HHMI Conference/PKAL Session
June 13, 2013 1:00-3:00 pm,
Emory University

• Background – What is PKAL?
• Steering Committee introductions
• Short Presentation by Deb Sauder –
Implementing a Course Embedded Four-year
Undergraduate Research Experience at GGC
• Short Presentation by Lisa Hibbard – The
Flipped Classroom

• Meeting participants’ introductions
• Nominations for 2013-2014 Chair
• Volunteers to work on by-laws
• Identifying challenges to STEM Education
• Meeting the challenges
• Things you want to learn more about
• Planning the Fall 2013 meeting

An informal national alliance working to build strong learning environments for undergraduate students in science, technology, engineering and mathematics.

• PKAL - Advancing what works in
STEM education since 1989
• Founding Director –
Jeanne Narum
• Project director for grants funding PKAL for more than
20 years

• As of January 2010, Project Kaleidoscope
(PKAL) joined forces with the Association of
American Colleges and Universities (AAC&U)
• Kelly Mack, Executive Director
• Christine Schute, Program Coordinator

• To facilitate greater engagement of STEM faculty and administrators to implement more effective, learner-centered teaching strategies to improve student learning and success in
STEM education.

• Organize semiannual regional workshops where faculty can showcase, share, and discuss ideas and experiences
• Unite faculty from different institutions who teach similar courses to collaborate on new pedagogies
• Bring in high profile speakers
• Have interdisciplinary initiatives geared toward solving common curricular challenges
• Host open-houses to showcase programs, facilities and events at different campuses.

• Fall 2012 – Spelman College
• Spring 2012 – Georgia Perimeter College
(Steering Committee meeting)
• Fall 2011 - Agnes Scott College
• Spring 2011 - North Georgia College & State Univ
• Fall 2010 – Brenau University
• Spring 2010 - Georgia Gwinnett College

• PKAL North Carolina Regional Network
• PKAL Upstate New York Regional Network
• Southern California PKAL Regional Network
(SoCal PKAL)
• Upper Midwest Regional Network
• Willamette Valley Biological Education
Network

• Current website http://www.aacu.org/pkal/
• Archival website http://www.pkal.org/
• PKAL pedagogic collection at SERC (Science
Education Research Center) promotes active engagement of students in the learning process http://serc.carleton.edu/sp/pkal/index.html

• Pamela J. W. Gore, Professor of Geology,
Georgia Perimeter College
• Sarah P. Formica, Associate Professor of
Physics, North Georgia College & State
University

Other Steering Committee Members
• Lilia Harvey, Chemistry, Agnes Scott College
• Lisa B. Hibbard, Chemistry, Spelman College
• Pat Marstellar, Biology, Science Education,
Emory University
• Al Panu, Administrator, Chemistry, University of North
Georgia
• Deborah Sauder, Administrator, Chemistry, Georgia
Gwinnett College
• JB Sharma, Physics, University of North Georgia
• Lynn Zimmerman, Administrator, Biology,
Emory University

Implementing a
Course-embedded Four-year
Undergraduate Research Experience
At GGC.

Premise: ALL students should benefit from Undergraduate Research Experiences.
GGC School of Science & Technology Approach:
Embed appropriate, authentic research experiences in enough courses that all students in all major programs will experience 8 semesters of research activities .

Sample Program

Sample Research Projects Course(s)
Enhancing Biotechnology Research Skills in the
BIOL 1107 Lab Curriculum
Old Tricks, New Dogs: Isozyme Analysis in Plant
Populations
Biol 1107
Identifying and Quantifying the Dyes in Candies Chem 1211,
Chem 1212
Synthesis and testing of sulfa drugs Chem 2212,
Biol 3300
Bchm 3100
An investigative Research Module for Visualizing and Studying the Inner Workings of Cells Using
Mammalian Cell Culture
Identification and Classification of Native Georgia
Species Combining Taxonomy and DNA Barcoding.
Biol 1107,
Biol 3400
Biol 1108,
Biol 3400

