Group 3: Activity Reviews
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Juile and Renee discussed Renee's Response to Disasters project. Julie said she liked it as a semester project. She wasn't clear how much they did. Renee explained a little more about the project. Renee asked Julie for feedback about whether her project was indeed Service Learning. Julie felt it was.
Renee thought she needed to add a goal to her class so that the service learning class meets that goal. (backwards yes)
Julie suggested there be an assignment about assessing impact of the project. Could add to final reflection.
Mary and Stephanie thought this would be a great way to motivate students. They felt the science needed to be emphasized more...especially on the posters. Also, ask more pointed questions about the science in assignments. This would help to educate the public.
Mary asked if what we covered was too broad. Perhaps limit the assignments to JUST the science.
Mary liked that they were helping after a disaster.
Julie's Project:
The class is big! 70 students each....the SL part will be optional. Collection of data will be cookbook, but they will learn about how science works. We like the data analysis part.
Renee suggested that the final assignment be broken down into smaller assignments that we can give feedback on, so the final poster or paper is meeting expectations. Give examples of good work to students.
Stephanie and Mary responded with a lot of "I don't know" because the project is not there yet.
Once you find a partner with a problem to be addressed that this will give excitement to the class. Mary and Stephanie's problem is how do they communicate to students. This project will teach students to do science and not as much.
Stephanie and Mary's project:
Renee asked if this would be appropriate for non-teaching majors? They said that on their campus some other disciplines are involved.
The see all students "come alive" when they teach.
Julie wasn't sure if the project actually highlighted problems related to the community. This could be the hook... Find community connections.
the project DOES connect to the community. Julie wasn't sure. They would address local topics in a non-controversial way.
Their students don't think others will like science. They are surprised that students like it and that they should value it more.
Teachers have to be trained and then the students teach.
Renee had a question about getting feedback from teachers about the presentations. She felt this would be a helpful way to evaluate whether the students are meeting goals. Renee suggested that the science students get feedback from the kids learned,. They could incorporate this into the assessment.