Infusing Knowledge and Skills Needed for First-time Freshmen to Succeed in a Science Major Marilyn D. Thomas
Table of Contents Abstract………………………………………………………………………………………………………………………. 3 Introduction …………………………………………………………….................................................................... 4 Statement of Purpose…………………………………………………………………………………………………… 8 Literature Review………………………………………………………………………………………………………… 8 Methods…………………………..………………………………………………………………………………………….. 21 Results………………………………………………………………………………………………………………………… 24 Conclusion ………………………………………………………………………………….......................................... 31 References…………………………………………………………………………………………………………………... 32 Appendix…………………………………………………………………………………………………………................ 35
2
Abstract As to support the increase of diversity in the sciences and improve graduation rates among women and minorities in STEM, this project infused the Metro Academy Health Education 120 course curriculum with content designed to increase student success in a science major. A review of the literature on science pedagogy, science learning, barriers to STEM fields, and strategies to increase persistence and retention in STEM majors was conducted to identify the existing knowledge about diversifying the sciences. This information was used to codify a liberation education culture circle with scientific experts and professors at SF State to assess the campus view of the needs of women and minorities in STEM. The results suggested that social capital, research opportunities, academic support, and multicultural pedagogy would increase retention, while the enrichment of the qualities of persistence, questioning and problem-posing, striving for accuracy, and thinking interdependently would increase student success in a science major. Using these findings, 29 teaching strategies were infused into the curriculum to improve the persistence and retention of women and minorities in the fields of science. For real structural change, it is recommended that this method of curriculum redesign be implemented across all of the Metro STEM courses.
3
Introduction America is falling behind in producing large numbers of highly-qualified and innovative scientists and engineers. The US will not maintain its global lead in developing new technologies without increasing its number of college-educated scientists (Langdon, McKittrick, Beede, Khan & Doms, 2011; Pantic, 2007). In order to address this issue, efforts have been made to research how and why the gap not only exists, but is getting larger every year. Researchers have concluded that the lack of funding and equitable opportunities toward student support in fields of STEM (science, technology, engineering and math) is responsible for the decline. STEM Professions in the US As a result of generations of social inequities and power imbalances in the sciences, women and minorities remain among the most underrepresented groups in the fields of STEM (Cole & Espinoza, 2008; Eagan, Hurtado & Chang, 2010; Ovink & Veazey, 2011; Whalen & Shelley, 2010). Few women enter the higher science fields and even fewer minorities actually persist to obtain an undergraduate degree in science (Cole & Espinoza, 2008; Rosser & Lane, 2002). While their lowrepresentation in the fields of STEM, women and minorities are projected to be among the largest proportion of the US population in the coming decades (National Science Foundation, 2007). Women currently make up more than half of all US residents, and it is predicted that by 2060, the US population will increase among Blacks, American Indians, Asians, Pacific Islanders, and Hispanics, and decrease among Whites (US Department of Commerce, 2013). In an effort to close this projected gap between the need for qualified STEM workers and the available pool of highlyskilled scientists and engineers, the US federal government has sponsored initiatives to increase the number of women and minorities in STEM fields to preserve its global economic competitiveness (National Academy of Sciences, 2007; Pantic, 2007). 4
The lack of diversity in STEM careers has numerous negative effects that go beyond national economic security. STEM careers are among the highest-paid occupations in the US. Limiting access and opportunity to the dominant culture has implications for health and social disparities associated with economic status. Higher education and income-level is associated with better health outcomes; therefore, unequal access to STEM jobs for women and minorities further perpetuate gender and race-based disparities (Subramanian & Kawachi, 2006). It also limits the diverse cultural perspectives needed to expand scientific inquiry and inspire new innovations. Subsequently, increasing the number of underrepresented minorities declaring a science major requires improving social and structural support. STEM Professions in California California’s technology industry is one of the strongest in the nation. Consequently, the demand for college-educated workers is rapidly growing while the number of college-graduates is gradually decreasing (Langdon et al., 2011; Reed, 2008). Once a national leader in higher education, California now ranks among the lowest in direct enrollment from high school to university while the number of transfers from a two-year college decreases each year (Johnson & Sengupta. 2009). In addition, California has one of the largest graduation rate gaps between underrepresented students and their white counterparts (California Postsecondary Education Commission, 2011). Increasing the number of women and minorities that enter university, persist in a STEM major, and graduate with a Bachelor’s Degree in science or technology will have a positive impact on California’s economic future and population health.
5
SFSU and the Metro Academy Initiative The declining trend of graduation rates across California is concerning; however, student enrollment and persistence at San Francisco State University (SFSU) is promising. From 1996 through 2001, the university has shown steadily increasing trends of student enrollment and persistence to graduation within four-, five-, and six-years, with the greatest increases among women, Whites, Hispanics, and Asians (CPEC, 2011). Low-income, first-generation and racial/ethnic minority students have the lowest tendency to persist at university, with the greatest decline within the first two years. In an effort to address this issue, SFSU and City College launched the Metro Academies Initiative (Metro) in 2008 through the Department of Health Education. Metro’s mission is to redesign the first two years of higher education to increase equity in college completion through engaging, supportive, rigorous, and socially relevant education (Metro, 2013). Every SFSU undergraduate student must complete one Written Communication, Quantitative Reasoning, Oral Communication, and Critical Thinking course as a graduation requirement. Each one of these “Golden Four” courses is linked with a Metro Health Education course over the first four semesters. By linking a lower-division general education course, Metro can offer equitable academic and structural support to underrepresented college students. Metro’s model is proving to have positive effects: Within its first cohort, Metro increased the four-year graduation rate by approximately 10% compared to the university’s graduation rates, and the five-year rate by approximately 30% (Metro, 2013). Metro initially created programs for Health Education and Child and Adolescent Development majors, not yet serving science majors.
6
Diagram 1. Core Design for the Metro Academy Initiative
The Metro STEM Program After the launch of the Metro program, current SFSU data show the declining rates of women and some racial minorities in STEM. Consistent with national trends, White and Asian students make up the largest proportion of racial groups declaring a science major (≈ 30% and 24% respectively), without much deviation between 2008 and 2012 (SFSU, 2012). Chicanos/Mexican Americans and Other Latinos are the only racial minority groups to increase over that time period (10% to 15% and 8% to 10% respectively) while Blacks, Filipinos, and Native Americans, only making up 7%, 12%, and 1% respectively in 2008, declined to 5%, 10%, and less than 1% in 2012 (SFSU, 2012). In addition, the number of women declaring a science major has gradually decreased compared to men from 3,197 and 2,998 respectively in 2008 to 3,075 and 3,140 in 2012 (SFSU, 2012) – men are regaining their historic dominance in the sciences. For the purpose of increasing the number of women and minorities who persist in a science major, the Metro Academy began to develop the Metro STEM program in 2011 to support math, science, and engineering majors. 7
Statement of Purpose The first year of the Metro STEM course pathway begins with Critical Thinking and Oral Communication, which is linked with Health Education 120: Education Equity, Health Education & Academic Success (H ED 120). As to support the increase of diversity in the sciences and improve graduation rates among women and minorities in STEM, this project infuses the Metro Academy H ED 120 course curriculum with content designed to increase student success in a science major.
Diagram 2. Metro STEM course pathway with linked Health Education courses Literature Review In order to determine what content would most significantly impact their propensity to persist, the key contributing factors associated with the success of women and minority students in a science major first had to be determined. Therefore to inform how the curriculum should be infused, a review of the existing literature about increasing diversity in the sciences was conducted. Using the databases Academic Search Complete, ERIC (EBSCO), ERIC (ProQuest), Google Scholar, ProQuest Newsstand, and Web of Knowledge, four forms of literature were researched: (1) science pedagogy, (2) science learning, (3) barriers to STEM fields, and (4) persistence and retention strategies for STEM majors. The following search terms were used: women, female, girl, gender, 8
gender-based, underrepresented, underserved, minority, race, race-associated, race-based, science education, science pedagogy, science curriculum, barriers to science, adversity, success in science, persistence in science, retention in science, teaching science, multicultural science teaching, undergraduate degree, bachelor’s degree, higher degree, higher education, science-infusion, diversity in science, stereotype threat, STEM, science, technology, engineering and mathematics. Major Contributing Factors The key contributing factors associated with the retention of women and minorities in STEM are social constructions involving culture, race, socioeconomics, gender, pedagogy, power and privilege. Women, persons with disabilities, and three racial/ethnic groups; Blacks, Hispanics and American Indians, are the least represented in science fields, which is strongly correlated to the unique barriers these groups face once they enter university (Eagan, Hurtado & Chang, 2010; Johnson & Sengupta, 2009; Subramanian & Kawachi, 2006; Rosser & Lane, 2002). Predictors of low retention include social capital, academic support, campus climate, research opportunities, institutionalized retention programs, testing scores, financial need, and stereotype threat (Eagan, Hurtado & Chang, 2010; Ost, 2010; Ovink & Veazey, 2011; Steele, 2010; Whalen & Shelley, 2010). Women tend to leave STEM majors due to low self-efficacy, fear of academic difficulty, concerns about balancing family and career, and limited access to role models and mentors (Fadigan & Hammrich, 2004; Ginther & Khan, 2006; Sax, 2001; Whalen & Shelley, 2010). Underrepresented racial minorities attending selective universities tend to lack social capital, and therefore have negative experiences in STEM-related courses (Eagan, Hurtado & Chang, 2010; Ovink & Veazey, 2011; Steele, 2010). In both cases, women and minorities have a lesser chance of remaining in STEM. For racial minorities, there is a reduced chance of remaining in higher education in general. 9
The first-year experience of these underrepresented students is a major factor in predicting whether they will actually graduate with a degree in science, technology or math (Griffith, 2010; Hurtado, Newman, Tran & Chang, 2010; Ost, 2010; Kokkelenberg & Sinha, 2010; Gilmer, 2007). Interventions during the first year are critical for the persistence of women and minorities in STEM majors. Science Learning Theory Over the past 50 years, numerous learning theories have been explored to describe how students effectively learn science. Contemporary theories about science learning discussed in this review of the literature include Social Cognitive theory, Constructivism, and Student Involvement. Social Cognitive theory describes reciprocal determination: individual and societal factors constantly interacting and influencing each other. The theory is based on the notion that as societal customs change, individual norms are modified. The opposite is also true: When individuals change customs, modifications in societal norms follow (Nutbeam, Harris, & Wise, 2010). The Constructivist theory posits that the quality of the human mind is predicated on its capacity for making or seeking meaning through the experience of interactions with people, events, and objects (Mintzes, Wandersee, & Novak, 2000). This is also known as active or adaptive learning – the learner draws on multiple intelligences and experiences to create new knowledge. And finally, Student Involvement theory postulates that the amount of physical and psychological energy that a college student devotes to the learning process correlates with the academic success of the student (Astin, 1999). All three theories highlight the usefulness of institutional-level interventions to enhance student learning; however, each have some limitations. Social Cognitive and Constructivism theories do not take into account the impact of self-efficacy, which has a large influence on effective student 10
learning. Although Student Involvement theory accounts for self-efficacy, it does not address the individual capacity for student learning. The most efficient use of all three of these models is to utilize them simultaneously. Academic Behavior Theory Behavior theories related to education explain what factors influence student persistence in college. Three distinct behavioral theories that impact the retention of women and minorities emerged from this review of the literature; Expectancy-Value theory, Student Departure theory, and Stereotype Threat. Expectancy-Value theory, also known as Eccles’ theory, states that social and psychological factors link educational, vocational, and other achievement-related choices directly to the individual’s expectation for success, and to the perceived value the individual attaches to the various options (Alexander, Wigfield & Eccles, 2000). In the context of STEM, it means that a student’s self-concept of their ability to do math and science correlates directly to the expectation of being successful in a STEM-career. Student Departure theory proposes that student attrition is a reflection of the student’s social and intellectual health in college life, experiences at the college, and faculty-student interactions (Tinto, 1987). It suggests that the attainment of cultural and social capital on campus influences student persistence in a STEM major. And finally, Stereotype Threat explains the anxiety one feels in a situation where a person has the opportunity to confirm a negative stereotype, thus causing an underrepresented student to underperform in STEM-related courses (Steele, 2010). Along with addressing the social and psychological factors that contribute to minority success in the sciences, all three of these behavioral theories effectively account for the impact of self-efficacy and perceived discrimination. These theories also allow for interventions to be designed at multiple levels throughout the educational process, and provide a platform for evaluation and 11
