Third Annual Symposium Series on Excellence in Teaching Undergraduate Science and Mathematics: National and Chicago Perspectives February 2, 2001—Breadth vs. Depth—Chicago State University March 8, 2001—Science and Math Across the Curriculum for All—University of Illinois at Chicago April 27, 2001—Learning Styles and Assessment—Northeastern Illinois University ABSTRACTS February 2 Plenary Talks and Break-out Sessions Plenary Talks Findings from the Third International Mathematics and Science Study: Questions for Consideration Tami S. Martin, Assistant Professor of Mathematics, Illinois State University The Third International Mathematics and Science Study (TIMSS) was the most comprehensive international study of schools and students ever conducted. During the 1995 school year, the mathematics and science achievement of students from 41 countries was assessed at three different grade levels (fourth, eighth, and final year of secondary school). In addition to student achievement, TIMSS researchers also conducted a videotape study of eighth grade mathematics teaching in Japan, Germany, and the United States, as well as an analysis of textbooks and curriculum frameworks from about 50 countries. I will describe the three major components of TIMSS and the major findings from each component of the study. I will present more detailed information about the mathematics and science achievement results at the eighth and twelfth grade levels, and provide references for further information. Finally, I will identify some of the challenges college and university educators face in the wake of the TIMSS study and pose several questions for consideration. The State of Science Education: Subject Matter Without Context Norman G. Lederman, Professor of Science Education, Oregon State University The focus of this talk will be on the importance of understandings of the nature of science and scientific inquiry to an understanding of "traditional" scientific content. The argument will be made that without an adequate understanding of the source and epistemology of scientific knowledge students' science achievement is compromised. Abstracts for Break-out Sessions Break-Out Session I Teaching for Depth vs. Breadth: Lessons learned from the TIMSS video study Tami S. Martin, Illinois State University The TIMSS video study drew a stark contrast between classroom practices in Japanese and American classrooms. One element of this contrast was the number of problems "covered" in an American classroom compared to the Japanese counterpart. We will view excerpts from the video study and discuss the implications for student learning of a classroom focus on coverage of many topics versus an in-depth exploration of fewer topics. Teaching "Deep Understanding" of Mathematics Susan Beal, St. Xavier University, Lise Jensen, Northeastern Illinois University, Lynn Narasimhan, DePaul University, David Rutschman, Northeastern Illinois University, and Bonnie Saunders, University of Illinois at Chicago In the draft CBMS report of the Mathematical education of Teachers (MET) Project, the first general recommendation states, "Prospective teachers need mathematics courses that develop a deep understanding of the mathematics they will teach." In this session, we will begin a discussion on what we mean by the phrase "deep understanding," especially as it applies t the mathematics that is taught in grades K-12. We will give some of the background of the MET document and related studies being conducted by the Committee on the Undergraduate Program in Mathematics (CUPM) of the MAA, look closely at an example, and invite participants to help develop plans for further sessions in the symposium series. Humor as a Teaching Tool Harriet Klinger, Truman College, City Colleges of Chicago, and Gundega Michel, Truman College, City Colleges of Chicago The focus of this session is the use of humor as a viable tool to enhance math and science teaching. We're all familiar with the struggle many students have with math and science. The abstract nature and the magnitudes (large and small) of the numbers, sizes and distances involved in math and science contribute to students' difficulties. However, many excellent science and math teachers play off the abstractions and extreme sizes, thereby using humor in some form or another to help them get their points across. Still, humor is a very personal thing which does not lend itself well to a plug-'n'-play approach. Trying and not succeeding is risky. Do the potential benefits outweigh the risks? This session will examine several aspects of how we incorporate humor in the teaching of math and science. We'll brainstorm our collective humor histories in several areas: how do we use humor (if we do); why do we; what are our goals; our methods; the barriers. Then, we'll examine the potential for using (or increasing the use of) humor in our classes; discuss who can (and maybe who can't) use it (or how non-users can learn to be users). Results of a humor survey distributed to the math and science faculty members at our own campus will be shared; and participants will receive forms that they can use with their departments/campuses. We'll wrap up with a summary of ideas, sources, methods, and ways to stay in touch. If there is interest in this group, we may follow-up in March. Break-out Session II Scientific Inquiry Skills: Are these really justifiable educational outcomes? Norman G. Lederman, Oregon State