerships
Shelley Jaye
• NOVA serves over 75,000 students
across six campuses
• Eight full-time Geology faculty across
five campuses
• Three full-time Geology faculty on the
largest campus in Annandale, VA
Who we are…
• Wide Variety of One – Four Credit Field
Courses
Local: Building Stones of the National Mall
National: Border to Beltway
International: Regional Field Geology of the Canadian
Rockies
• Two semesters of Oceanography
• Special Topics Courses: Snowball EarthAnd
• Fully Transferrable Mineralogy
Unique course offerings
• Collaboration:
• Curriculum developed in close association with George Mason
UniversityDepartment of Atmospheric, Oceanic and Earth Sciences
• Fully transferrable as a replacement for Mineralogy taught at many
Virginia 4-year universities
Teaching Mineralogy at the
Community College
Our partners:
4YC of
Northern VA
Opportunities and Partnerships
Collaboration with the US Geological Survey
Working Toward a Geoscience Technician Certificate Program
Undergraduate Research
Opportunities and Partnerships
15 Students Placed at the USGS in paid Internship and
Part-time Employment
In-work: Co-op for Credit (structured unpaid internships)
Looking at other Northern Virginia employers for
internship and employment opportunities
Opportunities and PartnershipsHonors Option Mineralogy –
Undergraduate Research Opportunity
Petrographic Analysis of Coastal Plain Neo-Proterozoic Plutonic Basement Rock
From drill core beneath theChesapeake Bay Impact Structure
Students Learn to Make Thin SectionsComplete Detailed Petrologic
CharacterizationStudents Present at National, Regional & Local professional meetings, clubs and
groups
Chesapeake Bay Impact Structure Drill Core at USGS
Honors Mineralogy StudentsCutting, Grinding and
Analyzing!
Not Without Challenges
• Teaching load leaves little time to devote to major projects
• Senior Citizens to the Rescue!!!
• Take Courses for Free
• Ever Present and Capable Assistants!
Senior Citizens setting up new thin sectioning
equipment
Summary
• Teaching Unique Courses, such as Mineralogy, has led to
opportunities for partnerships and research with:
• Local 4YC
• USGS
• Seniors in the Community with time and expertise
Undergraduate Research Opportunities Through a 2YC-4YC Partnership
Gretchen L. MillerNatural Sciences DepartmentWake Tech Community CollegeRaleigh, North [email protected]
About Wake Tech
• Largest community college in North Carolina
– Over 28,000 curriculum students
– Approximately 49% are minorities
• Introductory Geology at Wake Tech
– 8 full-time faculty, 3 adjunct faculty
– ~700 students per semester
Partnership with NC State University
• NSF Opportunities for Enhancing Diversity in the Geosciences (OEDG) grant: Diversity in the Geosciences, Making a Pathway to Success– Wake Tech students participate in paid summer
research internships at NC State
– Students present their research projects at a poster session at the end of the summer
– Program has been very successful in first 3 yearsThis work partially supported by the National Science Foundation award GEO-1107916. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Supporting Majors at Wake Tech• All Wake Tech faculty actively involved
– Identifying students in introductory geoscience courses with interest and aptitude
– Individual mentoring of interested students
Research Projects at NC State2012 2013 2014
Number of Applicants 12 15 27
Students Matched to Research Project 9 10 13
Students Completing Research Project 8 8 12
Support with Transfer Process• Most Wake Tech geoscience majors transfer to
NC State University due to proximity
• Many students start taking geoscience classes at NC State while still completing A.S. degree at Wake Tech
I. Description of InTeGrate Implementation Programs and upcoming proposal deadline
II. Four examples of program-level activities occurring at 2-year-colleges
III. Ideas for implementation programs from an administrator’s perspective
Webinar Outline
Scaling-up from classroom to program: Perspectives from a 2YC
Natural Science Dean
David DouglassPasadena City College
Engaging Programs as Part of the Larger STEM Pipeline
• Nationally we loose on average a STEM Major every 15 minutes… for lots of reasons
• Programs which reach down as far as middle school and…
• Create a continuous “Pathway” from high school to a STEM degree
• Geoscience issues which are relevant to traditionally underrepresented students
• Sustainability, personal relevance, community and the scientific underpinnings which underlie these issues
• Wicked Problems: Climate change, Los Angeles River restoration, Sediment removal.
Success and Persistence
• Our institution is 53% Hispanic & African American compared to 9 % Caucasian…
• Disaggregating success and retention data by ethnicity shows that our white and Asian students outperform African American and Latino Student by 10-15% in success, retention and level of achievement.
• In general Biology, we have demonstrated that switching to a contextualized, project-based learning approach has reduced this achievement gap and dramatically increased the level of achievement for our students of color.
• The InTeGrate approach is ready made for these kinds of gains.
Closing the Achievement Gap*Grades
0
5
10
15
20
25
30
35
A B C D F W
F 12 - SP 13 HISPANIC (%)
Redesign Traditional
*significantχ2 test p<0.0001
Programs that broaden access to science by introducing geoscience across the liberal arts curriculum
• We have a long tradition of interdisciplinary course pairings – i.e. Learning communities
• Earth Science & Political Science (NAFTA to the Keystone Pipeline, fracking etc…)
• Community-based service learning opportunities
• Community-focused undergraduate research (GIS and access to healthy food…)
Summary of 2YC programs
• Implementation program in development in west Texas involving collaborations from HS to 2YC to 4YC; shared resources, curriculum, and articulated degree plans
Summary of 2YC programs
• Implementation program in development in west Texas involving collaborations from HS to 2YC to 4YC; shared resources, curriculum, and articulated degree plans
• Field course collaboration between two geographically separated 2YCs (Texas and Virginia); good example of thinking outside the box; eye-opening experience for students
Summary of 2YC programs
• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.
Summary of 2YC programs
• In North Carolina OEGD grant has allowed 2YC students to participate in paid research internships at local university; supports transfer process
• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.
Summary of 2YC programs
• In North Carolina OEGD grant has allowed 2YC students to participate in paid research internships at local university; supports transfer process
• Teaching mineralogy has lead to collaborations with local universities as well as internships and students research opportunities at the USGS.
• 2YC administrators want to see continuous pathways from HS to STEM degrees, reduced achievement gaps among minority students, and programs that broaden access by infusing geoscience across the liberal arts curriculum.
• 2YC faculty can and should be the lead on program level changes as we know best what our students need
Final Thoughts• Program level changes at 2YCs will likely involve
collaboration with other academic institutions because of articulation issues
• In addition to academic institutions, 2YCs should reach out to other organizations in the community such as USGS, department of transportation, museums, etc.
Resources for going forward
• Website – program models, best practices,
resources and more
• Traveling Workshop Program – program
and course design comes to you
• Earth Educators Rendezvous – workshops,
posters, presentations, plenaries, working
sessions
• Implementation Programs – funds,
evaluation support, colleagues, and professional
development