assessment at various points along ones academic journey. A limitation consistent among all of the theories is the assumption that an individual’s intellectual capacity is mutually exclusive to one’s individual behaviors. Multicultural Science Pedagogy Science educators have been vigorously exploring how students learn complicated scientific concepts. Teaching science to underrepresented minorities in STEM require teaching strategies to be highly individualized, reflecting the students’ personal and cultural experiences and intelligences – i.e. Critical Pedagogy (Atwater, 1996; Mbanalu, 2001; Shor & Freire, 1987). The constructivist view on education uses critical pedagogy so that learning is acquired through the interaction of the learner’s experience and existing knowledge. This type of education provides a framework for investigational constructs, methodologies, and systems aimed at increasing equitable opportunities for all students to effectively learn science (Atwater, 1996; DeHaan, 2005; Mbanalu, 2001; Scurry & Littky, 2007; Stanley & Brickhouse, 2001). As learning styles vary based upon heredity and prior experience, multicultural science pedagogy is a highly effective strategy to increase educational access to women and minorities in STEM. The infusion of content into lower-division courses that is specifically relevant to science majors can enhance student understanding of how social constructs implicate our scientific account of the physical world (Atwater, 1996; Stanley & Brickhouse, 2001). Therefore, infusing sciencerelated material into any curriculum designed for women and minorities in science involves rethinking science schooling as a form of social politics (Atwater, 1996). Deconstructing historical knowledge as a way of reclaiming social identities can give a collective voice to the struggles of underrepresented groups among STEM majors (Atwater, 1996). Therefore, critical pedagogy infused into educational curriculum can enhance science learning by developing connections between those 12
who are underrepresented in the fields of science and technology and their cultural wealth and social capital within the major. Barriers to Science Majors Choosing a STEM Major The decision to choose a STEM major is complex for those who are underrepresented in the fields of science and technology. The most significant contributing factors for selecting a STEM major include the institutional culture, departmental experiences, academic preparation, social or intellectual capital, research opportunities, the stigma associated with race and gender, and concerns about finances and family. Common social perceptions about the image and role of a scientist impact students’ aspirations to pursue a career in STEM. Social stigma perpetuated by the dominant culture in science has instigated a strong association between racial/gender identity and a student’s science identity. For racial minorities and women, this has led to limited educational access and skepticism about choosing a career in STEM (Hurtado, Cabrera, Lin, Arellano& Espinoza, 2009; Sax, 2001). Subsequently, negative ideas or stereotypes of women and minorities in science can discourage extremely talented individuals from pursuing STEM careers (Fadigan & Hammrich, 2004; Hurtado, Cabrera, Lin, Arellano& Espinoza, 2009; Steele, 2010). In general, student experiences with the cultural climate of the college have a tremendous impact on the decision to pursue a STEM major, with the first two years being imperative (Griffith, 2010; Kokkelenberg & Sinha, 2010; Metro, 2013). Women and racial minorities are more likely to choose a STEM major when there are a high ratio of women and minorities in the STEM departments, when the quality of teaching is high, and when the pedagogy is welcoming (Griffith, 13
2010; Sax, 2001; Whalen & Shelley, 2010). There is some evidence that role models could play a part in the college major choice; but largely, having faculty to consult with, having family members in a field of STEM, participating in research, and making friends with like-minded peers influence higher-level educational and career decisions (Fadigan & Hammrich, 2004; Griffith, 2010; Hurtado, Newman, Tran, & Chang, 2010; Whalen & Shelley, 2010). Persistence and Retention in STEM Social dynamics have a much larger effect on the persistence and retention of women and minorities in science majors compared to the dominant groups. Once in a STEM major, those who are underrepresented find themselves in a rather homogenous environment which can appear less than welcoming. Social incongruities between dominant and subordinate groups in science have shown to have a negative effect on the retention rates of women and racial minorities in STEM majors at colleges and universities (Eagan, Hurtado & Chang, 2010). Socio-economic and demographic factors play an acute role in the persistence in STEM (Eagan, Hurtado & Chang, 2010; Ginther & Kahn, 2006; Griffith, 2010; Kokkelenberg & Sinha, 2010; Ost, 2010; Whalen & Shelley, 2010). Studies show that underrepresented students are less likely to persist in earning a STEM degree compared to non-minorities and males, and that this is associated with the lack of self-efficacy, cultural capital, social support, parents’ level of education, and significant differences in pre-college backgrounds (Cole & Espinoza, 2008; Eagan, Hurtado & Chang, 2010; Griffith, 2010; Ost, 2010; Perna et al., 2009; Whalen & Shelley, 2010; Wilson, Holmes, deGravelles, Sylvain, Batiste, Johnson, McGuire, Pang, & Warner, 2012). High retention is correlated with a higher percentage of female and minority graduate students in science (Griffith, 2010). Although single women tend to perform better than single men, the prospect of pursuing
14
marriage and children increase the probability that men will advance in a STEM field and decrease the likelihood for women (Ginther & Kahn, 2006). Campus climate also has some influence on the retention of minority students. Although institutions that tend to be highly selective show a positive correlation with STEM graduation rates, there is a negative association with the retention of underrepresented minorities in science (Eagan, Hurtado & Chang, 2010). Higher retention is associated with institutions with no or few graduatelevel programs, as they pose a more welcoming environment for minorities (Griffith, 2010). Moreover, those who live on campus have higher success rates in science, while students who are from out of state are less likely to be retained (Gilmer, 2007; Whalen & Shelley, 2010) Lastly, minorities tend to enter university with great differences in prior exposure to science, academic preparedness, study skills, understanding of campus resources, and educational experiences, which ultimately increase their likelihood of attrition from STEM (Cole & Espinoza, 2008; Griffith, 2010; Kokkelenberg & Sinha, 2010; Ovink & Veazey, 2011). Studies suggest that women initially outperform men in science and technology upon entering university as a freshmen, but over time, become less likely to maintain good grades (Cole & Espinoza, 2008; Kokkelenberg & Sinha, 2010). Studies also show that women in the sciences and engineering have a stronger sensitivity to grades than men, making them more susceptible to leaving the major (Griffith, 2010; Ost, 2010; Steele, 2010). The exposure to the cultural and social dynamics in STEM appears to account for major differences in academic performance, and thus persistence. Recommendations for Retention & Persistence Institutions must address the specific barriers facing underrepresented STEM students associated with social, cultural, racial, economic, and academic challenges to increase retention 15
(Cole & Espinoza, 2008; Hurtado, Newman, Tran, & Chang, 2010; Pantic, 2007; Perna et al., 2009; Ricks, 2004). The four emergent key determinants of persistence within the literature included the enrichment of (1) social capital, (2) research opportunities, (3) academic support, and (4) utilizing the multicultural approach to science pedagogy, which have been inherently difficult for minorities to obtain in the current campus climate. Social capital The key determinant in diversifying the sciences that was most prevalent across the majority of the literature was enhancing student social capital on an institutional level (Ovink & Veazey, 2011). The fundamental building blocks for increased social capital on college campuses involve improving mentorship, peer and faculty support, educational support, and cultural climate (Cole & Espinoza, 2008; Gilmer, 2007; Hurtado, Newman, Tran, & Chang, 2010; Leicht-Scholten, Weheliye & Wolffram, 2009; Perna et al., 2009; Scurry & Littky, 2007; Wilson et al., 2012). Universities can increase social capital for underrepresented students by allocating funds to retention programs (Eagan, Hurtado & Chang, 2010; Leicht-Scholten, Weheliye & Wolffram, 2009). These programs can provide students with the skills and resources that they need to be successful, and therefore persist in science. Social integration into the STEM culture involves promoting environments that do not perpetuate social isolation, alienation, and overt racism for women and minorities (Perna et al., 2009; Wilson et al., 2012). It is also important to encourage students to study with other students with similar backgrounds in a cooperative manner (Hurtado, Newman, Tran, & Chang, 2010; Ost, 2010; Perna et al., 2009). Studies also conclude that collaborative rather than competitive peer environments among those underrepresented in the sciences has a positive impact on retention (Hurtado, Newman, Tran, & Chang, 2010; Perna et al., 2009). Finally, the implementation of 16
cultural awareness events and diversity functions can enrich social capital on university campuses, as environmental factors are also shown to significantly impact retention (Cole & Espinoza, 2008; Hurtado, Newman, Tran, & Chang, 2010). Research Opportunities Science professionals enhance their proficiency by doing science (DeHaan, 2005; Duschl, 2008). Therefore, institutions that offer research opportunities to undergraduate STEM students have been shown to outperform peer institutions that offer fewer research opportunities, as well as exhibit higher rates of retention and persistence (Eagan, Hurtado & Chang, 2010; Leicht-Scholten, Weheliye & Wolffram, 2009; Ricks, 2004; Wilson et al., 2012). In regard to women and minorities in STEM, exposure to research has been shown to have a significantly positive impact on retention and interest in graduate-level degrees (Eagan, Hurtado & Chang, 2010; Gilmer, 2007; Hurtado, Newman, Tran, & Chang, 2010; Perna et al., 2009). In order to increase the number of underrepresented scholars who pursue research, it is recommended that the NSF & NIH fund undergraduate research opportunities (Eagan, Hurtado & Chang, 2010). Academic Support Needless to say, academic performance is one of the biggest predictors of persistence in a STEM major; however, this is especially true for women and minorities. In general, students who enter university as first-year freshmen with a high-level of preparedness in math and science, high GPA and AP scores, and who have a genuine commitment to scientific inquiry maintain high academic performance and retention (Cole & Espinoza, 2008; Eagan, Hurtado & Chang, 2010; Gilmer, 2007; Griffith, 2010; Kokkelenberg & Sinha, 2010; Ost, 2010; Sax, 2001; Whalen & Shelley, 2010). There are, however, a number of social factors that were identified in the literature to 17
have an even stronger influence on the academic performance of minorities in STEM besides preparedness, all relating to class, culture, race, disability, gender, language, power and privilege. Underrepresented science students’ academic behavior is strongly influenced by the ideology and cultural ethos of the institution – Schools that reflect and perpetuate the oppressive practices of society have a negative association with student academic achievement (Atwater, 1996; Eagan, Hurtado & Chang, 2010; Griffith, 2010; Gilmer, 2007; Ovink & Veazey, 2011; Perna et al., 2009; Rosser & Lane, 2002; Sax, 2001; Steele, 2010; Wilson, Holmes, deGravelles, Sylvain, Batiste, Johnson, McGuire, Pang, & Warner, 2012). Without the advantages that are interconnected with power and privilege, students underrepresented in STEM tend to struggle with academic issues around the unfamiliarity of the dominant scientific culture, deficiencies in communication skills, weaknesses in making connections between related concepts learned and direct experience, lack of attention to psychological barriers, low self-efficacy, and inadequate support by universities (Mbanalu, 2001; Ovink & Veazey, 2011; Perna et al., 2009; Steele, 2010). The literature produced several evidence-based solutions to improve these inequitable conditions. Strategies that influence the culture of science, academic interventions, faculty support, and career advising should be implemented across institutions (Fadigan & Hammrich, 2004; Hurtado, Cabrera, Lin, Arellano& Espinoza, 2009; Palmer, Davis & Thompson, 2010; Sax, 2001; Wilson et al., 2012). Findings show that assisting these students in the exploration of STEM career options, graduate programs, and research careers significantly increase their likelihood of persistence (Fadigan & Hammrich, 2004; Gilmer, 2007; Hurtado, Cabrera, Lin, Arellano& Espinoza, 2009). And finally, enhancing access to resources that improve study skills, test-taking strategies, and peer support will decrease student departure (Cole & Espinoza, 2008; Ovink & Veazey, 2011; Palmer, Davis & Thompson, 2010; Peterfreund, Rath, Xenos, & Bayliss, 2008). Taking supplemental courses 18
concurrently with a related science course also significantly increases the likelihood of achievement and persisting in a STEM major (Ovink & Veazey, 2011; Peterfreund, Rath, Xenos, & Bayliss, 2008). A noteworthy approach to encourage faculty to improve student academic support was proposed by R.L. DeHaan (2005). Greater recognition and value in teaching effectiveness within college institutions must be established to improve academic support. In the current academic climate, faculty members see few rewards in improving their teaching strategies and mistrust the data on the need for improvement. Effective approaches to enhance teaching science include: dispelling the notion that excellence in teaching is unharmonious with first-rate research; encouraging collegial, supportive assessment efforts at the departmental level; establishing a faculty incentive program that is integrated into tenure policies; offering rewards to research-tested successful strategies; and creating more vehicles for the education of faculty on effective pedagogy (Perna et al., 2009). Multicultural Science Pedagogy The old didactic approach to student learning has been highly criticized, particularly in the sciences. Many scholars argue that this educational approach to schooling is not only ineffective for science learning and innovation, but is designed around assumptions that had never been tested scientifically (Duschl, 2008; Sawyer, 2006; Scurry & Littky, 2007). In order to build evidence-based pedagogy around the students of today, as opposed to 50 years ago, experts in science epistemology have redesigned science learning environments, which have led to a movement toward science education reform (Atwater, 1996; DeHaan, 2005; Mbanalu, 2001; Sawyer, 2006; Scurry & Littky, 2007; Stanley & Brickhouse, 2001).
