SI Happy Hour! (with Aimee Pugh-Bernard and Kristy Kenyon). Transforming the Science Classroom with the CREATE Strategy
Start time
April 09, 2021 12:00 PM
End time
April 09, 2021 01:00 PM
Presented By
Summer Institute for Scientific Teaching
Location
Online
Workshop Worth
2
Workshop Link
Description
** This activity is 2 points total with a *required* reflection.
This Friday April 9th, join a conversation with Aimee Pugh-Bernard & Kristy Kenyon about "Transforming the Science Classroom with the CREATE Strategy." Kristy Kenyon (Hobart and William Smith Colleges) and Aimee Pugh-Bernard (University of Colorado Anschutz medical campus) will give an interactive presentation of a pedagogy known as CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment). This approach situates faculty and students in a learning environment focused on the real language of science—the journal article, with a primary goal of understanding “who does science, how, and why?” The CREATE strategy provides students with a “toolkit” of novel and adapted pedagogical approaches for analyzing any scientific reading. Faculty bring their expertise and experience of authentic research practice to every class. This teaching strategy aims to help students to: a) experience authentic processes of scientific discovery, especially in the areas of experimental design and data analysis, b) recognize the creativity and open-ended nature of research, and c) appreciate the diverse lives and paths of those in scientific careers. The strategy has proven effective at a range of institutions at the two-year and four-year collegiate level. For a list of publications, see the project website: teachcreate.org
This Friday April 9th, join a conversation with Aimee Pugh-Bernard & Kristy Kenyon about "Transforming the Science Classroom with the CREATE Strategy." Kristy Kenyon (Hobart and William Smith Colleges) and Aimee Pugh-Bernard (University of Colorado Anschutz medical campus) will give an interactive presentation of a pedagogy known as CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment). This approach situates faculty and students in a learning environment focused on the real language of science—the journal article, with a primary goal of understanding “who does science, how, and why?” The CREATE strategy provides students with a “toolkit” of novel and adapted pedagogical approaches for analyzing any scientific reading. Faculty bring their expertise and experience of authentic research practice to every class. This teaching strategy aims to help students to: a) experience authentic processes of scientific discovery, especially in the areas of experimental design and data analysis, b) recognize the creativity and open-ended nature of research, and c) appreciate the diverse lives and paths of those in scientific careers. The strategy has proven effective at a range of institutions at the two-year and four-year collegiate level. For a list of publications, see the project website: teachcreate.org
RSVP here with the CLSE and by using this link above. Following the workshop, email Erica Szeyller.1 to confirm your attendance for the full event time. If you were not able to attend the full event, email Erica Szeyller.1 to discuss the possibility of 5001 course points.
Reflection Prompts
Standard Required Prompts
This is a *required* reflection in order to get Bio5001 credit for workshop attendance. You can upload your reflection to the Workshop Reflection assignment on Carmen. Within your reflection, please include the event title, a short summary, and the reflection prompts.
- What did you learn?
- How does what you learn fit in to your prior knowledge?
- How will you incorporate what you learned into your teaching (including student hours, grading, recitation, etc.)?
Feel free to address these prompts in a way that is most applicable and useful for you. Some format options include: concept map, essay, or a new or revised assignment with notes justifying your changes.