University The focus of this session will be on scientific inquiry as a set of skills, knowledge base, and teaching approach. The argument will be made that the most popular approach to scientific inquiry (i.e., a set of process skills) is the least important and least justifiable role of scientific inquiry in a contemporary curriculum. Participants will be asked to consider the relative importance of inquiry skills, knowledge about inquiry, and inquiry-oriented instruction relative to current reforms' stress on scientific literacy. Stories Told - Lessons Learned Joel Michael, Rush Medical College, Maria Varelas, University of Illinois at Chicago, and Peter Pereira, DePaul University. As teachers we have all had puzzling experiences in the classroom; lessons that didn't "work," lab exercises that no one seemed to understand, exam questions missed for no apparent reason--the list of possible examples is endless. Each such experience is both a problem to be solved and an opportunity to learn more about the art and science of teaching. In this breakout session, we will hear real stories from two teachers and will consider what each of these experiences might have to tell us. What Shape Should The Box Be? Exploring the Issues of Breadth vs. Depth in Teacher Preparation Nancy C. Grim, Chicago State University and Samuel P. Bowen, Chicago State University Should the curriculum in science teacher preparation be one-size-fits-all? Or should we consider stretching the box to accommodate learning patterns? If yes, which way is best-- horizontal or vertical structures? Or neither at all? The answer lies in the students for whom we teach. Our students are as diverse in their concrete physical shapes as in their abstract minds. This session will explore this issue using examples from our experience in an urban commuter university. In particular, we will use activities from our preservice science and science methods courses designed to address the issue of breadth vs. depth. The Keystone Project: Building Study Skills in a Mathematics Classroom M. Vali Siadat, Richard J. Daley College and Paul M. Musial, Richard J. Daley College The Keystone Project is an intervention designed to address the problems of students in remedial mathematics classes. In designing the project, the developers hypothesized that unsuccessful students do not lack intelligence or a desire to succeed; rather, they are held back by behavior patterns which inhibit learning. The developers identified these behavior patterns and created a teaching method which addresses these behaviors. During a pilot study of the project at Richard J. Daley College in Chicago, a cohort of over 300 project students scored far higher in common final examinations than did students in control classes. Project students showed more improvement from pre- to post-test scores in an arithmetic skills test than controls, and, surprisingly, showed more improvement in a reading comprehension test as well. The success of the program was also directly responsible for improved class attendance and improved retention. In this breakout session, we will give a short power point presentation summarizing the results of the Keystone Project pilot study. Participants will have the opportunity to ask questions and add comments at any time. While the Keystone Project was developed for developmental mathematics classes at a community college, teachers of biology and geography have already begun to implement the project. Teachers at all levels may benefit from the discussion. Relevant handouts will be provided. The Keystone Project was the winner of 1999 National Council of Instructional Administrators Exemplary Initiatives Competition for classroom learning. We have made presentations on the Project at numerous conferences, including the 2000 AMATYC national conference. March 8 Plenary Talks and Break-out Sessions Plenary Talks Real World Applications are not the same as Meaningful Applications James Sandefur, Professor of Mathematics, Georgetown University Many holistic learners understand mathematics better when it is presented in a socially relevant context, such as drug use, health problems, and ecology. I will present several issue-oriented applications that I have used in introductory mathematics classes as a way to enhance learning for students with a wide range of learning styles. Included in the applications are sustainable management of renewable resources, problems related to alcohol consumption, and the relationship between Sickle Cell Anemia and Malaria. I will discuss issues related to the use of controversial topics in math and science classes, and how these topics can be used without omitting standard content. A source for classroom ready materials will be given. Science and Math are Universal; Are Your Courses? Janan M. Hayes, Professor of Chemistry and Physical Sciences, Merced College and Patricia L. Perez, Professor of Chemistry, Mt. San Antonio College As educators in science and math, we all view most of our course content topics as universal in nature, crossing geographic, chronological, cultural, political and discipline boundaries. But do students view their courses with that same perspective? Is Islamic chemistry different from Mexican chemistry different from Chicago chemistry? Is algebra different in Japan and Italy and California? Is chemistry connected to biological, physical, and medical topics? Using examples from Project