19
This paradigm shift in science education has largely leaned toward the constructivist model, also known as multicultural science education. Science teaching and learning should be multicultural – the material world is not subjectively implicit, but our interest to explore it is shaped by our subjective experiences of it. Therefore, the condition for science learning and assessment must shift from what students need to know (i.e., textbook or instructor), to what students need to do by making meaningful connections in relevant contexts to learn science (DeHaan, 2005; Duschl, 2008). Learning environments that integrate different learning styles and connect to students’ prior knowledge creates deeper learning and intellectual thinking (Atwater, 1996; DeHaan, 2005; Duschl, 2008; Mbanalu, 2001; Sawyer, 2006). Moreover, individualized curriculum around student needs and interests support richer student learning and engagement (DeHaan, 2005; Peterfreund, Rath, Xenos, & Bayliss, 2008; Scurry & Littky, 2007). The effectiveness of the constructivist model is supported by evidence. Studies have shown improved student learning that are statistically significant. For example, students who take personalized science supplemental instruction concurrently with a science course obtain higher proportions of As and Bs in upper level courses, perform better when comparing SAT scores, perform substantially better than non-science majors (in all except Precalculus), and have higher pass rates, particularly for underrepresented minorities (Peterfreund, Rath, Xenos, & Bayliss, 2008). Research opportunities and experiences are strongly correlated with enhancing the understanding of contemporary concepts and persistence in STEM (DeHaan, 2005; Duschl, 2008). Furthermore, curriculum developed around personal student interests, that incorporates real-world learning, and relates new ideas and concepts to previous knowledge and experience, have been linked to better learning outcomes and higher graduation rates (Metro, 2013; Gilmer, 2007; Griffith, 2010; Perna, Lundy-Wagner, Drezner, Gasman, Yoon, Bose & Gary, 2009; Sawyer, 2006; Sax, 2001; Scurry & 20
Littky, 2007). In brief, the multicultural approach to science education is the most effective model to support women and minorities in science. Methods Reviewing the literature provided a worldview of existing knowledge about how to address the needs of underrepresented STEM students at university; nevertheless, gauging the campus culture at SFSU was also essential. Thus, scientific experts and professors in the College of Science and Engineering were consulted to identify their experiences and knowledge involving the needs of women and minorities in science on campus. Theoretical Framework Liberation Education provided a useful framework for this form of professional discussion. In liberation education, dialogical pedagogy liberates the members to speak about their own knowledge and experience in order to share education (Shor & Freire, 1987) (Macedo, 1994). The members become empowered to use their own language, thoughts, and social conditions to develop subject matter, while mediating between the transfer of knowledge and the development of ideas through inquiry (Shor & Freire, 1987). In this way, liberation education can be utilized to gain knowledge about what women and minority science majors need in their lower-division curriculum to increase their persistence in their upper-division courses at SFSU. There are five major constructs of liberation education; the formation of a culture circle, the use of codifiers, listening and dialog, action, and reflection. Culture circles with the current professors and experts in the field allow for the exploration of multiple perspectives for persistence. The dialog can be driven by codifiers developed from the analysis of the literature – codifiers are described as topics that gently push the conversation, but have no “real plan” for the discussion. This 21
is when listening and dialog drives the development of new information and education about what is needed for women and minorities at SFSU. Through this discussion, strategies for the infusion of science-related content into the curriculum can be developed. After the conversation, each member can reflect on what was accomplished or learned for their own professional purposes. This process can be a powerful tool in the development of multicultural science pedagogy within Metro STEM and the College of Science and Engineering. Culture Circle Activities Two culture circles were held separately on the SFSU campus. Prior to the culture circle discussions, each member was sent via email an agenda, a graphic of the Metro STEM socioecological model for increased social capital, and the key questions for the discussion. The first culture circle consisted of six members who included science and health education professors, department chairs, and the Associate Dean of the College of Science and Engineering. The second culture circle consisted of five members who included health education instructors, science and math professors, and the Dean of the College of Science and Engineering. During each meeting, the group was led through a series of discussions designed to identify the characteristics of a successful science student and ways to increase the four key determinants of persistence in a STEM major. At the time of discussion, each member was given a packet with a hard copy of the materials sent previously via email, along with a graphic of the “16 Habits of Mind” and the Metro STEM two-year pathway with linked courses. The Habits of Mind, developed by Art Acosta and Bena Kallick, describe “16 of the attributes that human beings display when they behave intelligently…. They are the characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent.”
22
Developed from the four main findings in the literature, the enrichment of social capital, research opportunities, academic support, and multicultural curriculum-infusion were discussed. It is important to note that social capital was collectively defined by the as “the valuable networks, academic skills, lived experiences, identity, belonging, cultural wealth, confidence, self-efficacy and personal values that students bring to science, education, and careers.” Over the course of the dialog, the key characteristics of a successful science student were identified by the group. Afterward, the discussion members were referred to the primary teaching strategies in the H ED 120 course, which include readings, video clips and documentaries, class discussions, class activities, and guest speakers. They were also referred to the core tools used as evidence of learning, which consist of research papers, essays, quizzes, and reflections. The group discussed strategies for curriculum-infusion to enhance the key findings of the literature review and the key characteristics of a successful science student at SFSU.
Diagram 3. The process of curriculum-development through liberation education
Teaching Strategies
•Readings •Video •Discussions •Activities •Guest Speakers
Evidence of Learning
•Research Papers •Essays •Quizzes •Reflections
Enhanced Student Outcomes
•Social Capital •Research Opportunities •Academic Support •Multicultural Pedagogy
23
Results Culture Circle Key Findings Qualities of a Successful Science Student Four key characteristics of successful underrepresented science students emerged from the culture circles; Persistence, Questioning and Problem-posing, Striving for Accuracy, and Thinking Interdependently. Persistence was described as experiencing multiple failures, as is common in experimental science, yet maintaining a high-level of determination to continue throughout the failure process. Questioning and problem-posing were identified as the main components of developing and understanding scientific inquiry and innovation. To strive for accuracy was defined as a commitment to practicing precision, while never compromising one’s personal or professional ethics when striving to be the best scientist that one can be. And finally, thinking interdependently was derived from the idea that scientific investigation is a collaborative practice that requires the valuing and sharing of information among scientists. Teaching Strategies With the intent of enhancing the main findings from the literature, along with the key characteristics of an effective scientist, various teaching strategies were proposed. The recommendations comprised various documentary films, video clips, case-studies, peer activities, pair shares, and guest speakers. Specific films and short video clips that speak to the impact of race, power, and privilege in science were recommended. Case studies that involved questionable or controversial scientific methodology and/or findings were stated to be effective in igniting scientific inquiry and debate. Pair-sharing and peer activities were said to effectively drive critical thinking and reflection. Also, activities that exercise the scientific method were highly recommended – i.e., 24
formulating a hypothesis, testing the hypothesis, making predictions and generating a theory qualitatively. Lastly, inviting guest speakers such as university professors, scientists, and upperdivision undergraduates who can stress the importance of the four key qualities of a successful science student by sharing their lived experiences was greatly encouraged. Learning Strategies To enhance learning outcomes, several assignments and activities were discussed during the liberation education process. A qualitative research paper about interviewing an upper-division minority student in their major was proposed. It was also recommended to give students an assignment to interview someone in their field of interest. A class activity involving a performance about stereotype threat was also suggested. Finally, Metro STEM students were encouraged to study in groups, join scientific research clubs on campus, and spend time in the department of their major to build social capital and strengthen their connections to the fields of science.
H ED 120 Science Curriculum-Infusion Using the information gained from the literature review and the culture circles with experts in the fields of science, mathematics, and engineering at SFSU, the Metro STEM H ED 120 course curriculum was infused with 28 new teaching strategies designed to enhance social capital, research opportunities, academic support, and multicultural pedagogy for first-generation, low-income, and underrepresented first-time freshmen. Each strategy was also designed to enrich at least two of the four qualities determined to be those of successful scientists.
25
liberation education key findings • social capital • research opportunities • academic support • multicultural science education
• persistence • questioning & problemposing • striving for accuracy • thinking interdependently
literature review key findings
• readings • guests speakers • research assignments • class discussions • film and video clips • class activities • extra credit • quizzes
curriculum-infusion
Diagram 4. The development process for science curriculum-infusion
H ED 120 STEM Course Description Health Education 120 is part of the Metro Academy of STEM sequence and is a first-year experience course designed for students interested in community/public health, education and social justice issues associated with careers in the sciences. The Metro Academy of STEM (Metro STEM) is a program in Health Education featuring learning communities, guest speakers, documentaries, and extra support to students who are science majors. In Metro STEM, learners will become strong advocates for community health and social justice in the sciences by learning to write effectively, speak powerfully, and think critically about community and public health concerns. In this course, learners will begin with an introduction to the University and ground students in college life while introducing and reinforcing success strategies useful in the sciences. Learners will systematically examine personal, cultural, social and structural barriers to good health and personal career goals, and will assist all learners in identifying an academic pathway and plan, regardless of major. In addition, learners will reinforce general education skills and will continue using learning success strategies throughout the course.
26
H ED 120 STEM Course Objectives and Learning Outcomes 1. Define health and relate it to individual behaviors, interpersonal supports, community conditions and the social environment. 2. Discuss how social inequalities along the lines of race, socioeconomic status and gender impact health and career goals/opportunities. 3. Define educational equity and discuss educational justice from an individual and social context. 4. Identify individuals and organizations impacting social justice issues in the sciences. 5. Find research sources on the Internet or in the library; critically examine a published research paper; compare and contrast published research articles on a similar subject. 6. Apply study skills and specific practices that support student success in science major. 7. Describe and discuss civic and community participation strategies to promote health and social justice in a field of science. 8. Strengthen skills in writing, oral communication, critical thinking and quantitative reasoning. H ED 120 STEM-Infused Curriculum The 28 science-related teaching strategies infused into the curriculum are listed in the tables below. Tables 1-4 represent each of the four key determinants of retention and persistence that the curriculum is designed to enhance. Within each table, there is a description of the infused teaching strategy, along with the key quality of a science student the strategy is designed to enrich. Please note: an asterisk (*) indicates a strategy that appears in more than one table.
