The impact of forming STEM Experiential Learning Communities on Students and Teachers

1. The impact of forming STEM Experiential Learning Communities on Students and Teachers Ben Hutchinson & Todd Gary, Lipscomb University Leigh Arino de la Rubia, Tennessee State University

2. Focus Integrated Science Courses (LU Students) • Transdisciplinary with Service Learning as the Experiential Learning component. iSTEM Professional Development for Teachers • Form a learning community within their high school around a STEM challenge Integrating STEM (iSTEM): The Power of Science involves civic engagement

3. A Team-Taught, 2-Semester Course Sequence for General Education StudentsIntegrated and focused on a service learning project Integrated Science: The Power of Science Trans-disciplinary (beyond disciplines) Built on LU SALT Tier 2 Award 1996 National Science Education Standards (NRC) 2011 Next Generation Science Framework (NRC) PRAXIS for elementary teachers

4. Transdisciplinaryvs Interdisciplinary

5. Service-Learning at Lipscomb SALT: Service and Learning Together Personal/spiritual growth Academic development service-learning Enhanced civic engagement

6. Program Graduation Requirement Two SALT experiences (Tier I plus II or III) is required of all undergraduates. 

8. Plants Without Borders • Project based • 2011- effects of invasive species on environment • Uses existing research to bring in scientist to address students and answer questions • Radnor Lake State Natural Area Nashville, TN 360 03’ N, 860 47’ W • Involve students in researchand service learning projects

9. Assessment Data: Adapted from SENCER SALG assessment • Integrated Science and Chemistry classes were given the same pre- and post-tests. • Tests consisted of… • content questions • attitude assessment • science skills confidence

10. SALT Comprehensive Course Analysis • I was able to see how what we discussed in the classroom could be applied in the service setting.

11. The service project for this SALT experience helped me to become more aware of the problems facing our World.

12. Assessment Data • Integrated Science and Chemistry classes were given pre- and post-tests. • Tests consisted of … • content questions • attitude assessment • science skills confidence

16. Student’s view of Science • "What, in your view, is science? • What makes science different from other areas of inquiry, such as economics or art?” • - 30 students in Fall 2011 semester VNOS questionnaire (Lederman, 2002) • Themes in student responses showed an emphasis upon facts, • 'how things work', science changing rapidly, and how science affects the world around us.

17. "Student Responses" • "Science explains things, where other disciplines interpret and express.” • "Science is a way of trying to figure out the world around us. • In my opinion, we will never know all there is to know, • therefore science could constantly change. • Unlike math, where 2+2 is always 4.” • "Science is different because it attempts to explain the world • around us in a technical way."

18. Challenges • Faculty teaching style • Faculty load • New requirement for all Education majors • Lab space • Lab time • Need to incorporate math (in planning stage for 2013)

19. Teacher Professional Development Integrating STEM (iSTEM): The Power of Science iSTEM web site http://www.istemproject.org

20. Professional Learning Community • Focused on 5 dimensions of a professional learning community: • Supportive and Shared Leadership • Shared Values and Vision • Collective Learning and Application of Learning • Supportive Conditions • Shared Personal Practice • Engaged in a civic engagement • 20 high school teachers (math, science, engineering) • 3 – 4 per school

21. Example of Projects • Water Quality at city park near Summit High School • High growth due to Nissan and GM • Wounded Veterans Outreach • School vending machines, recycling and obesity (CHS)

22. All Projects must demonstrate NGSS connections Example: Vending Machines Challenge HS-PS1-f. Use models to support that the release or absorption of energy from a chemical system depends upon the changes in total bond energy. HS-PS3-f. Produce written and illustrated texts or oral presentations about how scientific discoveries about the conversion of energy from one form to another have affected human civilization, including the further development of science and technology. HS-ESS3-b. Analyze and revise solutions for developing, managing, and utilizing resources that would increase economic, social, environmental and/or cost:benefitratios. HS-ESS3-e. Identify mathematical relationships between natural resource production and consumption rates in order to assess the global sustainability of humans and the biodiversity that supports them

23. Framework, NGSS, Future Assessments Curricula Instruction Teacher Development Achieve, Inc. Early 2013 Replace TN Science Stadards NRC July 2011

24. TNCurriculumCenter.org

25. Summary Integrated Science Courses and Professional Development • Increases involvement in community • Builds learning community • Allows students and teachers to see links to Praxis and NGSS. • Part of large STEM growth at LU

26. 5 year STEM Growth 2007 – 2012 493 = 10% to 18% UG students 7 new STEM degrees Percent Increase

27. Questions / Comments

28. Dimension THREE:Disciplinary Core Ideas

30. If necessary, I could explain how this service project applied to the academic content of the course.

31. I felt that my work in this SALT experience made a difference for someone.

32. This SALT experience helped me learn how tocommunicate my ideas in a real world context.

33. The opportunity to reflect on the service activity(discussions, worksheet, journals, papers) helped me tolearn.