Inclusion, we will provide a framework for bringing universality to a variety of course topics without drastically changing the topic list of your course(s). One example will take the study of the same iron redox reactions to the basket making of some California Native Americans, pottery production in Japan and the creation of iron in the peat bogs of Ireland. Another example will review our understanding of the element as the basic foundation of the universe. The fundamental purpose of Project Inclusion is the desire to make courses relevant to students, no matter what their interests or majors. Science and math should be theirs, meaningful to their experiences and appropriate to their backgrounds and cultures. Abstracts for Break-out Sessions Break-Out Session I Using hands-on activities and visual props to increase understanding of mathematics James Sandefur, Georgetown University Many students have difficulty with mathematics because they lack a basic understanding of the meaning of variables. When using visual props and hands-on activities, the students connect the objects to the variables, so that the mathematics takes on real meaning. In this session, the participants will experience several hands-on activities and will discuss how these activities can be done in the college classroom with a minimal amount of materials and preparation time. The activities include using cups to understand slope, using calculus and a hamster cage to determine the speed of light in water, and investigating exponential functions using a pitcher of water to model caffeine elimination. Teaching Graduate Students How to Teach Using Case Studies Diane Herrmann, University of Chicago, Matthew Frank, University of Chicago, Ashley Reiter, University of Chicago, and David Schmitz, University of Chicago It is important for graduate students in mathematics and in the sciences to develop good teaching skills. Good TA’s are a benefit to the department, both in the actual teaching of undergraduates and in relations with other departments and the administration. Documented teaching skills help with getting a good job. Good teaching skills are reflected in better seminars and colloquia. Finally, in the long run, our disciplines will be better served if mathematicians and scientists on university faculties are excellent teachers. Case Studies are 1-3 page narratives of realistic teaching situations that require analysis. The use of Case Studies as a teaching tool is common in certain disciplines, such as law and business. Cases have recently become popular as a tool for training pre-collegiate teachers. The materials developed by the Boston College Mathematics Case Studies Project (BCCase) allow one to use this methodology at the level of graduate students in mathematics. In this session we will describe the Case Study model for use with graduate student teachers, and then present a specific Case as an example of how the technique is used. Participants will have a chance to experience a Case Study first hand and learn how this method might be used with graduate student teachers. Although the BCCase materials are aimed at mathematics, we will discuss the use of these materials in other disciplines. Stories told--How can we support them with evidence? Joel Michael, Rush Medical College, Maria Varelas, University of Illinois at Chicago, Sheila McNicholas, Truman College, and Robert Olsson, Triton College As teachers we are facilitators of our students' sense and meaning, but we also need to attend to our own meaning making in several dimensions. On of these is trying to understand and make sense of what impact to our students' sense making, learning, and knowledge our ways of teaching have, and why. In this breakout session we'll continue hearing "stories" from faculty who have brought into their teaching specific elements, and have begun to identify and explore sources of data that allow them to understand the impact on their students. Participants will listen to brief stories, interact with colleagues identifying sources of information and exploration methods, and hear from the presenters their own ways of addressing this facet of teachers' lives. Break-Out Session II Science: Multicultural? Cross-Cultural? Janan M. Hayes, Merced College and Patricia L. Perez, Mt. San Antonio College Science is interdisciplinary; it flows across the total curriculum. Science is inclusive, relevant for all students. How can these two "pieces of the puzzle" be interconnected to focus curriculum development? Participants and presenters will engage in a lively discussion around these issues. Teaching "Deep Understanding" of Mathematics and Science: Looking at Student Work Susan Beal, St. Xavier University, Lise Jensen, Northeastern Illinois, University, Lynn Narasimhan, DePaul University, David Rutschman, Northeastern Illinois University, and Bonnie Saunders, University of Illinois at Chicago At the first symposium, we began a discussion of what we mean by "deep understanding of mathematics," especially as it applies to the mathematics that is taught in grades K-12. An example of a problem from a middle school curriculum project generated some interesting reactions and it was the consensus of the group of participants that we continue the discussion by examining some student work from our own classes. For this session, participants were asked to choose a rich example or problem from a mathematics or science class that