Sarah Jardeleza | Salisbury University (original) (raw)

Papers by Sarah Jardeleza

Research paper thumbnail of Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative

Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues... more Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems , and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform.

Research paper thumbnail of Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Many calls to improve science education in college and university settings have focused on improv... more Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of " three-dimensional learning " is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Research paper thumbnail of Challenge faculty to transform STEM learning

Science (New York, N.Y.), Jan 16, 2015

Models for higher education in science, technology, engineering, and mathematics (STEM) are under... more Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a world where using knowledge, not merely memorizing it, is becoming ever more important. In the United States, which by many measures is a world leader in higher education, the President's Council of Advisors on Science and Technology (PCAST) recommended sweeping changes to the first 2 years of college, which are critical for recruitment and retention of STEM students (1). Although reform efforts call for evidence-based pedagogical approaches, supportive learning environments, and changes to faculty teaching culture and reward systems, one important aspect needs more attention: changing expectations about what students should learn, particularly in college-level introductory STEM courses. This demands that faculty seriously discuss, within and across disciplines, how they approach their curricula.

Research paper thumbnail of Assessing scientific reasoning in a liberal learning curriculum

Science and the Educated …, 2010

... Although the y-axis begins at-2, a negatively sized zone of inhibition is not possible. Sourc... more ... Although the y-axis begins at-2, a negatively sized zone of inhibition is not possible. Source: Welden, C., and R. Hossler. 2003. ... We appreciate the input of our team members, Megan Donahue, Jennifer Kaplan, and Gabe Ording, in this endeavor. ...

Research paper thumbnail of Challenge faculty to transform STEM learning

Models for higher education in science, technology, engineering, and mathematics (STEM) are under... more Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a world where using knowledge, not merely memorizing it, is becoming ever more important. In the United States, which by many measures is a world leader in higher education, the President's Council of Advisors on Science and Technology (PCAST) recommended sweeping changes to the first 2 years of college, which are critical for recruitment and retention of STEM students (1). Although reform efforts call for evidence-based pedagogical approaches, supportive learning environments, and changes to faculty teaching culture and reward systems, one important aspect needs more attention: changing expectations about what students should learn, particularly in college-level introductory STEM courses. This demands that faculty seriously discuss, within and across disciplines, how they approach their curricula.

Research paper thumbnail of The Role of Concept Inventories in Course Assessment

Invited book chapter in: Tong VCH (ed) Geoscience Research and Education: Teaching at Universities, Springer Netherlands, pp 275-297, 2014

Development of effective instructional materials, particularly those intended to address strongly... more Development of effective instructional materials, particularly those intended to address strongly held alternative conceptions about the natural world, is difficult. Research suggests that the most effective instruction stems from initial consideration of instructional goals and careful alignment of practice with those goals. Understanding whether or not instruction is effective itself requires development of assessment instruments that are written in direct correspondence to pre-articulated goals. Concept inventories (CIs), multiple-choice tests targeting specific content, are becoming increasingly popular mechanisms for assessing student learning, particularly in the USA. CIs have become popular because they target student alternative conceptions authentically and are relatively easy to implement even to very large lecture courses. The wide array of CIs available both in the USA and internationally reflects the importance that faculty place on addressing student conceptions. CIs can be used as both instructional tools and as research instruments; where used for research, scholars must be careful to evaluate the validity and reliability of the CI being used. In this chapter, we provide evidence of the value of CIs for use in both course and programmatic assessment. In addition, we illustrate the importance of community discourse in ensuring that CIs are appropriate for research.

Research paper thumbnail of The Value of Community Building: One Center’s Story of How the VALUE Rubrics Provided Common Ground

Liberal Education, 2013

In an environment focused on research and overhead dollars, it is easy to lose sight of the main ... more In an environment focused on research and overhead dollars, it is easy to lose sight of the main purpose of a university, which is to educate students—both as scholars within the disciplines and as citizens within a larger global community. The latter half of that mission has prompted Michigan State University (MSU) to bring attention to the importance of liberal education at Research I institutions. Although their structures and funding sources differ, Research I institutions and small liberal arts colleges share the same goal of helping students master the knowledge and skills that will enable them to become informed citizens who are able to contribute effectively to our democratic society. But how can this transformation be achieved, and what metrics can we use to define success?

