Pollution. Violence. Cancer. Global warming. Poverty. Rarely do we teach these subjects in Science courses at University. Instead, we teach Biology, Chemistry, Mathematics, Physics, etc. At a deep level, the structure of our Science courses and programs instill a bottom-up philosophy of knowledge construction that is at odds with what we understand are some of the engaging ways that university students learn [Martin & Dowson, 2009] and in which Science is performed [Alberts, 2009]. This presentation will showcase how multi-domain course learning outcomes that integrate translational skill development with disciplinary and interdisciplinary curricular learning can be easily designed in a project-based course, "Science Citizenship". This novel community service learning course for Science students asks them to choose a global issue. Working in groups, they research the science behind the issue, write a proposal for seed funds to implement a local solution, and present their work creatively at the end of the year. In this workshop-like presentation, the participants will work in teams to develop their own mini-course that integrates multi-level and multi-domain learning outcomes, guided by the experience and research results from Science Citizenship at our university which we will present in parallel with this activity. This activity will be facilitated by the instructor and a student peer mentor from the Science Citizenship course.
References:
B. Alberts (2009) Redefining Science Education, Science 323(5913), 437.
A. J. Martin & M. Dowson (2009) Interpersonal Relationships, Motivation,Engagement, and Achievement: Yields for Theory,Current Issues, and Educational Practice, Rev. Educ. Res. 79(1), 327-365.