allows for different levels of understanding, try the problem out in one of their classes and bring a small sample of student work with them to the next symposium. During the session, we will use the samples to further our own understanding. Problem-Based Learning in Teacher Development Deb Gerdes, Illinois Mathematics and Science Academy, and Gary Ketterling, Benedictine University Problem-Based Learning (PBL) is a teaching methodology that engages students in learning curricular content through the investigation of a real-world problem. In this break-out session, we will respond to what the participants know and need to know about the Illinois Mathematics and Science Academy's model of PBL and some of IMSA's initiatives in teacher development in PBL. Initiatives that might be of particular interest include institutes for in-service teachers and an Alternative Certification program in science being developed in collaboration with Benedictine University. April 27 Plenary Talks and Break-out Sessions Plenary Talks Reexamining the Emerging Scholars Program: creating campus environments that support student achievement Rose Asera, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching The Emerging Scholars Program (ESP) was developed at UC Berkeley in 1978 as an effort to increase the numbers of underrepresented minority students who not only passed, but excelled in the freshman mathematics courses that served as a gateway (or barrier) to the technical majors. The program was based on Uri Treisman's research that found that the source of difficulty for African American students in calculus was not due to-as was commonly assumed-lack of motivation, poor high school preparation, or socioeconomic background. Rather the difficulty was related to the students' academic and social isolation on campus. Based on this observation, ESP is a multicultural program that integrates curriculum and community. For more than twenty years and on numerous campuses, more than two-thirds of the students who have participated in ESP and similar programs have earned grades of B or better in their mathematics or science courses. The speaker, who was the researcher with ESP, will describe lessons learned in the development and the dissemination of the Emerging Scholars Program. Though not directly about learning styles or assessment, this talk will describe how to create a setting in which students of diverse backgrounds can use the strengths and aspirations they bring to higher education Writing as Thinking Jeffrey Kovac, Professor of Chemistry, Center for Applied and Professional Ethics, University of Tennessee In this break-out session I will consider three interrelated questions: (1) What roles does writing play in the practice of science? (2) What roles can (or should) writing play in the teaching and learning of science? (3) What practical steps can be taken to use writing as an effective learning tool in science education? Since I am a chemist, my focus will be on chemistry, but the ideas will be quite generally applicable to all the sciences and perhaps to disciplines outside of science. Some of the theoretical and practical ideas are derived from my recent book, co-authored with Donna W. Sherwood entitled, Writing Across the Chemistry Curriculum: An Instructor's Handbook (Prentice Hall, 2001).   Abstracts for Break-out Sessions Practical Lessons from the Emerging Scholars Program Rose Asera, Carnegie Foundation for the Advancement of Teaching The break-out session will build from the earlier plenary talk to explore how ideas from the Emerging Scholars Program can be applied at the campus, department, or classroom level. Discussion will include ideas culled from implementation of ESP on different campuses. Teaching Scientific Ethics in the Undergraduate Curriculum Jeffrey Kovac, University of Tennessee Scientific ethics is a subset of professional ethics, the special rules of conduct adhered to by people engaged in those pursuits ordinarily called professions. The codes of professional ethics derive from the two bargains that define a profession: the internal code of practice and the external bargain between the profession and society. In this presentation I will look at chemistry as a profession and describe the internal and external bargains and the code of ethics that derives from them. Many decisions made by working scientists have both a technical and an ethical component and it is important that both students and working scientists understand the moral dimensions of scientific practice. The alternatives are, at best, bad science, or, at worst, scientific misconduct. Practical suggestions for the integration of ethics into the undergraduate science curriculum will be given ranging from the simple, "ethics moment," to the use of the case method. Teaching Introductory Organic chemistry: descriptive versus Conceptual Approach Salim M. Diab, University of St. Francis Teaching introductory organic chemistry to undergraduate students has never been an easy task. In order to understand the subject matter, students must absorb a number of concepts that seem difficult to a beginner and must also memorize a fair amount of factual material. Hence, we teachers are confronted with an insoluble dilemma about which a crucial question arises: What material should be stressed in the course and by what method should the material be taught? The research that I conducted on these issues in 1990 revealed