SCST National Meeting Sessions

Keynote Speakers

Todd Pagano

2016 Outstanding Undergraduate Science Teaching Award (OUSTA) Winner

“Making Education in the Sciences Accessible and Successful for Students with Disabilities”

Friday, April 1

12:30 – 1:30 pm

Vickie Williamson

2017 Outstanding Undergraduate Science Teaching Award (OUSTA) Winner

Marjorie Gardner Lecture: “The Challenge to Improve Student Understanding “

Friday, April 1

2:00 – 3:00 pm

Session Schedule

Thursday, March 31

Morning Session

8:00 – 9:00 am

How are we implementing Vision and Change in the college science classroom?

Tarren Shaw, Kerry Cheesman, Don French

A moderated discussion of best practices in college science teaching.

Afternoon Sessions

12:30 – 1:30 pm

Research experiences throughout the curriculum: a high-impact practice for enhancing student success

Kerry Cheesman, Christine Anderson, Kimberly Heym

If we are to prepare students in careers in science, the curriculum needs to reflect how scientific knowledge is gained.

2:00 – 3:00 pm

Exploring genetic ancestry and personal identity in US ethnic minority college biology students

Fatimah Jackson, Christopher Cross, Keeley Clinton, Latifah Jackson

Oral presentation of classroom activity harnessing next generation sequencing results to discuss concepts in human evolutionary genetics and personal identity among US ethnic minority college biology students.

“I don’t fit in here” – What science professors need to know about elementary education students’ feelings of belonging in science courses and how it affects their attitudes towards science

Shane Cavanaugh

This session will discuss the importance of creating a welcoming environment for elementary education students within college science courses and suggestions for doing so.

3:30 – 4:30 pm

Testing the Testing Effect: Modifying summative assessment to enhance student learning

Tarren Shaw

Assessment strategies in a large, introductory biology course were compared over several semesters. Student grade and attitude data were collected in sections using 3 unit exams and sections using 5 unit exams.

Examining the Progression of Student Developed Hypotheses in an Inquiry Biology Laboratory Course (IBLC)

Joseph Trackey, Helen McDowell, Linda Crow

The presentation will discuss the struggles students encounter and overcome in developing a testable hypothesis during an inquiry-based introductory college biology course.

5:00 – 6:00 pm

Using Museums to Broaden Science Practices & Increase Engagement 

Lynn Diener, Robert Payo

Learn about often underutilized opportunities to help you teach sciences to your undergraduate science students.

A Science Sales-pitch: Increase student buy-in to increase classroom engagement

Tarren Shaw

Research supports the use of active-learning strategies, but do our students realize this? Methods to increase student buy-in will be presented.

Friday, April 1

Morning Sessions

8:00 – 9:00 am

Go online to teach college science!

Barbara Fortier

Science courses online are accessible to more students in today’s world. Learn about best practices to help students learn globally while encouraging student engagement/interaction.

The Merit Fellows Program: lessons learned from an NSF S-STEM project

Gretchen Adams, Jennifer McNeilly

Discussion of the successes and challenges of implementing an NSF S-STEM project at a large, research focused university.

9:30 – 10:30 am

Can the history of science facilitate climate change education and climate literacy? Lessons from glacial theory

Renee Clary

An earlier climate change debate, Agassiz’s glacial theory illustrates the nature of science and facilitates student climate literacy. Classroom resources provided.

How do we know what to teach? Working backwards to build a stronger curriculum

Kerry Cheesman

Backwards design has been implemented to strengthen the four year undergraduate curriculum that prepares students for medical and health related careers.

11:00 am – 11:30 pm

Introducing STEAM into the College Science Curriculum

Brian Shmaefsky

This session demonstrates on way of incorporating the arts into college-level STEM courses. Students in this project used informal education to reinforce science content.

Afternoon Sessions: Special Lectures

12:30 – 1:30 pm

2016 Outstanding Undergraduate Science Teacher Award Winner

Todd Pagano

“Making Education in the Sciences Accessible and Successful for Students with Disabilities”

A goal of the Laboratory Science Technology (LST) program at Rochester Institute of Technology (Rochester, NY) is to produce graduates with strong foundations in applied science, hands-on laboratory applications, and “soft skills” necessary for competitive employment as laboratory scientists. At rst glance, the LST program appears to be a typical, high-standard science program similar to any other, but in fact, it is a one-of-kind Chemical Technology program specically for Deaf and Hard-of-Hearing students. The program resides within the National Technical Institute for the Deaf and has achieved success through outreach, building industrial partnerships, curricular advancements, and student involvement in undergraduate research. Historically, students with disabilities have lagged behind their peers in persistence rates to obtaining post-secondary degrees- often leading to a lower employment rate (and lower earnings when employed) in science elds. The LST program has worked to narrow these gaps and has an 80% persistence rate to graduation and places 98% of its graduates in careers. Strategies and practices for making science curricula accessible and increasing student success will be discussed with the goal of renewing interest in broadening participation of students with disabilities in the sciences.

2:00 – 3:00 pm

2017 Outstanding Undergraduate Science Teacher Award Presentation

Vickie Williamson

Marjorie Gardner Lecture: “The Challenge to Improve Student Understanding “

Improving student understanding is the goal of all science instructors. Using techniques that are based in research ndings represent our best chance of improving understanding. Research findings show that students have trouble with conceptual understanding, even those who can solve algorithmic/mathematical/procedural problems. This prompted a call to include conceptual teaching strategies. Conceptual teaching puts an emphasis on students’ ability to explain relationships, to draw conclusions from data, to predict outcomes, to visualize/explain aspects that are not perceptible to the human senses, and to understand the phenomena at all levels, which include macroscopic (what is visible), imperceptible (what is not detectible to our senses), symbolic, and mathematical levels. Research ndings have indicated a number of teaching strategies can be used to help students understand phenomena on these dierent levels. These strategies can be used with large or small classes and can be adapted for dierent disciplines. This talk will highlight examples of how strategies, thought to improve student understanding, could be implemented, providing a set from which the individual instructor can choose or modify for lecture or laboratory courses.

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