27
Table 1. Social Capital STRATEGY
DESCRIPTION
Guests Speaker
Provost, Department Chairs, College Dean, STEM professors & upper-division students in their major Great achievements of women and minorities in STEM Science & Social Justice Assignment Researching an individual or organization impacting social justice in their field of interest Final Research & Synthesis Assignment Interviewing someone in their major or career, and then synthesizing it into a final analytical research paper about how the research has impacted their desire to pursue their chosen major Personal Career Goal Assignment Explore their chosen career path, required degree, professional ranking and average salary, and how their obtained skills can improve social inequalities within a community Research science clubs on campus
Readings *Presentation & Written Assignment *Written Assignment
*Written Assignment
Group Assignment Class Discussion Class Activity
Explore 100 years of SFSU’s history in alignment with social movements and policy changes Midcourse evaluations
PERSISTENCE
QUESTIONING
ACCURACY
INTERDEPENDENT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Table 2. Research Opportunities STRATEGY
DESCRIPTION
*Presentation & Written Assignment
Science & Social Justice Assignment Researching an individual or organization impacting social justice in their field of interest Final Research & Synthesis Assignment Interviewing someone in their major or career, and then synthesizing it into a final analytical research paper about how the research has impacted their desire to pursue their chosen major Reading an Empirical Research Article Introduction to the components of scientific research article and the scientific method
*Written Assignment
Class Discussion Extra Credit
Joining science clubs on campus
PERSISTENCE
QUESTIONING
ACCURACY
INTERDEPENDENT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
28
Table 3. Academic Support STRATEGY
DESCRIPTION
Written Assignment
Personal Statement Write a personal statement focused on their goals as a scientist, which can be used for financial aid applications
Written Assignment
Class Discussion
*Written Assignment
Class Activity
Class Activity
Class Discussion
PERSISTENCE
QUESTIONING
ACCURACY
INTERDEPENDENT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Campus Resources & Scavenger Hunt Teams gather information about campus resources with a focus on resources useful for science majors, and then present to the class Analyzing a Research Article Introduction to how to analyze an empirical research study, the components of an abstract, thesis statement, summary, and synthesis Personal Career Goal Assignment Explore their chosen career path, required degree, professional ranking and average salary, and how their obtained skills can improve social inequalities within a community In teams of four, students debate theories/hypotheses, and investigative methods of course readings (Topics include science and social justice issues, such as the Tuskegee Experiment and Henrietta Lacks) Design a Problem Tree for Education Equity in the sciences, where the roots represent the roots of the problem (race, poverty, funding, etc.), the truck represents the social structures that support the problem (oppressive policies, lack of institutional support, etc.), and the leaves are manifestations of the problem (high dropout rates, etc.) Note-taking, Test-taking, Studying & Textbook Reading strategies for science majors
X
29
Table 4. Multicultural Pedagogy STRATEGY
DESCRIPTION
Readings
Explore literature about the experience of women and minorities in science (topics include multidisciplinary scientific studies and historical perspectives) Assign the book Whistling Vivaldi by Claude Steele to introduce stereotype threat Weekly reflections on the readings about science and social justice (one-page) Interactive quiz Two teams hear the topic of the quiz question, chooses one person to represent the team to go head-to-head with the other team’s member. Each student has up to 30 seconds to be the first to buzz in to answer the question without help from any team members. A correct answer is worth 2 points, an incorrect answer deducts 1 point , and the first team to 10 points wins. PhotoVoice In groups of 4-6, students take two digital pictures of dichotomous images the address education equity on campus Writing an Abstract In groups of 4, students write one of four components of an abstract for an empirical research study, and then team up with the three other groups to formulate one clear abstract Weekly group discussions on the readings, integrating cultural experiences, personal challenges and triumphs Unnatural Causes Race: The Power of an Illusion Leadership from the Dancing Guy The Power of Outrospection Creating a Solution Tree for Education Equity Students who win debates earn extra credit points
Readings Written Assignment Quiz
Class Activity
Class Activity
Class Discussion
Film and Video Clips Extra Credit Extra Credit
PERSISTENCE
QUESTIONING
ACCURACY
INTERDEPENDENT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
30
Conclusion Centuries of social inequities and power imbalances in the fields of science and technology have created significant barriers for the persistence of women and minorities in STEM majors. Consequently, California, a great national leader in science and technology innovation, is failing to produce highly-skilled scientists and engineers. Inequalities in STEM fields not only threaten the global economic leadership of the US, but perpetuate oppressive socioeconomic-related disparities that lead to health inequities. These barriers also limit scientific advancements inspired by the cultural wealth and unique intelligences that women and minorities contribute to scientific inquiry and innovation. Systematic changes must occur across all university campuses to address issues of structural and social inequalities in the sciences. Infusing content that is relevant for science majors into the H ED 120 curriculum is a good first step toward increasing equity and diversity in the sciences at SFSU, nevertheless, this is the redesign of one course for one Metro program on one of the largest university campuses in California. In order to significantly reduce the disparities experienced by women and minorities in STEM and to increase diversity in the sciences, change must occur on an institutional level. For real structural change, this model of curriculum redesign should be implemented throughout all four semesters of the Metro STEM program. As the Metro Academy goes to institutionalization across SFSU, this type of curriculum-infusion should be expanded across all Metro programs within the various colleges. Lastly, the findings of this study should be shared among any and all university professors and students who share a commitment to improving the number of women and minorities in STEM. Education + Action = Social Change.
31
References Alexander, P., Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68. Astin, A.W. (1999). Student involvement: a developmental theory for higher education. Journal of College Student Development; 40 (5): 518-530. Atwater, M.M. (1996). Social Constructivism: Infusion into the Multicultural Science Education Research Agenda. Journal of Research in Science Teaching; 33(8): 821-837. Baxter, B. (2008). The Power of Partnership. Community College Journal, 79(2), 10-13. California Postsecondary Education Commission. (2011). Report on Graduation Rates for Students Starting College in 2001. Retrieved from http://www.cpec.ca.gov/StudentData/GradRates.asp on November 11, 2013. Cole, D. & Espinoza, A. (2008). Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors. Journal of College Student Development; 49(4); 285-300. Costa, A.L. & Kallick, B. (2008). Learning and Leading with the Habits of Mind: 16 Essential Characteristics of Success. Alexandra, VA: Association for Supervision and Curriculum Development. DeHaan, R.L. (2005). The Impending Revolution in Undergraduate Science Education. Journal of Science Education and Technology; 14(2): 253-269. Duschl, R. (2008). Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals. Review in Research Education; 32: 268-291. Eagan, K., Hurtado, S., & Chang, M. (2010). What matters in STEM: Institutional contexts that influence STEM bachelor’s degree completion rates. In annual meeting of the Association for the Study of Higher Education, Indianapolis, IN. Fadigan, K.A. & Hammrich, P.L. (2004). A Longitudinal Study of the Educational and Career Trajectories of Female Participants of an Urban Informal Science Education Program. Journal of Research in Science Teaching; 41(8): 835-860. Gilmer, C.T. (2007). An Understanding of the Improved Grades, Retention and Graduation Rates of STEM Majors at the Academic Investment in Math and Science (AIMS) Program of Bowling Green State University (BGSU). Journal of STEM Education; 8 (1 & 2): 11-21. Ginther, D. K., & Kahn, S. (2006). Does science promote women? Evidence from academia 19732001 (No. w12691). National Bureau of Economic Research. 32
Griffith, A.L. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review; 29: 911-922. Hurtado, S., Cabrera, N.I., Lin, M.H., Arellano, L. & Espinoza, L.L. (2009) Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ; 50: 189-241. Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: insights from a national project. New Directions for Institutional Research, 2010(148), 5-15. Johnson, H. & Sengupta, R. (2009). Closing the Gap, Meeting California’s Need for College Graduates. Retrieved from Public Policy Institute of California at http://www.ppic.org/content/pubs/report/R_409HJR.pdf on November 10, 2013. Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935946. Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms. M. (2011). “STEM: Good Jobs Now and for the Future.” ESA Issue Brief #03-11. Washington, DC: U.S. Department of Commerce. See also Carnevale, Smith& Melton, 2011. Leicht-Scholten, C., Weheliye, A. & Wolffram, A. (2009). Institutional of gender and diversity management in engineering education. European Journal of Engineering Education; 34(5): 447454. Macedo, D. (1994). Preface from Politics of Liberation: Paths from Freire. Metro Academies Initiative, A Project of Community Health Works, a Partnership of San Francisco State University and City College of San Francisco. (2013). Retrieved from http://metroacademies.org/ on November 11, 2013. Mbamalu, G.E. (2001). Teaching Science to Academically Underprepared Students. Journal of Science Education and Technology; 10 (3): 267-272. Mintzes, J.J., Wandersee, J.H.,, & Novak, J.D. (2000). Assessing Science Understanding: A Human Constructivist View, Academic Press, San Diego. National Academy of Sciences, National Academy of Engineering and Institute of Medicine. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. (2007). Washington DC.: National Academies Press. Retrieved from http://www.utsystem.edu/competitive/files/RAGS-fullreport.pdf on November 10, 2013. National Science Foundation, National Center for Science and Engineering Statistics. (2007). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013 Report NSF 33
13-304. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_full.pdf on November 10, 2013. Nutbeam, D., Harris, E., & Wise, M. (2010). Theory in a Nutshell. Australia: McGraw-Hill. Ost, B. (2010). The role of peers and grades in determining major persistence in the sciences. Economics of Education Review; 20: 923-934. Ovink, S.M. & Veazey, B.D. (2011). More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates. Res High Educ; 52: 370394. Palmer, R.T., Davis R..J. & Thompson, T. (2010). Theory Meets Practice: HBCU Initiatives That Promote Academic Success Among African Americans in STEM. Journal of College Student Development; 51(4): 440-443. Pantic, Z. (2007). STEM sell. The New England Journal of Higher Education, 22(1), 25-26. Perna, L., Lundy-Wagner, V., Drezner, N.D., Gasman, M., Yoon, S., Bose, E. & Gary, S. (2009). The Contribution of HBCUs to the Preparation of African American Women for STEM careers: A Case Study. Res High Educ; 50: 1-23. Peterfreund, A. R., Rath, K. A., Xenos, S. P., & Bayliss, F. (2008). The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University. Journal of College Student Retention: Research, Theory and Practice, 9(4), 487-503. Reed, D. (2008). California’s Future Workforce: Will There Be Enough College Graduates? Accessed from Public Policy Institute of California at http://www.ppic.org/content/pubs/report/r_1208drr.pdf on November 10, 2013. Ricks, I. (2004). The 50th Anniversary of Brown v. Board of Education: Continued Impacts on Minority Life Science Education. Cell Biology Education; 3: 146-149. Rosser, S. V., Lane, E.O. (2002). Key Barriers for Academic Institutions Seeking to Retain Women Scientists and Engineers. Journal of Women and Minorities in Science and Engineering. (8)2, 163-191. San Francisco State University, Headcount/Enrollment by Gender Ethnicity. (2012). Retrieved from https://sites.sfsu.edu/air/acad-inst-research/data_sets/colleges on November 11, 2013. Sawyer, R. K. (Ed.). (2006). The Cambridge handbook of the learning sciences (Vol. 2, No. 5). New York: Cambridge University Press. Sax, L. J. (2001). Undergraduate science majors: Gender differences in who goes to graduate school. The Review of Higher Education, 24(2), 153-172. 34
Scurry, J. E., & Littky, D. (2007). The Big Picture College. The New England Journal of Higher Education, 22(1), 17-18. Shor, I., & Freire, P. (1987). Pedagogy for Liberation. West Port, CT: Bergin & Garvey. Stanley, W.B. & Brickhouse, N.W. (2001). Teaching Science: The Multicultural Question Revisited. Science Education; 85: 35-49. Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Subramanian, S.V. & Kawachi, I. (2006). Whose health is affected by income inequality? A multilevel interaction analysis of contemporaneous and lagged effects of state income inequality on individual self-rated health in the United States. Health and Place 12, 141–156. Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. US Department of Commerce, Economics and Statistics Administration – US Census Bureau Projections Show a Slower Growing, Older, More Diverse Nation a Half Century from Now. Retrieved from https://www.census.gov/newsroom/releases/archives/population/cb12-243.html on November 10, 2013. Whalen, D.M. & Shelley, M.C. (2010) Academic Success for STEM and Non-STEM Majors. Journal of STEM Education. 11:45-60. Wilson, Z.S., Holmes, L., deGravelles, K., Sylvain, M.R., Batiste, L. Johnson, M., McGuire, S.Y., Pang, S.S. & Warner, I.M. (2012). Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines. J Sci Edc Technol; 21:148-156. Appendix i. ii. iii. iv. v. vi. vii. viii.
Course Syllabus Teaching Module Course Assignments Mid-semester Evaluations Culture Circle Agenda Socio-ecological Model Key Questions Habits of Mind
35
Appendix i: Course Syllabus
HED 120: Education Justice, Health Equity and Academic Success Metro Academies Semester Year San Francisco State University Department of Health Education in collaboration with the SFSU Ethnic Studies Department and the Department of Health Education at City College of San Francisco
Instructor and Classroom Support Information Name: _______ E-mail: ________ Office & Hours: ________ Office Hours: Tuesday and Thursday from ______ and by appointment
TA: ________
E-mail: _________
Counseling Intern: ________ E-mail: _________
Learning Community Information Health Education 120 is part of a learning community with Ethnic Studies 110 Instructor: _______
E-mail: _________
Course Listing Health Education 120 ______ and _____ from ______ in room _______
36
Course Description Health Education 120 is part of the Metro Academy of STEM sequence and is a first-year experience course designed for students interested in community/public health, education and social justice issues associated with careers in the sciences. The Metro Academy of STEM (Metro STEM) is a program in Health Education featuring learning communities, guest speakers, documentaries, and extra support to students who are science majors. In Metro STEM, learners will become strong advocates for community health and social justice in the sciences by learning to write effectively, speak powerfully, and think critically about community and public health concerns. In this course, learners will begin with an introduction to the University and ground them in college life while introducing and reinforcing success strategies useful in the sciences. Learners will systematically examine personal, cultural, social and structural barriers to good health and personal career goals, and will assist all learners in identifying an academic pathway and plan, regardless of major. In addition, learners will reinforce general education skills and will continue using learning success strategies throughout the course.