that the interactive, conceptual approach is a powerful style of teaching the material. In the session, I will share the details of my research, the experimental protocol, and its findings. I will also involve the participants with hands-on exercises revealing the "interactive, conceptual" teaching and learning may apply to any discipline. I will conclude by asking the participants to share their teaching style within their discipline. Visual Learning in Math: See it, Do it, Understand it Ann Hanson, Columbia College Chicago, Peter Insley, Columbia College Chicago, and Shyla McGill, Columbia College Chicago This session will focus on what follows the developmental math course. There is a large population of students who either must take Developmental Math courses, or are just beyond the Developmental Math course. These students need math credit to graduate, but have no interest in the discipline and certainly cannot be thrown into a Algebra Class for math savvy students. This quasi developmental population of students have experienced the best and the worst of traditional Math curriculums. The fact is, they've been told and shown and drilled to death. How can we reach these students to optimize the effect of their meager time in one last Math class? This workshop offers a new approach: Don't tell them a thing, make them do it. Force students to discuss their discoveries until their conclusions survive the questions of the class. It is only then that the information will become their own and the lesson will stick. Traditionally math has been taught by three steps: 1. Present the formula. 2. Do an example-- use the formula to solve the problem. 3. Give more problems for student to practice. In this session we present the idea of trying to work backwards. 1. Give the students a problem and get everyone in the class to talk about 'what is it we want to find out.' Then try to make the students lead the 'example' by getting the class to brainstorm ways of finding that out. If the student needs special equipment, it's the teacher's job to find that equipment and 'let the students follow their ideas through.' THEN we et the students to 'write the rule' for what they discovered-- this rule generally results in a somewhat primitive but meaningful form of the concept and formula that we would have put on the board for the day's lesson. We find that this method of 'seeing,' 'doing,' and 'generating' the problem and its solution results in a much higher level of retention. In this breakout session, we will lead participants through activities from classes at Columbia College Chicago. We will go through the lesson as if the participants were students from the Developmental Math Population. We will point out some interesting results that we have encountered in the classroom and open the discussion for insights and experiences from the audience. If you've ever taught adults who have a terrific potential in non-math disciplines, but feel they will never grow beyond their current level of math interest or ability, we encourage you to attend our session. We are in our fourth year of implementing this curriculum in our courses. This new "Math Lab' curriculum has proven itself very successful and other Math courses at our school are turning toward this Math Lab approach. This session will offer you fresh insight about how to approach students who are showing no improvement, regardless of efforts by you and the students. There is more than one way to do math, we offer another way to teach math. A Celebration of Mathematics, Science, and Technology Margaret E. Zerega, Francis W. Parker School, Robin Masters, Francis W. Parker School, and David Fuder, Francis W. Parker School The integration of mathematics, science, and technology curricula has many positive effects. Students learn connections between the disciplines, teachers brainstorm and share ideas, and all we experience the benefits of the sharing of disciplines. It is difficult to do this kind of sharing in the curse of the school year. Teachers need to cover the content taught at various grade levels and meet state goals or organizational objectives. Often there is little connection between course contents at a given level, so integration is difficult. In addition, there is the pressure of good standardized test results and the need to cover a lot of material. In order to address both the benefits and the difficulties of integration, the 6th grade team at Francis W. Parker School chose one day, Chinese New Year, and designed a celebration that involved all disciplines. Flame testing and fireworks were the focus of the science lesson, as students applied atomic structure and emission spectral information to the fireworks used to celebrate the New Year. In mathematics class, students learned abut the math involved in the Chinese calendar, and discussed the different "years." Technological involvement included digital images of student activities. This presentation, A celebration of Mathematics and science, will provide a framework for interdisciplinary projects such as the one described above. Projects such as this support students' learning by making connections between disciplines and applying content from the classroom to everyday experience. Attention will be given to the assignment of student work, and sample tests and evaluation materials will be shared. It is hoped that teachers and others attending this presentation will discuss