Passing the Baton: Mentoring for Adoption of Active-learning Pedagogies by Research-active Junior Faculty

Presenter and Author:
Harold B. White,
Department of Chemistry and Biochemistry, University of Delaware

Author:
Catherine Grimes,
Department of Chemistry and Biochemistry, University of Delaware

Description:
Professional development workshops inform faculty of research-based teaching methods such as Problem-based Learning (PBL). However, many faculty do not subsequently implement these methods without support. New faculty, in particular, are overwhelmed by many new responsibilities and normally do not have the time to consider novel teaching approaches. Over a two-year support period, the responsibility for teaching a course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We demonstrate that involving junior faculty in active-learning pedagogy early in their career with mentoring by senior faculty can overcome barriers to adopting these methods.

The Effects of using Mathematics Activities based on Problem-Based Learning on Mathematical Connection Abilities and Attitude towards Mathematics Learning of Eighth Grade Students in Thailand

Presenter:
Nitchada Kamlue
University of South Florida

Authors:
Nitchada Kamlue, Dr. Sansanee Nenthien, and Dr. Ruthmae Sears
University of South Florida

Description:
This poster describes the effects of using mathematics activities based on problem-based learning (PBL) to heighten students’ mathematical connection abilities and attitude towards their mathematics learning in Thailand. This poster also points out how to design and implement PBL activities in mathematics at the secondary level. It contains some interesting examples of mathematical activities based on PBL which were adjusted to suit the US environment by the researcher and her colleagues.

Ngoma Dialogue Circles (NgomaDiCe): Identifying and revitalizing the use of problem-posing Kenyan (African) traditional cultural performances in classroom learning

Presenter and Author:
Mjomba Leonard Majalia
Taita Taveta University

Description:
Ngoma, traditional dance performances in Kenya, refers to a diverse musical setting involving a combination of drumming, song, poetry, drama, dancing, and storytelling. A modification of Ngoma, NgomaDiCe uses one- to five-minute problem-posing Ngoma items e.g. song, parable, drama skit, rap music, khanga clothing, picture, video clip or other communication modes to represent and problematize an issues or topic. NgomaDiCe is based on Freire’s theory of dialogical communication. The Ngoma, which takes place in a classroom setting with participants sitting in a big circle, is built upon three traditional African communication channels:

  1. Ngoma: in this case opening with a problem or question and uses call and response, dance songs, talk-singing (rap), drama, poems, parables, and other manifestations,
  2. Wachemshangoma: who perform the Ngoma and motivate the dance/dialogue, and
  3. Mviringo: Dialogue circles.

Valorization of textualism has tended to delegitimize orality as a source of knowledge. My poster session aims to show how, since time immemorial, African traditional dance performances as texts have used Problem-Based learning to pass knowledge from one generation to the next. NgomaDiCe is an innovative project that is working to reinstate Ngoma in Kenyan classrooms. I will also show how NgomaDiCe can be used to teach Swahili (African Languages) in the U.S.

 

Biology 420 – Global Change

Presenter and Author:
David Allard
Texas A&M Texarkana

Description:
This poster describes how PBL is used in Biology 420 (Global Change) at Texas A&M University-Texarkana. Biology 420 is an online course which has individual and group activities. The students respond to a scenario and develop a problem statement and possible solutions for different phenomena related to global change (Global Climate Change, Sea Level Change, Ocean Acidification, and Permafrost Melting).

 

A Context-Driven, Multilayered Approach to General Chemistry Education

Presenter and Author:
Dan Thomas
University of Guelph

Description:
The traditional content is driven by the context of addressing problems that arise in confronting Grand Challenges. In particular, there are three parallel Challenges within which the content of the Chemistry course will be developed:

  1. Energy
  2. Human Health
  3. Space Colonization.

Each theme will be central to the presentation. During the course of examining each Grand Challenge, the need for chemistry to assist in addressing the issues that arise will become evident. The student then will learn the chemical principles in service of the higher goal of solving humanity’s Grand Challenges.

At the same time, in recognition of the fact that each student comes with different levels of preparation, ability, and interest, each principle will be developed in three levels of sophistication:

  1. Introductory
  2. Exploratory
  3. Mastery.

In essence, this learning tool is actually 9 interconnected tools: three contextual themes, each developed at three levels of complexity. Students will be able to navigate between themes and up or down the complexity tree in each. With this, we hope students will be more able to find the motivational framework that will prick their attention and spur their interest to more successful learning outcomes.

 

Lectureless Biochemistry: 19 Years of Total PBL in Majors Introductory Biochemistry

Presenter and Author:
Harold B. White,
Department of Chemistry and Biochemistry, University of Delaware

Description:
A series of 8 to 10 classic research articles on hemoglobin and sickle cell anemia, presented in historical order, introduce sophomore biochemistry majors to the discipline.  Each article constitutes a rich multidisciplinary problem-based learning (PBL) “problem” from which students identify and pursue those topics they need to learn or review in order to understand the article (learning issues).  Most class periods in this PBL format are devoted to discussions of various learning issues within permanent groups of 3 or 4 students facilitated by a tutor who has previously taken the course.  Brief descriptions of the historical context of each article and follow-up lists of instructor-generated learning issues provide the intellectual continuity and assure that students address the major conceptual issues.  These issues include topics relating to ethics in the conduct of science, philosophy of science, and experimental design in addition to issues of biochemical content, biography, and history. The course incorporates many of the elements identified as important for transforming undergraduate science education in BIO 2010. Examples of classroom activities and long-term student course assessments will be presented. Supported in part by HHMI, NSF, Pew Charitable Trust, and FIPSE. Course web-site: http://www.udel.edu/chem/white/CHEM342.html.

Integrated 1st Year Biological Sciences and General Chemistry

Presenter and Author:
Jackie Fajardo
Department of Chemistry and Biochemistry, University of Delaware

Description:
ISLL Philosophy: We steadfastly believe that the dynamic, active, and engaging learning environment we promote in ISLL enables students’ gain of applied knowledge and transferable skills that are critical for 21st century STEM majors.