Course Objectives and Learning Outcomes By the end of this course, learners will: 1) Define health and relate it to individual behaviors, interpersonal supports, community conditions and the social environment. 2) Discuss how social inequalities along the lines of race, socioeconomic status and gender impact health and career goals/opportunities. 3) Define educational equity and discuss educational justice from an individual and social context. 4) Identify individuals and organizations impacting social justice issues in the sciences. 5) Find research sources on the Internet or in the library; critically examine a published research paper; compare and contrast published research articles on a similar subject. 6) Apply study skills and specific practices that support student success in science major. 7) Describe and discuss civic and community participation strategies to promote health and social justice in a field of science. 8) Strengthen skills in writing, oral communication, critical thinking and quantitative reasoning. Course Information and Requirements Prerequisites, Co-requisites, and Advisories: This course requires a lot of reading and writing in English. Please see me as soon as possible if you have concerns or questions about your abilities or your level in English or ESL. Required Reading: 1. HED 120 Reader available on the first day of class for purchase or within the first week of class at Copy Edge located at 1508 Ocean Ave, SF (415) 587-5345. 2. Whistling Vivaldi by Claude M. Steele (ISBN#978-0-393-33972-7) 3. Additional readings from the Internet, iLearn, and/or class handouts may also be required. 37
Required Material: You will need to bring a college composition notebook designated only for this course to each course meeting.
Classroom Community and Guidelines We are all responsible for making this class a supportive learning environment. This includes being respectful to the instructor and other learners. Learners are expected to conduct themselves with professionalism and respect inside and outside of the classroom; this includes interaction with other students, instructors, and guest speakers. Students are advised to consult the University Bulletin for formal conduct guidelines. Disrespectful behavior is inappropriate, unprofessional, and disruptive to all of us engaged in the learning process. Please Note: Laptops will be permitted periodically based on research need. Cell phones may not be used in class. Please silence your cell phone before you enter the classroom. Thank you! Student Participation and Attendance Policy Students are expected to attend every class, participate in class discussions, and have completed readings and assignments. A portion of each student’s grade will reflect these expectations. Students are responsible for all information and assignments presented during class whether present or not. Also, it is the student’s responsibility to communicate with the instructor in a timely manner with any issues or concerns that impede academic performance.
Attendance at every class is MANDATORY. It is the student’s responsibility to inform the instructor of tardies or absences in advance. Participation is 15% of your total grade. Each student is allowed two excused absences without penalty. Every absence thereafter costs 5% of the participation grade (50 points). The instructor may excuse up to two absences with no loss of points with evidence of illness or family emergency. Points for pop quizzes, team debates and use of notebook will be dispersed throughout the semester and will make up 10% of your total grade. Weekly reflections are worth 10 points each, with 10 assignments collected over the course of the semester. This corresponds to 10% of your total grade. If you miss a class, it is your responsibility to pick up copies of any handouts you missed and get the assignments and class notes from another student. Attendance will be taken at the start of each class. Students are expected to arrive to class on time. You are counted as late if you arrive after attendance is taken. Three tardies (arriving late or leaving early) equals one absence. If you arrive late, it is your responsibility to notify the instructor of your presence at the end of class.
Assignment Policy & Description Assignments: All assignments must be submitted in class on the due date. Assignments received after are considered late—even if turned in after class. In preparation for specific 38
classes, each student is expected to complete the weekly readings and reflections. Every day the paper is late, I will reduce your grade 20%. This expectation also applies to students who are absent; that is, an absence does not grant the student extra time. Late assignments may be submitted to the Health Education Office, HSS 326. Please ask the person accepting the paper in HSS 326 to initial it and date stamp it and place it in my mailbox. The office is generally open 9 am to 5 pm, Monday to Friday, but there are no guarantees, so please plan ahead. For classroom presentations, debates, or quizzes there are no make ups. Weekly Reflections: In no more than two pages, the weekly reflections must be typed and written in direct response to the each prompt located in the syllabus. Paper Format: All papers must be completed in Times New Roman, 12-point font, 1-inch margins, and 1.5 spacing. Put your full name, the date, and the course number /semester (HED120/___) in the upper right-hand corner of the paper Extra Credit: Extra credit opportunities may become available as the semester progresses offering up to 10% worth of your total grade. Students eligible for extra credit must be in full attendance when the opportunity is announced. Final Exam: All classes are expected to meet during the final examination period whether an examination is given or not. The final examination schedule is published each semester in the Class Schedule. http://www.sfsu.edu/~acadres/final_exams/finalf11.htm ePortfolio The ePortfolio is a digital archive of your work and reflections that can be showcased online. It is a chance for you to develop a professional and academic identity online. The ePortfolio is primarily to help you self-assess and reflect on your work and growth throughout the program. We hope that your ePortfolio will help articulate what you have learned and accomplished. It can also help you set goals and develop a strategy for achieving those goals. You will work on your ePortfolio throughout the Metro program and you may continue to use it after you complete the program. In each Metro course, you will upload at least one assignment to your ePortfolio and a brief reflection on that piece of work. Additional work may be assigned for your ePortfolio (e.g., a welcome statement, posting pictures, quotes, etc.). You will present your ePortfolio at the end of the program. One benefit of ePortfolio is that it can serve as an archive for your completed work or a back-up copy of your work in progress. Academic Honesty Assignments are designed to allow you to develop and demonstrate knowledge and skills. According to the CCSF Rules of Student Conduct, “academic or intellectual dishonesty, such as cheating or plagiarism” is prohibited. “Cheating is defined as taking an examination or performing an assigned, evaluated task in a dishonest way, such as by having improper access to answers. Plagiarism is defined as the unauthorized use of the language and thought of another author and representing them as your own.” In class we will discuss proper ways to use references and cite sources for assignments. Any student who engages in plagiarism will receive a zero on the assignment for the first occurrence and fail the course if for the next occurrence.
39
Plagiarism The following policy on plagiarism has been adopted for this course from the following source: San Francisco State University, College of Humanities Plagiarism Resource website at http://www.sfsu.edu/~collhum/plagiarism.html. In class we will discuss proper ways to use references and cite sources for assignments. Any student who engages in plagiarism will receive a zero on the assignment for the first occurrence and fail the course if for the next occurrence. If you have any questions about what constitutes plagiarism please see me as soon as possible. Academic Policies & Resources CHSS Withdrawal Policy: The last day to drop a class is ______. From ______ you must submit a withdrawal petition. Withdrawal from a class after ________will be considered for serious and compelling reasons only and must have accompanying documentation. The following reasons are not considered serious and compelling: Changing your major, poor performance, class not required for graduation/major, or more time needed for other classes. If you wish to withdraw from class due to unexpected changes in your work schedule, illness or family emergencies, documentation will be required, along with a copy of unofficial transcripts. If you are requesting a withdrawal, bring your petition and appropriate documentation to the instructor. From ___________ you may not withdraw from a class or the University, except in the case of a serious documented illness or verified accident. CR/NC Option: ________. The Associate Dean will not approve requests for changes if you miss this deadline. This is a student responsibility. This can be viewed on the Registration Calendar at the following website: http://www.sfsu.edu/~admisrec/reg/regsched132.html Late Add Policy: The period to add classes via permit numbers is _______. It is your responsibility to procure a late permit number from your instructor and add the class. Faculty cannot add you into a class. After ________ a Waiver of College Regulations form must be signed by your instructor, Chair and CHSS Associate Dean to add. This will be approved only if there was an administrative error. Disability Programs and Resource Center: Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at 415-338-2472 (voice/TTY) or by e-mail at
[email protected]. Department of Health Education Contact information and office hours are listed below for all majors, minors and graduate students. For undergraduate academic advising, information is also posted below. DEPARTMENT OFFICE Location: Office Hours: Email: Website: Phone: Fax:
HSS 326 Monday through Friday, 9:00 am – 12:00 pm and 1:00 pm – 5:00 pm
[email protected] http://healthed.sfsu.edu 415/338-1413 415/338-0570 40
UNDERGRADUATE MAJOR ACADEMIC ADVISING Location: Office Hours: Email:
HSS 326 By appointment
[email protected]
If You Need Additional Assistance
If you have questions or concerns with the class, be sure to let me know as early as possible. If you need to discuss grading or personal problems, please meet with me at my office, not in the classroom. Emergencies, unexpected events, and personal problems that disrupt students’ lives and affect their coursework and class attendance can and do happen to students during the semester. If this happens to you, please contact me as soon as possible so we can discuss possible strategies and solutions. San Francisco State may have resources that can help, and I'm happy to work with you to accommodate your needs. Early Alert
Some of the main reasons that students don’t succeed in school are missing class, lateness, not turning in assignments, writing ability, research skills or English as a second language skills. Any student who has at least 2 absences (due to missing class or being late/leaving early), is missing assignments or has received a grade of “D” or “F” on any assignments, by the sixth week of class must arrange to meet with me. The purpose of the meeting is to discuss strategies, including on and off campus resources, to succeed in the course.
41
Classmate Contact Information Please fill in the names of three classmates for study support and to contact if you miss class.
Name
Email
Phone
Community Agreements
42
Please Note: Other readings may be assigned in class or posted on iLearn.
Week 1 Tuesday
1 Thursday
Topic
Reading Assignments (to be completed by this session)
Discussion Topic: Introduction to HED 120 & Community Building
Read and understand the course syllabus (done in class)
Class Activity: SFSU Services & Metro Resources
Review the SFSU website: www.sfsu.edu
Assignments Due (to be completed by this session)
Assignment:
Autobiographical Letter
2 Tuesday
2 Thursday
Discussion Topic: Student Resources At SFSU
Read A History of SF State in the reader
Class Activity: Scavenger Hunt
10 steps to college success. (n.d.) Handout from City College of San Francisco Learning Assistance Center. San Francisco: self-published
Assignment: Campus Resource Presentation
Reflection #1 – Select two SFSU events that you feel could positively impact you at SF State and briefly explain how.
43
Week
Topic
Reading Assignments (to be completed by this session)
Assignments Due (to be completed by this session)
Discussion Topic: Students Success in the Sciences
Studying Science: The Six Keys to Success. (2006). Retrieved July 12, 2013 from http://explorehealthcareers.org/en/getting_started/ achievement_tips/Article/106/Studying_Science_T he_Six_Keys_to_Success
Reflection #2 – Identify your three strongest academic skills and your three weakest, and then describe one strategy to enhance each weaker skill this semester.
3 Tuesday
Note-taking Tools. Retrieved on July 21, 2013 from http://www.artofmanliness.com/2012/01/27/writethis-down-note-taking-strategies-for-academicsuccess/ Welsh, B. (n.d.) Strategies for Success For STEM Majors. Women in Science and Engineering (WiSE) University Seminar, version4.1. 3 Thursday
4 Tuesday
Guest Speaker: Financial Aid
Review the financial aid website: http://www.sfsu.edu/~finaid/
Assignment: Personal Statement
Creating Your Personal Statement. Retrieved on July 22, 2013 from http://www.ocs.fas.harvard.edu/students/careers/m edicine/applicationprocess/personal-statement.htm
Class Activity: E-Portfolios
Review the ePortfolio handbook in the resources section of the Reader (back of the reader- pg 176) View students’ ePortfolios on SFSU website: http://eportfolio.sfsu.edu/gallery.php
4 Thursday
Class Activity: Campus Resource Presentations
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 1: At the Root of Identity (p.1-15)
Autobiographical Letter Due
On a flash drive bring the following to this class: -2 images -2 documents or pdfs -personal statement Campus Resources Presentations
44
Week
Topic
5 Tuesday
5 Thursday 6 Tuesday
Discussion Topic: Introduction to Social Justice & Health Equity Theory
Class Activity: PhotoVoice
Discussion Topic: Introduction to the Public Health Approach
Reading Assignments (to be completed by this session) UN General Assembly, Universal Declaration of Human Rights, 10 December 1948, 217 A (III), available at: http://www.refworld.org/docid/3ae6b3712c.html [ accessed 23 July 2013] Beauchamp , D. (1976). Public health as social justice. Inquiry 13(1), 3-14. Framework for Understanding and Measuring Health Inequities. Retrieved on July 30, 2013 from http://www.barhii.org/programs/download/conc eptual_framework.pdf Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 2: A Mysterious Link Between Identity and Intellectual Performance (p.1643)
Assignments Due (to be completed by this session) Reflection #3 – What social justice issue in your ‘community’ do you believe is the result of a direct violation of an Article of the UDHR? Explain which one and why.
Email photos by 9am
Satcher, D. & Higginbottom, E.J. (2008). The public health approach to eliminating disparities in health. American Journal of Public Health, 98: 400-403.
