Proposal Title

Science education in three acts: Act 2-...the Universe(ity),... (The Term)

Session Type

Ignite Talk

Room

P&A 148

Start Date

6-7-2017 2:10 PM

Keywords

learning and program outcomes, institutional culture, teaching innovation, scientific processes and culture

Primary Threads

Teaching and Learning Science

Abstract

Transformation and change. These are central concepts in the ways in which chemists think and contribute conceptually to other sciences and other human endeavors. In learning, threshold concepts are those that enable an entirely new perspective on a discipline, one that brings a deeper, perhaps transformational, understanding. Post-secondary institutions are not immune to change and transformation. Indeed, post-secondary science education, with its traditional competitive, pedantic/didactic overtones, has been undergoing such a transformation. There are a number of factors driving this transition, including student perspectives on higher education; regional, national and international changes in standards; deeper understanding of learning in science from research; and changing funding, information, political, and regulatory environments. This changing landscape presents both opportunities and challenges for higher education. This ignite presentation will start with brief audience questions on the goals of higher education. A broad discussion of these changes in teaching post-secondary science, the factors driving them, the barriers and areas of resistance, and possible future paths will be discussed within the Canadian context. In other words, what are the thresholds that must be crossed for more effective science teaching and learning? In addition to raising issues, this talk will be peppered with personal anecdotes from the speaker's three-year stint as Associate Dean, Learning and Innovation in a Faculty of Science at a large, research-intensive university to illustrate the challenges and opportunities in teaching innovation.

Elements of Engagement

Audience shout-outs of answers to questions, humour, and brief stories and anecdotes will be used to engage participants.

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Jul 6th, 2:10 PM

Science education in three acts: Act 2-...the Universe(ity),... (The Term)

P&A 148

Transformation and change. These are central concepts in the ways in which chemists think and contribute conceptually to other sciences and other human endeavors. In learning, threshold concepts are those that enable an entirely new perspective on a discipline, one that brings a deeper, perhaps transformational, understanding. Post-secondary institutions are not immune to change and transformation. Indeed, post-secondary science education, with its traditional competitive, pedantic/didactic overtones, has been undergoing such a transformation. There are a number of factors driving this transition, including student perspectives on higher education; regional, national and international changes in standards; deeper understanding of learning in science from research; and changing funding, information, political, and regulatory environments. This changing landscape presents both opportunities and challenges for higher education. This ignite presentation will start with brief audience questions on the goals of higher education. A broad discussion of these changes in teaching post-secondary science, the factors driving them, the barriers and areas of resistance, and possible future paths will be discussed within the Canadian context. In other words, what are the thresholds that must be crossed for more effective science teaching and learning? In addition to raising issues, this talk will be peppered with personal anecdotes from the speaker's three-year stint as Associate Dean, Learning and Innovation in a Faculty of Science at a large, research-intensive university to illustrate the challenges and opportunities in teaching innovation.