A Project to Revitalize and Improve the
Quality of Undergraduate Science Teaching
and Enhance Student Learning
At most colleges and universities, the
didactic teaching approach remains a
fixture in introductory science classes
despite numerous studies showing students
retain little of the information taught. In
addition, the approach neither fosters an
interest in science nor promotes the critical
thinking skills science demands.
In 1997, a science, mathematics,
engineering, and technology (SMET)
committee organized by then Vice
Chancellor Alfredo G. de los Santos Jr.
concluded that the diverse learning styles of
today's SMET students result in their having
difficulty transferring knowledge from one
course or solution to another. The
committee proposed writing a National
Science Foundation (NSF) grant proposal
that focused on reforming science teaching
and learning by making introductory
science courses more interdisciplinary
through the use of active learning strategies
in the science classroom. In March 2000,
the proposal entitled Systemic Reform in
Science (SyRIS)--Phase I was funded.
Systemic Reform In Science
SyRIS is a two-year, district-wide project
designed to begin the process of improving
student outcomes in science through
changes in curriculum and pedagogy that
align with national systemic reform
initiatives. With NSF grant funds and in kind
support from participating colleges and the
District Office, a substantial number of
science and math faculty are involved in
putting together interdisciplinary activities
and mastering new active learning
strategies that link science courses through
real-life applications.
The Project Goal
The major goal of the project is the design,
development, and field-testing of 20
interdisciplinary science modules founded
on current curriculum content in 100-level
science courses. In addition, SyRIS and other
science and math faculty participate in
workshops and seminars that provide them
with the tools to advance their teaching and
ultimately assure student success.
SYRIS PRINCIPLE INVESTIGATORS
From L-R: John Mildrew (SMCC), Pushpa Ramakrishna (CGCC),
Jeffrey Pommerville (MCLI), Maria Harper-Marinick (MCLI), and
Joseph Pearson (MCC); Absent: Steve Williams (GCC)
Interdisciplinary Activities and
Active Learning in Science
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Faculty Involvement
Each college has identified a science or
math faculty member to serve as peer
mentor and 2-4 interdisciplinary SMET
faculty to serve as a collaborative
learning team. The peer mentor and
team at each college are responsible for
designing, developing, and field-testing
their interdisciplinary science module at
their college.
Coordination of the project and
implementation of the modules is the
responsibility of the management team
whose members include the principal
investigator/program director Jeffrey
Pommerville (GCC) and co-PIs: John
Mildrew (SMCC), Joseph Pearson (MCC),
Pushpa Ramakrishna (CGCC), and
Stephen Williams (GCC). The internal and
external evaluators are, respectively, Maria
Harper-Marinick, Instructional Designer
(MCLI), and Howard Sullivan, Professor of
Education (ASU).
Program Plan
In Fall 2000, eight collaborative learning
teams each designed and developed an
interdisciplinary science module. These
modules are being field-tested now at the
teams' colleges. Along with these activities,
active learning workshops for science faculty
were conducted.
In the second year, first-year modules will
be implemented in classrooms across the
colleges. In addition, the first year
collaborative teams will prepare a second
cadre of teams who will develop additional
modules for field-testing. Again, science
education workshops related to active
learning strategies for successful teaching
and learning will be scheduled.
We believe our efforts to reform
instruction will translate into a better,
more applied curriculum that will foster a
keener interest in science and promote
the thinking skills that science and the
business community require.
 Jeffery Pommerville, Ph.D., MCLI
Web Site (under development)
www.mcli.dist.maricopa.edu/syris/
2000-01 SyRIS
Interdisciplinary Modules
Graphic designed by Liz Guy, CGCC student
from electron microscope images
acquired by Pushpa Ramakrishna (view full size image)
- Catch the Waves, CGCC -- Pushpa Ramakrishna (Biology), Peer Mentor; Scott Adamson (Mathematics)and Tom Foster (Instructional Technology). A module developed with concepts related to sound, water, and light waves. Students use the blackboard technology asynchronously to explore the interdisciplinary nature of waves.
- Cells As Digital Images, EMCC -- Natalie Rivera (Mathematics), Peer Mentor; Rey Rivera (Mathematics)and Sandy Zetlan (Biology). A module created for the collaboration between biology and mathematics students as they investigate a biological research question. Student research teams use biological, mathematical, and research methods to identify types of blood diseases and make predictions and verify hypotheses using qualitative and quantitative approaches.
- Energy and Thermodynamics, GCC -- Karen Conzelman (Biology), Peer Mentor; Cheryl Dellai (Physics), Lisa Diebolt (Chemistry), and Bronwen Steele (Biology). A hands-on module designed to enable physics, chemistry, and biology students to construct the fundamental concepts of thermodynamics from concrete experiences.
- Don't Drink the Water, GWCC -- Reece Weide (Biology), Peer Mentor; Ernest Chavez (Mathematics), Jim Crimando (Biology), and Lisa Young (Water Technology). Students explore water quality issues using problem-based learning. Elements of chemistry, biology, hydrology, math and communication skills are embedded within the course constructs, providing a real-world connection between concept and application.
- The Problem with Pesticides, MCC -- James Giles (Chemistry), Peer Mentor; A. J. Lombard (Geology), Cindy Odgers (Technology), and Terry Ponder (Biology). A module designed to conduct activities dealing with pollution, chemicals in the environment, and pesticide use.
- Global Warming, PVCC -- David Harbster (Biology), Peer Mentor; Casey Durandet (Physics), Vanessa Montgomery (Biology), Stephen Nicoloff (Mathematics), and Shelle Witten (Library and Media Services). A module that incorporates personal energy and resource use audits to ascertain students' general impact upon the environment. Working in teams, they analyze individual and group data to develop a broader perspective of the possible anthropogenic effects of climate change.
- UV Radiation and Effects of Sunblocks, SCC -- Suzanne Kelly (Biology), Peer Mentor; Patricia Ashby (Biology), Steve Borick (Chemistry), Paul Haugen (Physics), and Keith Worth (Mathematics). This module presents central concepts of radiation:its origins, characteristics, and interaction with the earth 's atmosphere and living organisms. It also includes information on the electromagnetic spectrum, the inverse square law and DNA mutations and cancer formation in living cells, the chemistry of ozone and chemical sunscreens, and modeling of data sets.
- Water Pollution and Treatment, SMCC -- Ann Scarbrough (Chemistry), Peer Mentor; Terry Fender (Mathematics and Physics) and Sian Proctor (Geology). A module incorporating geological, physical, and chemical concepts in the evaluation of water purity and water treatment.
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