Reflection #4 – What health disparity exists in your ‘community’ that you feel needs to be prevented? Suggest a method to address Jones, CP., Jones, CY., Perry, GS., Barclay, G., the issue, and identify which Jones, CA. (2009). Addressing the Social level of prevention (using Determinants of Children’s Health: A Cliff either the “upstream Analogy. Journal of Health Care for the Poor and approach” or “cliff analogy”) Underserved, 20: p1-12. that your solution utilizes. Be sure to identify the Cohen, L. & Chehimi, S. (2007) Beyond brochures: community, the health The imperative for primary prevention. In L. disparity, how it is the result Cohen, V. Chavez & S. Chehimi (Eds.), of a social injustice, your Prevention is Primary (pp. 3-24). San Francisco, solution, and the level of CA: Jossey-Bass. prevention. 45
Week
Topic
Reading Assignments (to be completed by this session)
Assignments Due (to be completed by this session)
Class Activity: The Public Health Approach Flow Chart
The 20th century’s ten great public health achievements in the United States. (1999). Original source: MMWR Weekly, April 01, 1999 48(12): 241243. Accessed online from the What Is Public Health website at www.whatispublichealth.org/impact/achivements.ht ml on 3/19/2009
Personal Statement & Scholarship Chart Due
Discussion Topic: Link between Health and Education
McKenzie, J.F., Pinger, R.R., & Kotecki, J.E. (2008). An Introduction to Community Health. 6th Ed. Sudbury,Mx. Jones & Bartlett.
Reflection #5 – Write your definition of health and education. Do you believe a formal American education is more valuable than an informal one? Briefly explain why.
6 Thursday
7 Tuesday
Donatelle, R.J. (2007). Health: The basics. San Francisco, CA: Benjamin Cummings. Haley, A (1987). The Autobiography of Malcolm X. New York City, NY: Random House Inc. Dead Prez. (2000) They Schools (Recorded by Dead Prez). On Let’s Get Free. New York: Loud Records Noguera, P. & Akom, A. (2000, June 5). Disparities demystified. The Nation, 29-31.
7 Thursday
Class Activity: Unnatural Causes
California Newsreel. (n.d.). Amazing facts about health. Retrieved December 10, 2007 from www.unnaturalcauses.org. Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 3: Stereotype Threat Comes to Light, and in More than One Group (p.44-62)
46
Week 8 Tuesday
Topic
Discussion Topic: How to Read a Research Article Assignment: Research Article Analysis & Editorial
Reading Assignments (to be completed by this session) Wojcicki, J, Heyman, M. (2006). Healthier choices and increased participation in a middle school lunch program: Effects of nutrition policy changes in San Francisco. American Journal of Public Health, 96 (9), 1542-1547.
Assignments Due (to be completed by this session) Reflection #6 – What was the purpose of the Wojcicki & Heyman research? What did they measure? How did they measure it? What were the results? What did they conclude? Who could use this research?
8 Thursday
Discussion Topic: Library Research
Review Library page on the SFSU website: http://www.library.sfsu.edu/
Guest Speaker: Librarian
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 4: A Broader View of Identity (p.63-84)
OFF
BREAK!!
9 Tuesday 9 Thursday
OFF
BREAK!!
47
Week 10 Tuesday
Topic
Discussion Topic: Research Analysis
Reading Assignments (to be completed by this session) Brunner, B. (2003, 2009). The Tuskegee syphilis experiment. Accessed online from Tuskegee University website at http://www.tuskegee.edu/Global/Story.asp?s=12 07586 on August 13, 2009. Williams, D.R. & Jackson, P.B. (2006). Appendix D (part 2): Social sources of racial disparities in health. In Hofricher, H. (Ed.), Tackling health inequities through public health practice: A handbook for action (pp. 234-244). Washington, DC: National Association of County & City Health Officials and Lansing, MI: Ingham County Health Department.
10 Thursday
11 Tuesday
Class Activity: Reading and Interpreting Graphs and Charts
Discussion Topic: Thesis, Summary & Synthesis Development
Assignments Due (to be completed by this session) Reflections #7 – In your own words, describe the Tuskegee Experiment, and then discuss how this race-based experimentation by the US government may have lasting negative health impacts on minority communities?
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 5: The Many Experiences of Stereotype Threat (p.85-98) Chapter 6: Identity Threat and the Efforting Life (p.99-113)
Jones, C. (2001). Race, Racism, and the Practice of Epidemiology. American Journal of Epidemiology (154) 4. (p.299-304)
Research Article Analysis & Editorial Due
Assignment: Kivel, P. (2000) Social Service or Social Change? Research Retrieved from Article Analysis http://www.socialworkgatherings.com/ & Thesis
48
Week 11 Thursday
12 Tuesday
Topic
Class Activity: Thesis Debate
Class Discussion: Education Equity & Stereotype Threat
Reading Assignments (to be completed by this session)
Assignments Due (to be completed by this session)
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 7: The Mind on Stereotype Threat (p.114-133) Chapter 8: The Strength of Stereotype Threat (p.134-151) Reed, D. (2008). California’s Workforce Future: Will There Be Enough College Graduates? Accessed from Public Policy Institute of California at http://www.ppic.org/content/pubs/rb/RB_4 09HJRB .pdf on August 2, 2009. Johnson, H. & Sengupta, R. (2009). Closing the Gap, Meeting California’s Need for College Graduates. Accessed from Public Policy Institute of California at http://www.ppic.org/content/pubs/rb/RB_1 208DRRB.pdf on August 2, 2009.
Reflection #8 – What is the difference between social service and social change? What is Stereotype Threat and how do you think it could ultimately impact education equity?
Karp, S. (2007). Equity Claims for NCLB Don’t Pass the Test. In W. Au, B. Bigelow & S. Karp (Eds.), Rethinking our classrooms, volume 1: Teaching for equity and justice (pp. 200-202). Milwaukee, WI: Rethinking Schools Ltd. 12 Thursday
Class Activity: Race: The Power of an Illusion
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 9: Reducing Identity and Stereotype Threat (p.152-164)
49
Week 13 Tuesday
13 Thursday
Topic
Reading Assignments (to be completed by this session)
Guest Speaker: GE Presentation
Pantic, Z. (2007). STEM Sell. New England Board of Higher Education, (Summer) p. 25-26.
Guest Speaker: Invited
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 9: Reducing Identity and Stereotype Threat (p.164-199)
Assignments Due (to be completed by this session)
Ovink, S.M. & Veazey, B.D. (2011). More Than ‘‘Getting Us Through:’’ A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates. Res High Educ, (52) p.370–394 Research Article Analysis & Thesis Due
Assignment: Final Research & Synthesis Assignment 14 Tuesday
Discussion Topic: Careers in Science
Review http://www.sciencebuddies.org/science-fairprojects/science_careers.shtml
Assignment: Career Positions with Degree
Cover, B., Jones, J.I., & Watson, A. (2011). (STEM) occupations: a visual essay. Monthly Labor Review, p3-15.
Reflection #9– Do you think it is economically imperative to increase the number of minorities in the US in STEM fields? Explain. Does social and cultural capital have an impact on your ability to persist and earn a degree in science? Explain.
50
Week 14 Thursday
Topic
Class Activity: Science Careers & Social Justice Assignment: Science & Social Justice Paper and Presentation
15 Tuesday
Discussion Topic: Impacts of URMs in the Sciences
Reading Assignments (to be completed by this session) Ricks, I. (2004). The 50th Anniversary of Brown v. Board of Education: Continued Impacts on Minority Life Science Education. The Am Soc of Cell Biol, (3) p146-149. Change the Equation. 2012. “Help Wanted: Demand for Science, Technology, Engineering, and Math Weathers the Storm.” Vital Signs: Reports on the Conditions of STEM Learning in the US.http://changetheequation.org/sites/default/fi les/CTEq_VitalSigns_Supply%20%282%29.pdf.
National Science Foundation, National Center for Science and Engineering Statistics. 2013. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013. Special Report NSF 13-304. Arlington, VA. Available at http://www.nsf.gov/statistics/wmpd/. Kaushal, N. & Fix, M.(2006). The Contributions of High-Skilled Immigrants. Migration Policy Institute. Washington DC.
15 Thursday
Class Activity: Impacts of Underrepresented in the Sciences
Assignments Due (to be completed by this session)
Reflection #10 – In what ways do you believe underrepresented science students are still being impacted by Brown vs. Board? How do you think the shift in opinion about the need for URM in STEM could impact you in your desired career in science?
Steele, C.M. (2010). Whistling Vivaldi. W.W. Norton & Company, Inc. New York, NY. Chapter 10: The Distance Between Us (p.199-219)
51
Week 16 Tuesday
Topic
Reading Assignments (to be completed by this session)
Discussion Topic: Science for the Public Good
Women Scientists Who Changed the World. Retrieved on July 27, 2013 from http://www.sciencephoto.com/static/features/1108Women-scientists.pdf
Assignments Due (to be completed by this session) Education Plan & Evidence of Counseling Meetings Due
Black Scientists & Inventors. Retrieved from http://www.factmonster.com/spot/bhmscientists1.h tml Hispanic Heritage Month – Notable Hispanic Americans. Retrieved on July 27, 2013 from www.factmonster.com/spot/hhmbioaz.html Biographies: Asian American Scientists Retrieved on July 27, 2013 from http://www.infoplease.com/spot/asianbios7.html 16 Thursday 17
Class Activity: Reflections Final Exam Time Time
Final Research & Synthesis Paper Due Mandatory Science & Social Justice Presentations Celebration, Reflection and Planning for Next Semester
Science & Social Justice Paper Due (Will not be accepted late)
52
HED120 Grading Scale (by % total):
A = 95-100
C = 71-74
A - = 90-94
C - = 67-70
B + = 86-89
D + = 63-66
B = 82-85
D = 59-62
B - = 79-81
D - = 55-58
C+ = 75-78
F = 54 or below 53
Semester Year Health 120 Grading Structure Track your progress by filling in your grade in the boxes below. This way you will always know where you stand in the class and set goals for upcoming assignments. Assignment
Due Date
Points
Your Points
Attendance and Participation*
ongoing
150
Quizzes and Debate Points*
ongoing
100
Reflection #1
10
Reflection #2
10
Autobiographical Letter
50
Reflection #3
10
Campus Resources Presentation
50
Reflection #4
10
Personal Statement (20)
30
& Scholarship Chart (10) Reflection #5
10
Reflection #6
10
Reflection #7
10
Research Article Analysis & Editorial Paper
100
Reflection #8
10
Research Article Analysis & Thesis Paper
120
Reflection #9
10
Reflection #10
10
Education Plan & Meetings with Counseling
50
Intern (2 times per semester at 25 pts each) Final Research & Synthesis Paper
150
Science & Social Justice Paper/Presentation
100
(Paper will not accepted late) **Extra Credit
TOTAL
1000
**Extra credit opportunities (if offered) will be announced during the class sessions. You will only be eligible for an extra credit opportunity if you are in full attendance on the day it is announced – students who are tardy may not be eligible.
54
Appendix ii: Teaching Module I.
II.
III.
IV.
V.
Week 1 – Community Building a) Discussion i) Use calendars as name tags to be displayed on students’ desks (5m) ii) Read course syllabus (55m) iii) Demonstrate how to use iLearn & SFSU website (15m) b) Activity i) How’d You Get Your Name – Each person tells a minute or less story about how they were named (45m) ii) Develop community agreements (20m) iii) Assign Autobiographical Letter (10m) Week 2 – Student Success at SFSU a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Class Activity: Draw a timeline on the board from 1900 to 2013. List Social Movements above the timeline and list policy changes below the timeline. Lead a discussion about how social movements and policy change influence each other. To close, have students add one historical event for SFSU on the timeline, and follow with a discussion comparing the university’s evolution compared to the other timelines. (60m) b) Activity i) Spectrum – Designate one end of the room as “Agree” and the other end “Disagree.” Read the statement “All SFSU students have an equal chance to be successful” and then ask students to stand along the spectrum to represent whether they agree or not. (20m) ii) Four Corners – Designate each corner of the room as “obligation, passion, curiosity, opportunity” and ask students to stand in the corner that best represents why they are at SFSU. (20m) iii) Assign Scavenger Hunt and excuse students early (10m) Week 3 – Student Success in Science a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture – Note-taking, test-taking, textbook reading and studying strategies (60m) b) Activity i) Introduce GE advisor and schedule first appointments. Write available meeting times on the board, go through the attendance sheet alphabetically (A-Z) (20m) ii) Presentation by Financial Aid (45m) iii) Assign Personal Statement (10m) iv) Collect Autobiographical Letter Week 4 – Student Resources a) Discussion i) Students meet for ePortfolio session b) Activity i) Students present campus resources Week 5 – Social Justice & Health Equity Theory a) Discussion i) Reading Reflections – pair share and then group share (15m) 55
VI.
