Program

Homework

We want to get to know you a little better! Please complete the pre-workshop survey by Saturday, July 13.

Monday

Slides for Day 1

8:30 Introductions and icebreaker

  • I am a scientist and...
  • Reflection on what we did

9:00 Survey results and the vision of teaching with investigation and design - Anne

9:30 Reflection on your own course and group discussion about change

  • Go to tables of "birds of a feather" (2YCs, R1s, etc. with/without TA)
  • Individually (5 minutes):
    • Who are your students?
    • What is getting in the way of student learning in your course right now?
    • How do you think a focus on investigation and design will help?
  • Table groups: Share and discuss themes (10 minutes)
  • Report out and further discussion about change (15 minutes)

10:00 Break

10:15 Overview of the new materials in Earth science and Physical science

  • Introduction to the scope and layout
  • Time to explore the materials independently
    • What looks daunting?
    • What looks exciting? 
    • What looks confusing?

10:45 Results of implementation

  • Project-wide results - Anne
  • Personal experiences - Natalie and Angela

11:15 Begin action planning: what is your goal for change in your own course (download or copy the Google doc)

11:25 Roadcheck and exit ticket

11:30 Adjourn for the day

Homework

Read through the TIDeS rubric (Microsoft Word 2007 (.docx) 172kB Jul12 24) and reflect on it. Remember that the TIDeS materials as whole courses meet the criteria in this rubric, and are designed to help instructors meet the criteria in their teaching. As you read through the rubric, consider your own teaching today: think about the following questions and be ready to discuss:

  • Which rubric criteria do you feel are already strong in your teaching, or which criteria are you most comfortable with?
  • In which rubric criteria do you feel your teaching has the most room for growth, or which are you least comfortable with? 

Tuesday

Slides for Day 2

8:30 Results of road check and discussion of rubric homework

9:00 Envisioning change (in groups as determined by exit tickets)

  • Setting realistic goals for transforming your course
  • Engaging more deeply with the materials individually or in small groups

9:45 Report out around the room

10:00 Break

10:15 Attending to equity

11:15 Adding to action plan: Where do you most need to attend to equity?

11:25 Roadcheck

11:30 Adjourn

Homework

Pick one unit (or more!) from Earth science or Physical science that you want to implement and read through it carefully. Consider the following questions and be ready to discuss:

  • What is most exciting to you about implementing this unit? 
  • What are you most concerned about, or where do you feel you need the most support?

Wednesday

8:30 Road check results and discussion of homework

9:00 Work individually or in small groups

9:45 Report out

10:00 Break

10:15 Engaging in productive discourse in your classroom

  • What does it mean? How do you do it? 
    • Discourse primer (Acrobat (PDF) 1.1MB Jul16 24) from Ambitious Science Teaching by Mark Windschitl et al., 2015
  • How is it incorporated into the materials?

11:00 Add to action plan about discourse and next steps for implementation

11:15 Next steps and opportunities to stay involved

  • Stipends for collecting data in your classroom

11:20 Workshop evaluation

11:30 Adjourn

Resources

Scientist spotlights

Scientist Spotlights from the Scientist Spotlights Initiative

Example astrophysicist spotlight from Physics Today: Burçin Mutlu-Pakdil

Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students' stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002

Learning assistants

Donis, K., Aikens, M. L., Swamy, U., Delgado, M., Gillespie, M., Graves, P., & Eddy, S. L. (2024). Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c01137

Natalie's student's In the Trenches article (Acrobat (PDF) 993kB Jul17 24) about learning assistants

Assessment

Rubric for science skills (Microsoft Word 2007 (.docx) 11kB Jul17 24)

Final Exam from a "less is more" physical science course: Final question is a reflection assignment on learning objectives U4.4 Reflection - Learning Objectives.docx (Microsoft Word 2007 (.docx) 71kB Aug30 24). Example response here: example final reflection.docx (Microsoft Word 2007 (.docx) 16kB Jul17 24)

Discourse

Discourse primer (Acrobat (PDF) 1.1MB Jul16 24) from Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious Science Teaching. Harvard Education Press.

Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE—Life Sciences Education, 20(1), fe1. https://doi.org/10.1187/cbe.20-08-0200