BLC 11 March 15, 2014 Applying Primary Research in the Classroom

1. BLC 11 March 15, 2014Applying Primary Research in the Classroom Ruth Buskirk The University of Texas at Austin

2. Core Competencies from Vision & Change • Ability to apply the process of science • Ability to use quantitative reasoning • Ability to use modeling and simulation • Ability to tap into the interdisciplinary nature of science 5. Ability to communicate and collaborate with other disciplines 6. Ability to understand the relationship between science and society.

3. Core Competencies from Vision & Change • Ability to apply the process of science • Ability to use quantitative reasoning • Ability to use modeling and simulation • Ability to tap into the interdisciplinary nature of science 5. Ability to communicate and collaborate with other disciplines 6. Ability to understand the relationship between science and society. Link research and teaching

4. Link research and teaching My priorities for the student experience: Work with some data Learn how to ask questions

5. Some of the expertise here in the room: Authentic, inquiry-based labs – Jean Heitz Wisconsin Kathy Marrs IUPUI Tom Owens Cornell and more

6. Some of the expertise here in the room: Quantitative reasoning skills – Clarissa Dirks Evergreen Annika Moe Minnesota Randy Phillis U Mass

7. Potential goals for having your students read primary literature? • learn about the ‘process of science’ • be able to read graphs, interpret data Why not these goals as well? • appreciate that people do science • group work in solving problems • practice explaining science to others These are harder skills: • be able to evaluate/critique a scientific paper • be able to suggest the next step in the research

8. Getting students to read primary literature How do you begin? “I don’t even understand the title.” “This is too hard. I can’t do it.” “Don’t call on me – Joe knows the answer”

9. Train students to see the differences , for example: • A research report (original data; full methods, results, discussion) • A review article • A brief research note • Editor’s note introducing article in Nature, Cell, Science • An editorial letter • A popular article • Online publication PLoS vs a web site

10. Train students to search for who sponsored the research. Explain ‘conflict of interest’. Have students distinguish pure and applied aspects of science. Teach them about funding sources, how they differ in priorities, and why that makes a difference.

11. Ways to introduce students to the author or author team of the paper [this scientist is a person!] Before, online search by students - Go to the author’s faculty web page. Search Pub Med for some paper titles. Before, a short video of interview with author briefly introducing the paper and setting context After reading the paper, students email questions to the author (arranged in advance) After students read the paper, author visits class and answers questions that students have prepared Note anonymous faceless scientists!

12. Can encourage student evaluation of paper with instructor guidance – questions like: • What are the controls in this experiment? • How could authors have presented this result a little more clearly? • What’s an alternate hypothesis that could have been tested here? • What is missing that would have helped tell the story?

13. Hoskins et al 2011: C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method. A constructivist model, pays attention to student attitudes and confidence level

14. Hoskins et al 2011: C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method. A constructivist model, pays attention to student attitudes and confidence level “Get real! I don’t have time for all that in my class.”

15. So, how could you use primary research data in brief in-class exercises? e.g., just one figure at a time What skills are important? What training is needed? Be transparent to your students. “What do I need to do to succeed?” “Will this be on the test?” P. S. The answer is “yes”.

16. Make a checklist of student skills (clear goals) students can self assess 4 I can state alternate hypotheses 4 I can define experimental controls 4 I can read graphs but I need practice on . . . x, y, z

17. Make a checklist of student skills (clear goals) students can self assess 4 I can state alternate hypotheses 4 I can define experimental controls 4 I can read graphs but I need practice on . . . x, y, z from Robin - A badge is evidence of learning in a competency-based system

18. Today’s task – Work in small groups to design a lesson in which students access and apply basic research data. Choose your goals for the lesson. What will students do? How can you assess whether they have met the competency?

19. Core Competencies from Vision & Change • Ability to apply the process of science • Ability to use quantitative reasoning • Ability to use modeling and simulation • Ability to tap into the interdisciplinary nature of science 5. Ability to communicate and collaborate with other disciplines 6. Ability to understand the relationship between science and society.

20. Course map – Intro Bio II – based on concepts

21. Relate to Student Learning Outcomes: Human activities have disrupted ecosystems and greatly accelerated the rate of species extinction. • Identify human activities such as habitat destruction or nutrient enrichment that threaten biodiversity and ecosystems. • Give an example of the process of bio-magnification, and tell why it results from food chain dynamics. • Explain the relationship between the increase in atmospheric carbon dioxide and global temperatures, and describe how global warming will impact species and ecosystems. • Give an example of a successful effort to preserve a species, a habitat or an ecosystem.

22. What kind of in-class exercise would you like to design?