NIST FALCON! Redesigning your courses to build systems thinking skills: Part 2: Using the Biology Systems Thinking Framework to organize biology curricula
Start time
September 30, 2022 12:00 PM
End time
September 30, 2022 01:00 PM
Presented By
National Institute on Scientific Teaching
Location
Online
Workshop Worth
3
Description
** For participants in Biology 5001: This activity is 3 points total with a *required* reflection.
FALCon with Jenny Momsen and Team. Redesigning your courses to build systems thinking skills: Part 2: Using the Biology Systems Thinking Framework to organize biology curricula
FALCon with Jenny Momsen and Team. Redesigning your courses to build systems thinking skills: Part 2: Using the Biology Systems Thinking Framework to organize biology curricula
Description
Redesigning your courses to build systems thinking skills Biology is fundamentally a science of living systems, and biologists think and reason in terms of systems, a skill acquired after years of practice or advanced learning. Frameworks such as Vision & Change (V&C) recognize the relevance of systems and identify systems as a foundational concept for life science learning, but do not specify strategies for preparing students to become systems thinkers. While some students intuitively pick up systems thinking (ST) skills, we need to make these skills explicit in our classrooms.In this two-part workshop series, we will explore (1) the practice of modeling to support student reasoning about biological systems, and (2) using the Biology Systems Thinking Framework (BST) in your courses. Part 2: Using the Biology Systems Thinking Framework to organize biology curricula.
Part 2 builds from conceptual modeling to introduce the Biology Systems Thinking (BST) Framework (Momsen et al., 20022), which supports instructors in setting unit and course objectives, developing assessments, and connecting units into a coherent and integrated system. After a brief introduction of the BST framework, participants will identify a unit of instruction they are interested in redesigning to incorporate ST. We will then walk through the steps for redesigning a unit of instruction (including assessment) to promote systems thinking.
Redesigning your courses to build systems thinking skills Biology is fundamentally a science of living systems, and biologists think and reason in terms of systems, a skill acquired after years of practice or advanced learning. Frameworks such as Vision & Change (V&C) recognize the relevance of systems and identify systems as a foundational concept for life science learning, but do not specify strategies for preparing students to become systems thinkers. While some students intuitively pick up systems thinking (ST) skills, we need to make these skills explicit in our classrooms.In this two-part workshop series, we will explore (1) the practice of modeling to support student reasoning about biological systems, and (2) using the Biology Systems Thinking Framework (BST) in your courses. Part 2: Using the Biology Systems Thinking Framework to organize biology curricula.
Part 2 builds from conceptual modeling to introduce the Biology Systems Thinking (BST) Framework (Momsen et al., 20022), which supports instructors in setting unit and course objectives, developing assessments, and connecting units into a coherent and integrated system. After a brief introduction of the BST framework, participants will identify a unit of instruction they are interested in redesigning to incorporate ST. We will then walk through the steps for redesigning a unit of instruction (including assessment) to promote systems thinking.
Make sure you RSVP with the CLSE and the hosting unit!
· RSVP for the workshop with the CLSE here by clicking “RSVP” in the upper right corner. If you decide not to attend, please “Cancel RSVP”.
· Also RSVP with the hosting unit (if other than the CLSE) using the event webpage linked above.
Following the workshop, email Erica Szeyller.1 to document 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.
