published June 1, 2006

SENCER E-Newsletter, June 2006, Volume 5, Issue

Challenging Work, Briefly Stated SSI 2006 Teams and Their Goals

Brenau University hopes to consult with other participants on their continuing progress in developing new courses for their general education curriculum, reformatting existing courses using the SENCER method, and troubleshooting campus resistance.

Brigham Young University's team aims to present their work on incorporating service-learning and civic issues into their biology curriculum, while designing courses that take a group work approach to learning.

Brigham Young University

Butler University will develop multiple SENCER courses for 2007 that will strengthen and sustain already established community-based partnerships. One proposed course is a Junior/Senior Capstone, "Topics in American and Global Society."

Duke University is working towards launching an elective course in several high schools in the Raleigh-Durham area. At the Institute, the team will refine course content, activities, and assessment practices.

Franklin Pierce College proposes to redesign and SENCERize their Integrated Science course sequence with a focus on global climate change.

Harold Washington College is expanding learning community opportunities to more of their students, and will track students long-term to determine how many pursue careers in the STEM fields.

Hofstra University plans to develop three interdisciplinary courses that reflect the SENCER ideals, and to pursue faculty development activities in partnership with their Institute for the Development of Education in the Advanced Sciences (IDEAS).

Holy Names University, an institution new to SENCER, will research methods useful to revising biology courses and explore the use of the SENCER SALG and assessment.

Kapi'olani Community College's team aims to plan assessment activities, develop a course involving the Science of Sleep, pursue information on strategies to develop partnerships relevant to their P-16 STEM education pipeline, and construct a cross-disciplinary SENCER Service-Learning pathway.

Kennedy-King College will devise strategies to reach out to non-science majors at their college, as well as form several interdisciplinary courses to be launched this academic year.

Kenyatta University will strategize approaches to transition five existing HIV/AIDS courses for teachers and civic servants into the core units.

La Salle University plans to pilot interdisciplinary courses on information awareness during Fall 2006. At the Institute, the team will apply the SENCER ideals into the curriculum that addresses issues such as the use of electronic databases, for example.

Lincoln University would like to improve the retention of students in science courses by using assessment tools to recognize problems students are having and take appropriate action to help them.

Loyola Marymount University hopes to learn from other participants and present results of their own SENCER course development progress.

Meredith College brings a multi-institutional team that has been working with another SENCER school, Kenyatta University, to share the results of their international collaboration on HIV/AIDS courses.

Metropolitan State University plans to develop three courses in the year following SSI attendance that incorporate community-based partnerships for majors and non-majors courses, including one course for all incoming students.

Michigan State University's team will consider a broad range of topics in preparation of future SENCER courses that will support on-going initiatives for improving undergraduate science education on campus. This will include SENCERizing their Carnegie-supported Teachers for a New Era effort and the Task Force on Undergraduate Biology.

Minneapolis Community and Technical College plans to implement SENCER modules in a variety of STEM disciplines that will eventually be applied across their division.

Montgomery College will continue their progress in applying the SENCER ideals to several courses, including assessment activities and topics ranging from pharmaceuticals to the environment.

Northeast Ohio Coalition on Higher Education (NOCHE) is a multi-institutional group that will involve up to 3,000 undergraduate and pre-college students in SENCER-based environmental service-learning courses within three years.

Northland College goals include increasing the profile of undergraduate research, incorporate local water quality issues with the Chequamegon Bay region into biology and chemistry courses, and pursue faculty development activities.

Ohio State University will offer a pilot course in engineering for non-majors this upcoming academic year which will include a thorough assessment plan. The team hopes to discuss their senior capstone design courses and their collaborative-learning based First-Year Engineering program with other institutions interested in similar initiatives.

Ramapo College of New Jersey will incorporate the SENCER ideals into a new curriculum over the next year. Additionally, the college plans to implement a strategy that will include SENCER House Calls and other faculty development activities.

Roosevelt University will be using the SENCER approach in their upcoming curriculum reorganization, as applied to both new courses and existing course revision. They will also focus on assessing reactions by both faculty and students to SENCERized courses.

Springfield College's team will develop curriculum materials/methods, train other faculty, and recruit and train students to serve as graduate teaching fellows or undergraduate teaching assistants in the 2006-2007 year. Their focus will be on Anatomy & Physiology and Human Anatomy first and second core courses.

Stony Brook University will SENCERize freshman seminars in their new UG College program that will expose students to various topics in the arts, humanities, sciences, engineering, and technology.

College of Staten Island of CUNY plans to create a detailed outline of both lecture and laboratory syllabi for the redesign of Biology 1617, as well as a way to assess both the effectiveness of the course as a whole and the various new pedagogies to be introduced.

University of Albany, SUNY team members plan to create faculty development opportunities for colleagues in the sciences and other disciplines interested in designing new courses on the biology and global/social impacts of viruses.

University of Cincinnati organized a consortium of institutions that will develop a grant proposal to the National Science Foundation to support a summer institute on genetics in 2007. They will thoroughly assess and follow-up on team activities throughout the Institute, leading up to a genetics workshop the team will attend in October.

University of Dayton plans to pilot a multidisciplinary watersheds course in Fall 2007 and will also track the progress of the Rivers Institute and integrative curricular development initiatives.

University of Hawai'i, Manoa will develop a group of sustainability courses to launch in Fall 2007 which will include introductory courses and an upper division interdisciplinary capstone course.

University of Hawaii

University of Minnesota, Twin Cities plans to design one new biology course for non-science majors and SENCERize a biology course for science majors. Both courses are proposed for the Fall 2007.

University of North Carolina at Asheville plans to continue the development of their Integrative Liberal Studies Topical Clusters, especially concerning the involvement of social scientists, the incorporation of technology and the arts, and other co-curricular linkages. They will also work on the assessment strategies used in the Topical Clusters.

University of Southern Maine will develop three course modules on forest sustainability that incorporate universal design to be disseminated to other faculty in the University of Maine system and K-12 teachers.

University of Southern Maine

University of Wisconsin-Marshfield/Wood County plans to present the results of their efforts over the past year, to pursue faculty development, and to develop several new projects, including a service-learning program, a syllabus for a new course.

University of Wisconsin-Parkside will develop a campus-wide plan to weave the SENCER ideals into the mission of their new liberal arts degree for elementary teachers in coordination with their Teacher Preparation Steering Committee.

University of Wisconsin-River Falls intends to develop a multidisciplinary course on scientific discovery and technological advances and how they impact society and the economy. This course will become part of their general education curriculum.

Whitworth College will use their experience at SSI to inform future course development and plan a faculty development workshop for their institution.

Woodbury University plans to create their first SENCER course during the academic year following attendance at SSI 2006 and proposes to develop a course each year following the Institute. Water will be the focus of the initial course and Woodbury will incorporate intensive assessment and evaluation strategies throughout the development and implementation process.