Research paper thumbnail of What we say is not what we do: effective evaluation of faculty professional development programs

BioScience, Jul 2011

Professional development (PD) workshops designed to help faculty move from teacher- to learner-ce... more Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty’s satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty’s perceptions of their teaching and their actual practices.

Research paper thumbnail of Media-Saavy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

The American Biology Teacher: Vol. 74, No. 6, pp. 374-379, Aug 2012

Students must learn content knowledge and develop scientific literacy skills to evaluate and use ... more Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a project-based applied learning (PAL) approach that utilizes engaging questions about biological issues relevant to students. Working through these projects, students are challenged to evaluate sources of information and communicate their understanding of scientific claims. We discuss challenges that students encounter and offer suggestions for enacting this approach in a general-education college classroom.

Talks by Sarah Jardeleza

Research paper thumbnail of Programmatic assessment in general education science

Many institutions are faced with accreditation challenges that require evidence of efficacy in un... more Many institutions are faced with accreditation challenges that require evidence of efficacy in undergraduate education. This study addresses the issues inherent to large scale programmatic assessment through analysis of a new initiative in the Center for Integrative Studies in General Science (the Center) at Michigan State University. The Center is responsible for providing the non-major undergraduates with their general science education, which is typically the last formal science education this population receives in their lives. The programmatic assessment was backward designed from MSU’s liberal learning outcomes as well as the Center’s programmatic goals. Assessment centered on student attitudes about learning science, perceptions about general science courses and instruction, and conceptual understanding of science themes common across courses offered by the Center. Assessments are administered in a matched early- and post-course format, allowing measurement of change in students as a result of engagement in Center courses. This work has resulted in the development of several revised concept inventory questions that measure conceptual understanding as well as an instrument that measures our students’ expectations (early-course) and perceptions (post-course) of general science education and courses. We continue to use the findings from these surveys to inform faculty and the greater science education community to improve general science education. We hope that this initiative for our Center can serve as a model for programmatic assessment at other institutions.

Research paper thumbnail of Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative

Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues... more Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems , and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform.

Research paper thumbnail of Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Many calls to improve science education in college and university settings have focused on improv... more Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of " three-dimensional learning " is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Research paper thumbnail of Challenge faculty to transform STEM learning

Science (New York, N.Y.), Jan 16, 2015

Models for higher education in science, technology, engineering, and mathematics (STEM) are under... more Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a world where using knowledge, not merely memorizing it, is becoming ever more important. In the United States, which by many measures is a world leader in higher education, the President's Council of Advisors on Science and Technology (PCAST) recommended sweeping changes to the first 2 years of college, which are critical for recruitment and retention of STEM students (1). Although reform efforts call for evidence-based pedagogical approaches, supportive learning environments, and changes to faculty teaching culture and reward systems, one important aspect needs more attention: changing expectations about what students should learn, particularly in college-level introductory STEM courses. This demands that faculty seriously discuss, within and across disciplines, how they approach their curricula.

Research paper thumbnail of Assessing scientific reasoning in a liberal learning curriculum

Science and the Educated …, 2010

... Although the y-axis begins at-2, a negatively sized zone of inhibition is not possible. Sourc... more ... Although the y-axis begins at-2, a negatively sized zone of inhibition is not possible. Source: Welden, C., and R. Hossler. 2003. ... We appreciate the input of our team members, Megan Donahue, Jennifer Kaplan, and Gabe Ording, in this endeavor. ...

Research paper thumbnail of Challenge faculty to transform STEM learning

Models for higher education in science, technology, engineering, and mathematics (STEM) are under... more Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a world where using knowledge, not merely memorizing it, is becoming ever more important. In the United States, which by many measures is a world leader in higher education, the President's Council of Advisors on Science and Technology (PCAST) recommended sweeping changes to the first 2 years of college, which are critical for recruitment and retention of STEM students (1). Although reform efforts call for evidence-based pedagogical approaches, supportive learning environments, and changes to faculty teaching culture and reward systems, one important aspect needs more attention: changing expectations about what students should learn, particularly in college-level introductory STEM courses. This demands that faculty seriously discuss, within and across disciplines, how they approach their curricula.

