Archbold biological station project first ii
1 / 21

Archbold Biological Station Project FIRST.II - PowerPoint PPT Presentation

  • Uploaded on

Archbold Biological Station Project FIRST.II. Introductory Activities Introducing our colleagues – turn to neighbor. Each as reporter for other partner’s account. 1 minute each. Name, institution, research areas, summary of current courses taught

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Archbold Biological Station Project FIRST.II' - andie

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Archbold biological station project first ii
Archbold Biological StationProject FIRST.II


Introductory activities introducing our colleagues turn to neighbor
Introductory ActivitiesIntroducing our colleagues – turn to neighbor

Each as reporter for other partner’s account. 1 minute each.

  • Name, institution, research areas, summary of current courses taught

  • Anecdote about a formative experience as an undergraduate that was a major stimulus to go into research/ academic career (where, who/what/how).

Welcome the 3 teams why meeting at a field station see mark deyrup s essay under goals
Welcome the 3 teamswhy meeting at a field station? see Mark Deyrup’s essay under Goals.

You joined us in a venture designed to use the Archbold environment to enrich the teaching of undergraduate ecology. We will explore the biological richness and complexity of Archbold ecosystems.We will, together, develop and implement teaching approaches that can convey an understanding of these ecosystems, and of the scientific process, to undergraduate classes.

Richard feynman 1963 preface to the feynman lectures on physics
Richard Feynman 1963Preface to the Feynman Lectures on Physics

  • “there isn't any solution to this problem of education other than to realize that the best teaching can only be done when there is a direct individual relationship between a student and a good teacher

  • a situation in which the student discusses the ideas, thinks about things, and talks about the things.

  • It's impossible to learn very much simply by sitting in a lecture, or even by simply doing the problems that are assigned.

  • But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.”

Impetus for and challenges to change nrc evaluating and improving undergraduate teaching 2003
Impetus for and Challenges to Change NRC “Evaluating and Improving Undergraduate Teaching” 2003

  • Calls for accountability from outside of academe (K-12). Higher education is learning from reforms in K-12 teaching, e.g. How People Learn (NRC 2000). Quote.

  • Calls for change from within academe. (e.g. quotes from Rice 2000 in NRC 2003).

  • Challenges to change –

    • the diversity of institutions served by higher education

    • culture of rewards for research performance

    • how to measure teacher effectiveness

    • little or no formal training for faculty in techniques, or strategies, or familiarity with the literature.

  • Predicting future changes in UG teaching (Zimpher 1998)

Archbold Biological Station

Hancock Biological Station

San Diego State University Field Stations

Southwestern Research Station

St. Croix Watershed Research Station

Archbold FIRST

faculty teams were

Edison Community College

Florida International University

Stetson University

University of Florida

University of South Florida

During 1999 we held two workshops in February and May

University of akron ohio peter nierowksi
University of Akron,Ohio, Peter Nierowksi

  • “Our first FIRST institute was 2 days long but a pivotal experience.

  • The Hancock Team modeled the process of inquiry learning right from the outset as we struggled through our workshops.

  • I remember feeling disoriented, but also very engaged.

  • All three of us were skeptical of what FIRST would be like and whether it would be a productive use of our time, and we left the institute having the same suspicions as when we arrived . . . but we also had a lot to talk about.

  • Our initial suspicions were founded on our poor understanding of educational research, and the fact that we already had pretty good teaching evaluations (What more could we do?).

  • Our big joke was that we would have to endure two days of "touchy-feely" lessons on improving students' self-esteem.

  • In our 9-hour ride back I think our commitment to give FIRST a serious try gelled.”

Archbold faculty teams to date

Florida International University

Florida Gulf Coast university

University of Central Florida

This project is supported, in part, by the National Science Foundation.

Distribution of OBFS field stations in USA,and the FIRST II sites


Kellogg Biological Station




San Diego State University Field Stations

Hancock Biological Station


Archbold Biological Station

Goals of first ii at archbold biological station
Goals of FIRST.II at Archbold Biological Station

1. Establish a regional coalition of Florida faculty, engaged in a partnership with Archbold Biological Station, to implement and sustain reform in undergraduate biology education in their colleges and universities. FIRST.II goal #4, #3

2. Enable faculty to develop and use teaching goals and objectives and learn multiple assessment strategies to measure the extent to which they are achieving those goals with their students. FIRST.II goal #2

3. Use the facilities and field sites at Archbold to enable faculty to gain experience in student-centered science teaching. FIRST.II goal #1

Goals of the first ii at archbold biological station cont
Goals of the FIRST.II at Archbold Biological Station (cont)

4. Promote general faculty and student interest in Florida ecosystems and species by increasing participant understanding of Florida ecosystems, encouraging faculty and institutional interest to use field stations and field sites such as Archbold as teaching forums. No FIRST.II equivalent goal.