possible pieces of curriculum and begin to design an integrated lesson based on a celebration meaningful in their communities. Practical Tips for Classroom Management Ellen O'Connell, Triton College Due to an ever increasing number of adjunct faculty, a handbook was developed so that inexperienced faculty could have some guidance for structuring their classroom activities. Successful ideas were solicited from all chairpeople and Mathematics Department members in the Triton College School of Arts and Sciences. This session will focus on the development and sharing of strategies for effective classroom management. Topics will include getting off to a good start, attendance, grading, electronics in the classroom, keeping students engaged, and testing. Each participant will receive a copy of the current guidebook. Representations and the complex interplay between body and mind in developing mathematical understandings: An example from differential equations Chris Rasmussen, Purdue University Calumet The use of representations to support and communicate thinking is ubiquitous in the teaching and learning mathematics and science. As such, the processes that support student learning with representations is of practical and theoretical concern. The purpose of the proposed break-out session is to offer participants an opportunity to engage in discussions about processes that support the development of deep mathematical understandings of representations. In order to accomplish this goal, I will use an example from an ongoing, five-year NSF funded developmental research project in differential equations. Differential equations is an interesting venue to explore issues of representations for at least two reasons. First, the various representations used in differential equations are of use to both mathematicians and to scientists. Second, current reform efforts in differential equations reflect the evolution of the subject from an algebraic setting to a geometric and numerical setting characteristic of approaches to and interests in dynamical systems. For example, slope fields, vector fields, and phase portraits are now common representations in a first course in differential equations. The mathematical relationships that we as experts "see" in these representations are not, however, transparent for learners. This break-out session will provide opportunities for participants to develop their ideas about how such representations might develop meaning for students. In particular, participants will first engage an instructional activity with a slope field intended to foster the development of mathematical relationships for solution functions to a differential equation. We will then view a portion of a classroom videotape where students discuss their activity on this same task. Finally, we will then discuss processes, including the role of the body and the mind, in developing meaning for a representation such as a slope field. Participants will be given a handout of the instructional task and the transcript of the classroom video shown in the break-out session. Teaching "Deep Understanding" of Mathematics and Science Susan Beal, St. Xavier University, Lise Jensen, Northeastern Illinois, University, Lynn Narasimhan, DePaul University, David Rutschman, Northeastern Illinois University, and Bonnie Saunders, University of Illinois at Chicago. At the first two symposia, we began a discussion of what we mean by "deep understanding" of mathematics and science, especially as it applies to the mathematics that is taught in grades K-12. For the continuation of the "Deep Thinking" breakout session, we will be discussing a chapter from LiPing Ma's book, "Knowing and the Teaching Elementary Mathematics," the book that introduced the term "deep understanding of elementary mathematics," and a chapter from Arnold B. Arons' book, "A Guide to Introductory Physics Teaching." The first selection explores elementary school teachers understanding of division of fractions and the second selection explores the teaching of fractions, division and proportional reasoning in physics courses. The session will explore what we mean by deep understanding, who should have it and how it might be taught in the context of teaching fractions and proportional reasoning in a variety of undergraduate courses. Copies of the two selections will be available at registration to those who have not already received them. It is not necessary to have read the articles in advance to participate in the discussion. If you have not received these two articles and would like copies, you may contact Bonnie Saunders at saunders@math.uic.edu. Stories told - - From observing classroom phenomena to doing research. Joel Michael, Rush Medical College and Maria Varelas, University of Illinois at Chicago As teachers we have all observed phenomena in the classroom that we want to understand. Often we can identify data that can be collected to help us to make sense of what we have seen. In some cases the phenomena being studied are of potentially general interest to teachers and more systematic research is appropriate. Participants will hear a brief story about the evolution of a chance observation in the classroom into a national research project. We will then interact in small groups to consider both the opportunities and the obstacles to our studying educational phenomena in a way that would let us contribute to the educational research literature.