Description
This one-of-a-kind book applies the Standards, written for K-12 classes, to the college level. Designed for postsecondary science content teachers, science educators, and administrators, this book shows how to implement all six areas of the Standards on campus--teaching, professional development, assessment, science content, science education programs, and science education systems. To bring the topic to life, 40 "From the Field' vignettes give concrete examples of how higher education faculty and administrators have already used the Standards to make classrooms more student-centered and inquiry-based.
Ideas For Use
The purpose of this book is to present and interpret the Standards in ways that are
meaningful to higher education faculty members, especially those who teach science.
The Teaching Standards and the Assessment Standards (Chapters 1 and 3) are
the focal points of the book. The Professional Development Standards (Chapter 2)
as presented in this book carry a dual message. First, they speak to science faculty
about ways to develop their own teaching skills so as to maximize learning opportunities
for students; second, they serve as a guide to faculty members who are in-
volved in providing professional development for others, emphasizing deep learning
and genuine conceptual understanding rather than superficial exposures. The Content
Standards (Chapter 4) are foundations upon which college instruction can build.
The Science Education Program Standards (Chapter 5) articulate criteria that can be
used to create excellent science programs at the postsecondary level, and the Science
Education System Standards (Chapter 6) consider external factors that affect science
program development and implementation.
Contents
About the Editors
Preface
Acknowledgments
Introduction--A Vision of Scientific Literacy
Chapter 1--Teaching Standards William J. McIntosh
Standard A: Planning an Inquiry-Based Science Program
• From the Field: Changing Student Attitudes about Science
through Inquiry-Based Learning— Gerald H. Krockover
Standard B: Guiding and Facilitating Learning
• From the Field: Identifying and Using Learning Styles to Facilitate
Instruction— Nannette Smith
Standard C: Linking Assessing, Learning, and Teaching
• From the Field: Assessment Techniques to Guide Teaching in
Courses with Large Enrollments— Harry L. Shipman
Standard D: Designing and Managing the Learning Environment
• From the Field: Developing Experimental Design Skills of
Students— Patrick Gleeson
Standard E: Building Learning Communities
• From the Field: Creating a Learning Community in Introductory
Biology— Marvin Druger
Standard F: Participating in Program Development
• From the Field: Aligning Courses for Standards-Based Teaching—
Dana L. Zeidler
Chapter 2--Professional Development Standards Joseph I. Stepans,
Maureen Shiflett, Robert E. Yager, and Barbara Woodworth Saigo
Standard A: Learning Science Content
• From the Field: Two Perspectives of a Workshop Experience—
Maureen Shiflett
Standard B: Learning How to Teach Science
• From the Field: A Science Program for Prospective Elementary
Teachers— Joseph I. Stepans
Standard C: Learning to Learn
• From the Field: Research-Based Change: How One College
Professor Approached the Challenge of Changing Teaching—
Diane Ebert-May
• From the Field: Analysis of an Innovative College Chemistry
Course— Barbara Woodworth Saigo and Susan Millar
Standard D: Planning Professional Development Programs
• From the Field: The Wyoming TRIAD (WyTRIAD) Professional
Development Process— Barbara Woodworth Saigo and Joseph I. Stepans
• From the Field: Preparing Future Faculty— David Seybert
Chapter 3--Assessment Standards Judith E. Heady, Brian P. Coppola, and Lynda C. Titterington
Standard A: Coordination of Assessment with Intended Purposes
• From the Field: Structured Study Groups (SSGs): Using Peer-Facilitated
Instruction to Develop Self-Assessment Skills— Brian P. Coppola
• From the Field: The Counterintuitive Event: A Performance-Based Assessment—
Brian P. Coppola
Standard B: Measuring Student Achievement and Opportunity to Learn
• From the Field: Using Journals to Assess Student Understanding
of Anatomy and Physiology— Lynda C. Titterington
• From the Field: Teaching without Exams through the Use of
Student-Generated Portfolios in an Undergraduate Environmental Geology Class— Kent S. Murray
Standard C: Matching Quality of Data to Consequences
• From the Field: Effective Use of Pretests and Posttests—
Judith E. Heady
• From the Field: Using Assessment in Curriculum Reform—
Gail Schiffer, Ben Golden, Gary Lewis, and Diane Willey
Standard D: Avoiding Bias
• From the Field: Using Student Strengths to Develop Assessment
Tools for Nonscience Majors— Suzanne Shaw Drummer
• From the Field: Literature-Based Examinations and Grading Them: Well Worth the Effort— Brian P. Coppola
Standard E: Making Sound Inferences
• From the Field: Assessment as Student Learning— Leona Truchan, George Gurria,
and Lauralee Guilbault
• From the Field: Assessment Criteria as a Heuristic for Developing Student Competency in Analysis and Evaluation of Published Papers in the Sciences— Robert A. Paoletti
Chapter 4--Content Standards Eleanor D. Siebert
Standard A: Science as Inquiry
• From the Field: A Research Approach to the General Chemistry
Laboratory— Eleanor D. Siebert
Standards B, C, D: Subject Matter Content
• From the Field: Rethinking the Content in Nonmajors’ Science
Courses— Mario W. Caprio
Standard E: Science and Technology
• From the Field: Issues in Science, Technology, and Society— Gordon Johnson
Standard F: Science in Personal and Social Perspectives
• From the Field: Value-Based Science—Chemistry and the Environment— Theodore D. Goldfarb
Standard G: History and Nature of Science
• From the Field: Project Inclusion: Using the History of Diverse Cultures
to Facilitate the Teaching of Chemistry— Janan M. Hayes and Patricia L. Perez
Chapter 5--Science Education Program Standards Eleanor D. Siebert
Standard A: Program Consistency
• From the Field: Program Reviews: A Vital Component for Quality
Undergraduate Science Education— Eleanor D. Siebert
Standard B: Curriculum Criteria
• From the Field: Science for All Students: Taking This Mandate
Seriously— Robert W. Harrill
Standard C: Science and Mathematics
• From the Field: Linking Mathematics and Science Learning: The Long Island
Consortium for Interconnected Learning— Jack Winn
Standard D: Resources to Support the Science Program
• From the Field: Merck Support of Undergraduate Science Education— Susan K. Painter
Standard E: Opportunity to Learn
• From the Field: Equity in Science Opportunities at the Undergraduate Level— Elizabeth T. Hays
Standard F: Communities of Support for Teachers
• From the Field: Building Natural Science Faculty Communities— Jeanne L. Narum
Chapter 6--Science Education System Standards Mario W. Caprio
Standard A: Sharing a Vision
• From the Field: Strength in Numbers: Uniting the Fronts of Higher
Education (Summary of Symposium)— Brian P. Coppola
Standard B: Coordination of Science Education Policies
• From the Field: Cost-effective Biology for Elementary Education Majors—
Douglas Schamel and Leslie Gordon
Standard C: Sustained Policies
• From the Field: Nurturing Meaningful Relationships in Science Education— Stacy Treco
Standard D: Resources for Change
• From the Field: Resources for Change: Educational Activities of the American
Chemical Society— Stanley H. Pine
Standard E: Equitable Policies
Standard F: Policy Review for Unintended Effects
Standard G: Individual Responsibility
• From the Field: Postsecondary Teachers of Science: Catalysts for Change—
Mario W. Caprio
Epilogue: Making Science Education Available to All
William H. Leonard
Profiles of Contributors
Index