5. Facilitate collaboration among participating faculty about their reforms towards achieving excellence in science teaching. FIRST.II goal #5

6. Promote support for the emerging criteria and strategies for the scholarship of teaching at participant’s home institutions, so that teaching can be recognized, evaluated, and rewarded within institutions. FIRST.II goal #5

7. Support a national dissemination network to sustain improvement in teaching initiated by faculty. FIRST.II goal #6

Faculty knowledge of effective teaching
Faculty Knowledge of Effective Teaching

  • This is a joint effort between Archbold and participants – to draw jointly from our cumulative knowledge. Network

  • No need to re-develop techniques and approaches that others have tested and disseminated. Point to Resources.

  • Emphasis on developing a “culture of collegiality” or a “teaching community”. Teams

The specific goals of the

FIRST II project are to:

1. Enable faculty to gain experience in active, inquiry-based science teaching that increases student learning through workshops that model this kind of teaching;

2. Enable faculty to learn and use multiple assessment strategies that provide evidence of student learning which their peers accept;

3.Develop eight teams of faculty as professional developers of biology faculty in their regions;

4.Use field stations, marine laboratories, or other field sites that have an educational mission in eight regions throughout the United States as foci to maintain and expand coalitions of faculty who will implement and sustain reform in undergraduate biology education in their colleges and universities;

5.Facilitate collaboration among faculty about their reforms toward achieving excellence in science teaching, and about the emerging criteria and strategies for the scholarship of teaching, so that teaching can be recognized, evaluated, and rewarded within institutions;

6.Support a national dissemination network to sustain improvement in teaching initiated by faculty

Archbold Biological Station

Institutional Teams

See participant list


Review personal goals

University of Central Florida

Florida Gulf Coast University

Florida International University

FL Universities 5 - 6 h commute

Barry University University of Central Florida

Eckerd College University of North Florida

Florida Gulf Coast University University of South Florida

Florida Institute of Technology University of Miami

Florida International University University of Tampa

Florida A &M University USF at St. Petersburg

Florida Atlantic University Community Colleges 2h commute

Florida Memorial College Brevard Community College

Florida Southern College Broward Community College

Florida State University Central Florida Community College

Jacksonville University Daytona Beach Community College

Johnson & Wales University Edison Community College

Keiser College Hillsborough Community College

Lynn University Indian River Community College

Northwood University Lake-Sumter Community College

Nova-Southeastern University Manatee Community College

Palm Beach Atlantic College Miami-Dade Community College

Rollins College Palm Beach Community College

Saint Leo College Pasco-Hernando Community College

St. Thomas University Polk Community College

Stetson University St. Petersburg Junior College

University of Florida Santa Fe Community College

USF New College Sarasota Seminole Community College

South Florida Community College

Valencia Community College

Guiding principles for this series of first ii workshops and the need for feedback
Guiding principles for this series of FIRST II workshops and the need for feedback

1. We want to know where you think you would like help, not simply prepare pre-arranged workshops – we are looking for feedback for future workshops.

2. We will try to ensure when we introduce new concepts (like cooperative learning) that we give opportunities to discuss why, when, where and how such concepts may be valuable to participants.

3. In order for you to try some changes in practices you need opportunities to try things out and receive feedback. We want to develop the capacity to judge successful transfer of technique to students and its effectiveness on students (major focus of FIRST II).

4. We want a community centered approach and do not want to conduct these workshops in isolation. Opportunities for team development –focus on Friday on means of communication – what tools, especially Internet based, can we develop for teams

Agenda notebook organization for this workshop
Agenda, notebook, organization for this workshop the need for feedback

  • Agenda review: schedule, emphasize modeling role (setting goals, determining preconceptions, strategies including cooperative groups, inquiry-based learning, assessment). Handouts.

  • Resources available: reference list, web sites, bookshelf, Angelo and Cross, other team purchases as required. Be selective!

  • Survey forms

  • Human subjects form

  • Feedback

Goals for this workshop
Goals for This Workshop the need for feedback

As a result of your participation in this workshop, you will...

  • Gain experience in student-centered science teaching.

  • Begin to develop and use teaching goals, assessments, and teaching strategies to support student-centered science teaching.

  • Learn about Archbold Biological Station resources.

  • Start to collaborate with Florida FIRST II faculty members (within and among Institutional Teams).

  • Begin to develop an action plan for implementing student-centered teaching and learning in at least one of your courses