2018 Spring Virtual Event

Spring 2018 Virtual Workshop on Science Identity

Illinois SAGE 2YC: Faculty as Change Agents

20 April 2018, 2 to 3 PM

Via Internet using ZOOM

Event Description

Do you hear from your students that they 'don't do science', or they 'have never been any good at science'? These kinds of comments automatically set your student up for failure, even before the semester starts. Students in general education geoscience courses often have little or no science identity. If they can see themselves, or people like them, as scientists then maybe they can change their attitude to "I can learn science" to help them perform better in your class, and perhaps become scientists themselves. Developing a science identity will help them become better students in your class and more scientifically literate members of society.

Through this virtual workshop, we will learn

• What science identity is
• Why is it important to your students
• How to develop a science identity in your students

The virtual workshop is free, but registration is required

Registration Deadline: 18 April

Resources and references

Research opportunities for Two Year College students 2YC_ResearchOpps.docx (Microsoft Word 2007 (.docx) 15kB Apr20 18)

COSEE - CLIMB (Concept Linked Integrated Media Builder) website for life plan (http://cosee.umaine.edu/climb/index.cfm)

Callahan, C.N., LaDue, N.D., Baber, L.D., Sexton, J. van der Hoeven Kraft, K.J., and Zamani-Gallaher, E.M. (2017). Theoretical Perspectives on Increasing Recruitment and Retention of Underrepresented Students in the Geosciences. Journal of Geoscience Education, 65(4), 563–576.

Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color. Science Journal of Research in Science Teaching, 44(8), 1187–1218.

Flowers III, A.M. and Banda, R. (2016). Cultivating science identity through sources of self-efficacy. Journal for Multicultural Education 10 (3) 405-417. DOI 10.1108/JME-01-2016-001.

Hazari, Z., Sadler, P.M., and Sonnert, G. (2013). The Science Identity of College Students: Exploring the Intersection of Gender, Race, and Ethnicity Journal of College Science Teaching. 42(5):82-91

Pelch, M.A. and McConnell, D.A. (2017). How Does Adding an Emphasis on Socioscientific Issues Influence Student Attitudes About Science, Its Relevance, and Their Interpretations of Sustainability?. Journal of Geoscience Education, 65(2), 203–214.

Rodriguez, S.L., Cunningham, K., and Jordan, A. (2016). What a Scientist Looks Like: How Community Colleges Can Utilize and Enhance Science Identity Development as a Means to Improve Success for Women of Color, Community College Journal of Research and Practice. DOI: 10.1080/10668926.2016.1251354

Schinske J., Perkins, H., Snyder, A., and Wyer, M. (2016). Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE - Life Sciences Education 15 (3)