Research paper thumbnail of The Role of Concept Inventories in Course Assessment

Invited book chapter in: Tong VCH (ed) Geoscience Research and Education: Teaching at Universities, Springer Netherlands, pp 275-297, 2014

Development of effective instructional materials, particularly those intended to address strongly... more Development of effective instructional materials, particularly those intended to address strongly held alternative conceptions about the natural world, is difficult. Research suggests that the most effective instruction stems from initial consideration of instructional goals and careful alignment of practice with those goals. Understanding whether or not instruction is effective itself requires development of assessment instruments that are written in direct correspondence to pre-articulated goals. Concept inventories (CIs), multiple-choice tests targeting specific content, are becoming increasingly popular mechanisms for assessing student learning, particularly in the USA. CIs have become popular because they target student alternative conceptions authentically and are relatively easy to implement even to very large lecture courses. The wide array of CIs available both in the USA and internationally reflects the importance that faculty place on addressing student conceptions. CIs can be used as both instructional tools and as research instruments; where used for research, scholars must be careful to evaluate the validity and reliability of the CI being used. In this chapter, we provide evidence of the value of CIs for use in both course and programmatic assessment. In addition, we illustrate the importance of community discourse in ensuring that CIs are appropriate for research.

Research paper thumbnail of The Value of Community Building: One Center’s Story of How the VALUE Rubrics Provided Common Ground

Liberal Education, 2013

In an environment focused on research and overhead dollars, it is easy to lose sight of the main ... more In an environment focused on research and overhead dollars, it is easy to lose sight of the main purpose of a university, which is to educate students—both as scholars within the disciplines and as citizens within a larger global community. The latter half of that mission has prompted Michigan State University (MSU) to bring attention to the importance of liberal education at Research I institutions. Although their structures and funding sources differ, Research I institutions and small liberal arts colleges share the same goal of helping students master the knowledge and skills that will enable them to become informed citizens who are able to contribute effectively to our democratic society. But how can this transformation be achieved, and what metrics can we use to define success?

Research paper thumbnail of What we say is not what we do: effective evaluation of faculty professional development programs

BioScience, Jul 2011

Professional development (PD) workshops designed to help faculty move from teacher- to learner-ce... more Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty’s satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty’s perceptions of their teaching and their actual practices.

Research paper thumbnail of Media-Saavy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

The American Biology Teacher: Vol. 74, No. 6, pp. 374-379, Aug 2012

Students must learn content knowledge and develop scientific literacy skills to evaluate and use ... more Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a project-based applied learning (PAL) approach that utilizes engaging questions about biological issues relevant to students. Working through these projects, students are challenged to evaluate sources of information and communicate their understanding of scientific claims. We discuss challenges that students encounter and offer suggestions for enacting this approach in a general-education college classroom.

Research paper thumbnail of Programmatic assessment in general education science

Many institutions are faced with accreditation challenges that require evidence of efficacy in un... more Many institutions are faced with accreditation challenges that require evidence of efficacy in undergraduate education. This study addresses the issues inherent to large scale programmatic assessment through analysis of a new initiative in the Center for Integrative Studies in General Science (the Center) at Michigan State University. The Center is responsible for providing the non-major undergraduates with their general science education, which is typically the last formal science education this population receives in their lives. The programmatic assessment was backward designed from MSU’s liberal learning outcomes as well as the Center’s programmatic goals. Assessment centered on student attitudes about learning science, perceptions about general science courses and instruction, and conceptual understanding of science themes common across courses offered by the Center. Assessments are administered in a matched early- and post-course format, allowing measurement of change in students as a result of engagement in Center courses. This work has resulted in the development of several revised concept inventory questions that measure conceptual understanding as well as an instrument that measures our students’ expectations (early-course) and perceptions (post-course) of general science education and courses. We continue to use the findings from these surveys to inform faculty and the greater science education community to improve general science education. We hope that this initiative for our Center can serve as a model for programmatic assessment at other institutions.