Course development supported by a grant from the Board of Regents of the University
System of Georgia: USG STEM Initiative II

THE FLIPPED CLASSROOM
Department of Chemistry
Spelman College
HHMI Conference/PKAL Session
June 13, 2013 Emory University

Introduction
What is a Flipped Classroom?
What has traditionally been done in the classroom (lecture) is handled online, leaving class time activities that promote deeper learning (applications)

Course Mapping
Analysis
Before Class
During Class
After Class
Design
Think About It
1.
What are the desired student learning outcomes? How are these assessed?
2.
What is presently going well in your course?
What do you think needs to change?
3.
How would moving to a blended format help?
What activities would this include?
4.
What support do you have at your institution
(teaching resources center, course designer, educational technology support, etc.)?

Course Design
Analysis
Before Class
During Class
After Class
Content Delivery
Presentation/Screen Capture
• Narrated Powerpoint slides (LMS)
• Quicktime screen capture (iTunes)
• ShowMe/Educreations (link)
• BrainShark (link)
Reading Assignments (LMS)
Design

Course Design
Analysis
Before Class
After Class
Design
Assessment of Preparation
• Up-front quizzes
 Online pre-assessments prior to class
(Respondus questions)
 As students walk in the door (clickers)
• Notebook check
 Online presentation note-taking
 Pre-class problem-solving
 Assign points!

Course Design
Analysis
Before Class
During Class
After Class
Design
After Class Engagement
• Practice makes permanent
 Online systems (mhhe Connect problems, sample tests, wikis, projects)
• Additional feedback
 Self-assessment/reflection
 Peer-assessment/group work (wikis, social media)
 Instructor-assessment/formal vs. informal feedback

Benefits
• Students take ownership of learning; develop better time management
• Students can move at different paces
• No excuses for missed information
• Students aren’t bored by the content being too easy
• Promotes deeper learning through in-class activities
(case studies, problem sets, POGIL, projects)
• Leads to increased concept retention (standardized test scores)

First Steps
Analysis
Before Class
During Class
After Class
Course
Design
Road Map for Design
• Create a PLAN for developing your course
 Activities → Desired student learning outcomes
 Identify team/technology needs
• PRIORITIZE, taking into account…
 Time constraints
 Available technology and support
• Set a SCHEDULE

• Find someone you don’t know, talk to them, and then introduce them to the group.
(5 minutes)

Nominations for 2013-2014 Co-Chairs
Name, institution
1. _____________
2. _____________

Name, institution
1. _____________
2. _____________
3. _____________
4. _____________

Identifying Challenges to
Undergraduate STEM Education
• Take a post-it note, and write down one or more challenges to STEM education that you face at your institution
(individual activity, 3 minutes)
• Report to group

1. ___________
2. ___________
3. ___________
4. ___________
5. ___________

• Move to designated area to form groups
• Put post-it notes on flip chart paper
• Discuss ways to address the challenges and write them on the flip chart (10 minutes)
• Report back to group
• What would you like to learn more about?

Solutions to Address the Challenges
1. ___________
2. ___________
3. ___________
4. ___________
5. ___________

Things you would like to learn more about
• Possible Agenda for next meeting
• Potential Presenters?
1. ___________
2. ___________
3. ___________

• Possible host institution:
– Georgia Institute of Technology
– Others?
• Dates? (Non-football days)
Clough Undergraduate
Learning Commons

• Best day of week?
• Possible date conflicts with other meetings?

• National PKAL Meeting “Transforming STEM
Education: Inquiry, Innovation, Inclusion, and
Evidence”
• October 31–November 2, 2013
• San Diego, California

• Sat Oct 5
• Mon Oct 14 or Tues Oct 15
• Sat Oct 26 – conflict with Am. Assoc. of
Physics Teachers (AAPT) meeting
• Fri Nov 15 – conflict with SE regional meeting of the American Chemical Society in Atlanta

Other possible locations and dates?

1. Name, institution

What are two things that you learned today?
• Write them on a post-it note
• Take it with you
• See you in the Fall!
• Thank you!