VII.
VIII.
IX. X.
ii) Lecture – Social Justice theory (30m) iii) PhotoVoice – In groups of 6, students are assigned the task of taking 2 photos of the SFSU campus: one image that promotes social justice and one image that perpetuates social injustice (10m) b) Activity i) Students email images by 9am. The images are organized on PowerPoint slides and presented for discussion in class (75m) Week 6 – The Public Health Approach a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture – Public Health (50m) iii) Group discussion b) Activity i) Public health flow charts – In groups of 4, students read a story about the Pima Indians, and then fill in a blank public health flow chart to identify the upstream and downstream factors that contribute to Pima health issues. ii) Collect Personal Statement Week 7 – Link between Health & Education a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Slides and discussion about the Link (30m) iii) Education Equity Tree – Draw a tree of the board. The roots represent the root of the problem, the truck represents the social structures that support the problem, & the leaves represent the manifestations of the problem. Lead a discussion. (30m) iv) Extra Credit – A Solution Tree b) Activity i) Film: Unnatural Causes Week 8 – How to Read a Research Article a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture - Break down abstract and research article (20m) iii) Using the week’s assigned reading, groups are assigned a section of an abstract and must write 1-2 sentences for an abstract. Then, groups merge to present one completed abstract (30m) iv) Assign: Research Article Analysis (10m) v) Mid-semester evaluations b) Activity i) Library research presentation ii) Collect Research Article Analysis Week 9 – Off (Movable) Week 10 – Interpreting Graphs & Tables a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture – How to interpret data graphs and tables (50m) iii) Discussion (10m) b) Activity 56
XI.
XII.
XIII.
XIV.
i) In groups of 4, students take data from the assigned reading and design their own way to represent the data by using graphs or tables. Week 11 – Thesis, Summary & Synthesis Development a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture – Thesis, summary & synthesis (40m) iii) In groups of 4, students write a thesis statement & share (20m) b) Activity i) In groups of 4, students will use the thesis statements developed in the previous class to debate the statement. The statement is read, and then a coin is flipped. The winner chooses to be a proponent or opponent of the statement. Starting with the Proponents, each team debates for 90 seconds, and then has a 60 second rebuttal. The instructor determines the winner, who earns extra credit points. ii) Assign: Research Article Analysis & Thesis Week 12 – Education Equity & Stereotype Threat a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture – Stereotype Threat (30m) iii) What does a scientist look like? Ask students what a stereotypical scientist physically looks like. List on the board. Then, ask students what are the characteristics of a successful scientist. List to the left of the other list. Finally ask students what they look like and what their qualities are, and then list in the far left column. Then compare the middle list (characteristics of a successful scientist) to the flanking lists and discuss which list is most similar. b) Activity i) Film: Race, Power of an Illusion Week 13 – Science & Social Justice a) Discussion i) GE Presentation b) Activity i) Guest Speaker ii) Collect Research Article Analysis & Thesis iii) Assign: Final Research & Synthesis Week 14 – Careers in Science a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Lecture - Statistics on income and professional ranking of URM and women in science (30m) iii) Get students into groups by majors (10m) iv) Assign students to research potential career positions in their major, determine professional positions by rank with corresponding income and education level (10m) v) Assign: Science & Social Justice (10m) b) Activity i) Groups reveal assignment results (30m) ii) Groups brainstorm about social justice issues they could address in their fields of interest & share (45m) 57
XV.
XVI.
XVII.
Week 15 – Impacts of URM in the Sciences a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Discussion about the impacts of URM and women in STEM (60m) b) Activity i) Groups work on Science & Social Justice assignment Week 16 – Science for the Social Good a) Discussion i) Reading Reflections – pair share and then group share (15m) ii) Discuss social justice issues in their communities that can be addressed by their career choice (60m) b) Activity i) Four Corners (30m) ii) Spectrum (30m) iii) Evaluations (15m) iv) Collect Final Research & Synthesis Week 17 – Finals a) Brunch (30m) b) Science & Social Justice Presentations (90m) c) Closing Reflections (30m)
58
HED 120 Course Overview Week/Topic 1 Community Building
T – Discussion
Asgn
Due
1. Introductions/Name Tags (5m) 2. Syllabus (55m) 3. SFSU website/ilearn (15m)
2 Student Success at SFSU
1. Reflections (15m) 2. SFSU History Timeline with Social Movements and Policy Change (60m)
R1
3 Student Success in Science
1. Reflections (15m) 2. Studying, note-taking, test-taking & textbook reading strategies (60m)
R2
4 Resources 5 Social Justice& Health Equity Theory 6 Public Health Approach
1. Efolio
7 Link between Health & Education 8 Research Article
Th – Activity
Asgn
1. How’d you get your name (45m) 2. Community agreements (20m) 3. Assign: Autobiographical letter (10m) 1. Spectrum Activity (20m) 2. Four Corners (20m) 3. Scavenger Hunt (10m)
AL
1. GE Intros & interactive sign up (20m) 2. Financial Aid presentation (45m) 3. Assign: Personal Statement (10m)
PS
Due
CR
AL
1. CR presentations
CR
1. Reflections (15m) 2. What is social justice theory? (30m) 3. PhotoVoice (Promotes or perpetuates social justice on campus)(10m)
R3
1. PhotoVoice
Phot os 9am
1. Reflections (15m) 2. What is health? Public health? (50m) 3. Introduce Jones cliff analogy and upstream
R4
1. Lesson 4: Public Health Flow Chart
PS
1. Reflections (15m) 2. Slides (30m) 3. Education Equity Tree (30m)
R5
1. Film: Unnatural Causes
R6
1. Library Research with Kali 2. Mid-semester Evaluations
1. Reflections (15m) 2. Abstract and research article (20m) 3. Groups write assigned component of an abstract and present (30m) 4. Assign: RA1 (10m)
RA1
59
Week/Topic 9 OFF 10 Research Analysis 11 Thesis Developme nt 12 Education Equity & Stereotype Threat 13 Science & Social Justice 14 Careers in Science
15 Impacts of URM in Science 16 Science for the Public Good 17 Final
T – Discussion
Asgn
Due
OFF 1. Reflections (15m) 2. How to interpret data: Graphs & Tables (50m) 1. Reflections (15m) 2. What are a thesis statement, synthesis and summary? (40m) 3. Students write a thesis and share (20m) 1. Reflections (15m) 2. What is stereotype threat? (30m) 3. What does a scientist look like? (30m)
Asgn
Due
1. Guest Speaker
FP
RA2
1. Groups reveal assignment results (30m) 2. Groups brainstorm about social justice issues they could address in their fields of interest & present to class (45m)
S&SJ
OFF
RA2
R7
1. 8 groups graph data
RA1
1. Thesis Debate
R8
1. Film: Race, Power of an Illusion
1. GE Presentation
1. Reflections (15m) 2. Stats on income and ranks of URM and women in science (30m) 3. Get students into groups by majors (10m) 4. Assign: career positions in major ranked from low to high, with corresponding income and education level (10m) 5. Assign: S& SJ (10m) 1. Reflections (15m) 2. Discuss impacts of URM in science (60m)
Th – Activity
Caree r positi ons
R9
R10
1. Reflections (15m) 2. Discuss social justice issues in their communities that can be addressed by their career choice (60m)
EP
1. Final: Science and social justice presentations
S&SJ
1. Get into major groups and work on S&SJ presentation 1. Four Corners (30m) 2. Spectrum (30m) 3. Evaluations (15m)
FP
60
Appendix iii: Course Assignments Assignment: Personal Statement Through a personal statement, you introduce yourself to a scholarship committee; it reflects your personality, interests, goals, and commitments. When writing a personal statement, it is important that you read each question carefully and make every effort to understand and respond to the question with well-considered responses. Your statement should be fresh, lively, and different. Put yourself ahead of the pack. Think in terms of showing or demonstrating through concrete experiences. One of the worst things you can do is to bore the admissions committee. You want to leave the committee with a clear sense of who you are, what your goals are, and why it is so important to support your academic success. Part 1: Write a personal statement in which you tell the scholarship committee about yourself. Address the following questions in your personal statement.
What about your personal background or history led you to college? What significant factors or events in your life that have impacted your desire or ability to attend college? How have you contributed to your community and/or SF State? What academic achievements are you proud of? What are you educational and career goals? Who has inspired you? What are some challenges you face including, but not limited to, financial needs?
Part 2: Search the Financial Aid page on the www.sfsu.edu website for a Scholarship Chart (or pick one up at the Student Services Building) and record at least 5 scholarships for which you are qualified to apply. Attach it to your paper. General Advice:
Opening sentence is very important. Be sure to capture the audience. For example, start with a quote or an angle (a “hook”). Tell a story throughout and distinguish yourself through your story, make yourself memorable. Number of Points Possible
Clearly states personal background/history Discusses academic achievements Talks about long term plans, major and/or career goals Discusses experiences leading to college Expresses challenges and need Points for Paper
4 4 4 4 4 20
Scholarship Chart (5 financial aid sources) Total Points
10 30
Number of Points Received
61
Assignment: Research Article Analysis & Editorial Assignment Research plays a critical role in public/community health, scientific theory, and creating change in society. Research is used to identify and understand scientific innovation and exploration. In public health, research informs us about community needs and strengths, how to plan and implement programs, and evaluate outcomes related to those programs. Many communities are often the subject of research, but do not know how to access or interpret this research. As people wanting to make positive changes in our communities, it is critical that we are skilled in accessing and interpreting published research. The purpose of this assignment is to provide you with the opportunity to practice these skills in accessing and interpreting research, and begin to familiarize yourself with the data, language and structure of research articles. In addition, to developing your own ideas, while praising or critiquing research. Article Analysis and Summary Select one of the twenty articles posted on iLearn about science and social justice. These articles describe a research study of some kind as opposed to a book review or editorial piece. Analyze the journal article and write a paper responding to the following:. Part 1: Summary of the Study or Research (3rd person) 2-3page
Purpose of the study or research--what is context, objectives, and/or background for this research? Sample population – which community(ies) were involved in the study Methods used – how did they collect the data? Data analyzed – what information did they collect? How did they analyze the information? Results of the study—what did they find? Limitations of the study—what are the drawbacks? What is missing? Describe the author’ intended audience—who would benefit from this research?
Part 2: Editorial (May use 1st person here) 2-3 pages
What was the main idea (the bottom line) of the article? What did you think of this article? Do you agree or disagree with the methods? Explain. Do think the findings/results were valid? Explain. What would you do differently? Why? How does this work relate to the topics discussed in class (HED120 or other courses)? If it does not relate, then how is different from the readings and discussion in your other Metro courses? What questions did this article raise for you? Any further comments you have.
Paper Requirements Paper must be 4-6 pages, typed
Title this paper with the APA-format citation – refer to the back of the reader (e.g., Author & Author. (Publication year). Title of Article. Name of Journal, volume: pages.)
62
Assignment: Research Article Analysis & Thesis Assignment Now that you have written a research article analysis, you are ready to develop a thesis statement! Based on the questions that were raised for you in the first research assignment, you are going to develop a thesis statement about the cause(s) of your research topic – An argument that you want to defend. A good thesis statement gives a precise opinion about a topic by answering the question you want to raise. Find an article that supports your thesis statement and write a summary. You will then compare and contrast this journal article with your original article. Part 1: State Your Thesis In no more than 1-2 sentences, write your thesis statement. Part 2: Summary of the Study or Research that defends your thesis (3rd person) 2-3 pages
Article title and author. Purpose of the study or research--what is context, objectives, and/or background for this research? Sample population – which community(ies) were involved in the study Methods used – how did they collect the data? Data analyzed – what information did they collect? How did they analyze the information? Results of the study—what did they find? Limitations of the study—what are the drawbacks? What is missing? Describe the author’ intended audience—who would benefit from this research?
Part 3: Brief Summary of the original article you analyzed (3 rd person) 1-2 paragraphs
Key points of the article – what are the main findings of the article? Methods – what methods were used to measure or collect data? Conclusion – what conclusion does the author(s) make based on the findings? Implications – what further research should be conducted? what are the next steps in this research?
Part 4: Compare and Contrast (3rd person) 1-2 pages
What is similar about the two articles? Are any contradictions raised when comparing the two articles? What findings in the original article support or contradict your thesis? What additional information/perspective does the new article provide?
Part 5: Conclusion and Reflection (May use 1st person here) 1-2 pages
How has your comfort and familiarity with the thesis and research development process changed as a result of this assignment? Was there anything surprising that you learned about research or about yourself in this process? Any further comments you have.
Paper Requirements: Paper must be 4-7 pages, typed in Times New Roman, 1.5 spacing, 1-inch margins Choose a creative title for the paper that describes the common theme(s) found in the readings Create a Reference page to list the two articles in APA-format – refer to the back of the reader Use in-text APA-citations
63
Assignment: Final Research & Synthesis Assignment The Final Research & Synthesis Paper is a culmination of your journey through education justice, health equity and academic success over the semester. Now that you have produced a thesis statement and conducted some article research, you are ready to perform your own qualitative research and then write an analytical paper. In an analytical research paper, the writer explores a topic, initially taking a neutral stance. The body of the essay will present multifaceted information and, ultimately, the writer will state their conclusion about the topic, based on the information that has unfolded throughout the course of the essay. This type of paper hopes to offer a wellsupported critical analysis without necessarily persuading the reader to any particular way of thinking. It usually closes with the writer’s thesis statement, as opposed to an argumentative research paper which typically begins with one. For this assignment, you will conduct your own research by interviewing someone who is either (A) currently working in your career of interest or (B) an upper-division undergraduate student pursuing a Bachelor’s Degree in your major. You will interview them about their own career or academic experience. You will gather the data through your interview. You can audiotape or take very detailed notes during the interview, just be able to capture important information. You will then write an analytical research paper exploring how your desire to pursue your own dream career has been impacted over the course of the semester. You will integrate or synthesize what you have learned from the interview along with Claude Steele’s Whistling Vivaldi and at least one of the articles in your reader into an essay to support your conclusion. This must be written in full-essay form (no headings) using APA-style formatting. Here are some guiding tools to help you in developing this assignment: Conducting the Interview
Develop guiding questions to capture their story. Here are some questions to start with, but be sure to develop more of your own: o Tell me about your college experience. o Did/do you enjoy or dislike your experience within your major? Why or why not? o Are you (will you be) able to do what you wanted to do with your degree? Why or why not? o What advice do you have for someone entering this major/field? Limit your interview to 15-20 minutes – this is a busy time of the year for many of us. Offer multiple options to conduct the interview – in-person, phone, email (send the questions), video chat, etc. Be prepared to take rapid notes – use your note-taking strategies learned in class.
Writing the Essay
After analyzing the interview, develop a thesis statement – state your opinion or conclusion based on the facts. Find supporting evidence in Whistling Vivaldi and article(s) in the reader. Make an outline: one introductory paragraph, supporting paragraphs with citations from the interview and readings, and a conclusion – then write your essay. Finalize your essay: proofread it out loud, check for grammar mistakes, and ask someone else to read it.
Paper Requirements:
Paper must be 4-6 pages, typed Choose a creative title for the paper that describes your discovery Create a Reference page to list all of the readings and interview in APA-format – refer to the back of the reader Use in-text APA-style citations (source, year) Include a transcript (handwritten or typed) and full name of the interviewee – attach to the back of the essay
64
Part I: Science & Social Justice Biography--50 points Living consciously is critically thinking about ourselves and the societies/structures we live in; it’s a level of awareness that enlightens us. It is equally important to consider how we can utilize our professional skills to support the improvement of greater social issues. With that in mind… Who, in your major/field of interest, has made a positive impact toward social justice? With the assigned members of your group (by major), you will research and write one (brief) biography about an individual or an organization in your major/field of interest that’s positively impacting a social justice issue, either currently or in the past. You will also identify which level(s) of the socio-ecological model their work has impacted, and describe how their work has inspired your group as a collective. This will be your group’s acknowledgment of the contribution this person or organization has made toward social justice. **Please note: Each member of the group will share the final grade for this paper. A hard copy will be due at the beginning of class on the day of the final. No late papers will be accepted.** Instructions: In no more than 2 pages, discuss the following. 1. 2. 3. 4. 5. 6. 7. 8.
Clearly state and describe the major/field of interest. Clearly state the name of the individual or organization, and give their mission statement or professional objective. Clearly state the social justice issue. In what way have they challenged the issue to create change? Why is it important to challenge this issue, and create change? Why is it important to acknowledge this person/organization? Which level(s) of the socio-ecological model have been impacted and how? What have you learned? How has your group been inspired?
Requirements:
The paper must be typed, 1.5-spaced using 12-point Times New Roman font. Put all of the members of your groups’ full name, the date and the course/section number in the upper right-hand corner of the paper. The grading for both the presentation and the paper is detailed in the rubric below. (Attach the rubric to your group final paper.) These papers are reflective writing, so feel free to use “I” in this paper.
Part II: Science & Social Justice Presentation—50 points On the day of the final, each group will have 10-12 minutes to present to the whole class on their person/organization of interest impacting science & social justice. Be prepared to give the class an option to ask your group questions at the end of the presentation. You are encouraged to be creative during your presentation! You may use visuals, props, poster boards, etc; however, no electronic devices may be used. Have some fun!!
65
Assignment: Personal Career Goal Writing Assignment – A Final Course Reflection “The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true education." "Human progress is neither automatic nor inevitable... Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.” - Dr. Martin Luther King, Jr. How do you think you can use your career of interest to improve the world we live in? As we learn about the major determinants that impact our health in class, we also learn about the larger social forces that influence our choices and behaviors. As these forces are examined, we begin to critically reflect upon the opportunities and barriers that have influenced our personal career goals. Although these factors appear to affect us as individuals, the same factors may impact the greater community as well. The purpose of this assignment is to allow you to not only reflect on your decision to major in your science field of interest, but to further explore the career path of your choice, what it will take for you to get there, and what how you can use it to improve social disparities within a community that you care about. Instructions: In no more than 2 pages, discuss the following. 1. 2. 3. 4. 5. 6. 7.
Identify your personal career goal. Indicate what degree or level of education you must acquire for this profession. Specify how long it will take to acquire the degree and which additional institutions, if any, offer the degree. Discuss what factors have influenced your career choice up to this point (i.e., events, people, profound moments, courses, etc.) Share why you believe your personal career goal is important. Discuss how you can use your profession for the public good, highlighting how you can positively impact a community that matters to you. Include any additional thoughts you want to share!
Requirements:
The paper must be typed, 1.5-spaced using 12-point Times New Roman font.
Put all of the members of your groups’ full name, the date and the course/section number in the upper right-hand corner of the paper.
66
Assignment: Campus Resources Scavenger Hunt & Presentation
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________ Facilitator: _____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________ Research resource: Cesar Chavez Student Center: Mezzanine level (1 floor up) and Terrace level (2 floors up) Write down the different services offered on these floors? Please describe each service. Name AS Legal Services (Mezzanine level)
Location
Hours of Operation
Services they provide
M-113A
Campus Copy Center (Mezzanine level) EROS (Mezzanine level) Find you own:
Find you own:
What other information do you want to share about the Cesar Chaves Student Center with your community of learners? 67
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________
Facilitator:_____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Time Keeper: ___________________________________ Researcher: ____________________________________
Research resource: Computer Labs on Campus Location
Room Number
Cesar Chavez Student Center Behavioral and Social Sciences Health and Human Services Business
T-143
Hours
Phone Number
HSS 383 HSS 219 BUS 209
What are lab use policies?
What other information do you want to share about the computer labs with your community of learners?
68
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________
Facilitator:_____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________
Research resource: Counseling and Psychological Services (SSB 208) Hours of Operation:_________________________________________ Phone Number:_____________________________________________ What services do they provide?
Do you they have events coming up? If so, what is the theme, date, time, and location of the event?
What other information do you want to share about Counseling and Psychological Services with your community of learners?
69
SFSU Campus Resources Scavenger Hunt Health Education 120
Group Name: ________________________________________________ Facilitator: _____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________
Research resource: One Stop Student Services Center (SSB, 1st Floor) Write down the different services offered at One Stop Student Services Center and hours of operation for each service? 1) 2) 3) 4) 5) 6) 7) 8)
What other information do you want to share about One Stop with your community of learners? 70
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________
Facilitator:_____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Time Keeper: ___________________________________ Researcher: ____________________________________
Research resource: Student Health Center (SHC building) Phone Number: _____________________________________ Hours of operation:___________________________________
Write down 2 different services offered at SHC. 1)
2)
What other information do you want to share about SHC with your community of learners?
71
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________
Facilitator:_____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________
Research resource: Campus Recreation Department (SSB 105) Phone Number: ______________________________________ Hours of Operation: ___________________________________
What is the Campus Recreation Department?
What services do they provide?
How can a student become a member?
What other information do you want to share about the Campus Recreation Department with your community of learners?
72
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________
Facilitator:_____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________
Research resource: Academic Support Services Resource
Location
English Tutoring Center Learning Assistance Center Campus Academic Resource Program (CARP)
HUM 290
Hours
What resource do they provide?
Who can use the resource(s)?
HSS 349
HSS 346
What other information do you want to share about academic support services with your community of learners?
73
SFSU Campus Resources Scavenger Hunt Health Education 120 Group Name: ________________________________________________ Facilitator: _____________________________________ Spokesperson: _________________________________ Note Taker: ____________________________________ Timekeeper: ___________________________________ Researcher: ____________________________________
Research resource: Student Information Desk (Cesar Chavez Student Center) Phone Number:___________________________________________________ Hours of Operation:________________________________________________ Write down the different services offered at the student information desk in the Cesar Chavez Student Center? Please describe each service. 1)
2)
3)
4)
5) What other information do you want to share about the Student Information Desk with your community of learners? 74
Appendix iv: Mid-Semester Evaluation Reader, Activities, & Weekly Reactions For each question, mark your response with an X.
Question
Strongly Agree
Agree
Not Sure/ Neutral
Disagree Strongly Disagree
1. I am able to understand and follow the article content from Course READER. 2. The Weekly Reflection assignments are effective in enabling me to apply what I’m learning. 3. I am enjoying the instructor’s curriculum design. 4. The small group activities provide an opportunity to discuss class content with peers. 5. The selected documentary films have enhanced my learning. 6. I am able to follow the syllabus and required reading and written assignments. 7. I am able to understand and follow along with the topic discussions during class. 8. I feel comfortable with my level of participation in the class discussions. 9. I have a clear understanding of social justice and health equity.
Additional Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
75
Appendix v: Culture Circle Agenda
Time 12:00 – 12:30 12:30 – 12:35
12:35 – 1:00 1:00 – 1: 15
1:15 – 1:30
1:30 – 1:50
1:50 – 2:00
Activity Lunch Introductions Everyone states their name, title, and department - and a positive thing that happened this week for them Overview of the Agenda and materials Define Social Capital/ Social Inclusion As a group, share each person’s definition Think, Pair, Share Individually, identify three personal characteristics of a successful science student? (1 minute) Pair with a partner. Compare and contrast lists, then try to synthesize them (3 minutes) Share with the group: what came up as key characteristics? (11 minutes) Habits of Mind With a different partner, review the “habits of mind” list and decide which correlate the most to these characteristics. Think about which ones our STEM students already possess (3 minutes) Share with the group (12 minutes) Think, Pair, Share With a different partner, discuss what kinds of teaching strategies can be utilized to enhance one of the key habits of mind. (5 minutes) Share with the group. (15 minutes) Closing Popcorn-style final thoughts Recommendations for assignments that can increase social capital Thanks and Farewells
76
Appendix vi: Socio-ecological Model of Social Capital
77
Appendix vii: Key Questions CE Key Questions Objective: Increasing Social Capital/Inclusion for Metro STEM First-Year Freshmen at SF State 1. What are the personal characteristics of a successful science student? 2. Which “habits of mind” are the most prevalent among successful science students? 3. What are the academic behaviors associated with being a successful science student? 4. What kind(s) of cultural wealth do minorities in the sciences possess that can increase their success in science education? 5. What key components of the HED 120 curriculum for science majors would differentiate it from HED 120 for other majors (i.e., ethnic studies or business majors)? Bonus Question: What meaningful academic or personal experiences contribute to preparing a lower-division science student for upper-division research opportunities?
Model for HED 120 Curriculum Infusion for Metro Academy Science Majors
Teaching Strategy
Readings Video Documentaries Discussions Activities
Evidence of Learning
Student Learning Outcome
Research papers Essays Quizzes
Social Capital
Reflections
78
Appendix viii: Habits of Mind
79
