S U M M E R 2 0 1 0

IDEA
Institute
...forming interdisciplinary and intergenerational “teaching groups” to take on
large and complex problems in science and math education.
Issue Highlights

FUTURE Science Master’s Degree UNITE, NOYCE University Evaluation,

A program for early Saturdays and in Post and INSPIRE - Collaborations Special Events
Summer Secondary A suite of experiences The IDEA Institute and Honors
teaching opportunities
Programs Science to increase the number promotes collaboration Varied perspectives on
in science & math for Education
High School Students and experiences of among LSA, SOE, and IDEA programs, Drs.
mainstream Research-based SOE
engaged in science science and math other UM faculty, Krajcik and Coppola are
undergraduate degree for LSA Science
learning. teachers. departments, and units. honored.
students. PhD students.
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The IDEA Institute

The UM Instructional
Development and Educational
Assessment (IDEA) Institute is a
collaborative effort between the
College of Literature, Science,
and the Arts and the School of
Education. IDEA brings faculty
members and students together
to improve and advance, through
research and practice,
undergraduate teaching and
learning; precollege teaching and
learning; preparing future
faculty; and new pathways for
identifying and recruiting pre-
college teachers.
The work of the IDEA Institute
is built on the concept of
forming interdisciplinary and
intergenerational “teaching
groups” in order to take on the
large and complex problems in
science and math education,
comparable to the way in which
“research groups” have enabled
people to take on the important
problems in their various fields.
Science Saturdays are just one way that the
IDEA Institute is engaging undergraduate
and graduate students in teaching
experiences while supporting the science
learning of a wide variety of middle and high
school students from across Michigan.

Summer 2010! 1

The ability to communicate
“In teaching at the high school level, I gained a valuable experience in
communicating a technical message to people completely new to the ideas behind it.
Undoubtedly my communication skills have gotten stronger from this experience.”
— Chris Burright, FUTURE Student, Winter 2010
Foundations for Undergraduate
Teaching Uniting Research and
Education (FUTURE). When
undergraduate students at Michigan
think about teaching opportunities,
they can now include the FUTURE
program.
When FUTURE student Christopher
Burright first entered the Physics class
in Detroit, he was unfamiliar with the
students, the teacher and the
expectations. With a great idea from
his collaborating teacher, Mr. Jones,
and the support of the IDEA Institute
staff, he and his partner were able to
develop three intriguing lessons that
fulfilled Mr. Jones’ vision of the
project. By working collaboratively,
these students and this teacher
changed the high school physics
experience for 100 high school
students at Cass Technical High
School. Stories like this abound in the
2!
F U T U R E
FUTURE program. When challenging collaborating teachers’ classrooms. science, and middle school science
projects are suggested by Plymouth - Canton Schools were and mathematics.
collaborating teachers and well- added to the FUTURE school
prepared undergraduates research partnerships, joining schools from In the FUTURE experience, everyone
gains. Classroom teachers imagine
projects they could not complete
without materials, time to research
and plan, or extra classroom hands.
Each of these gaps is filled by
FUTURE students or the IDEA
Institute. Undergraduate FUTURE
students have an opportunity to
High school students who attended Science Saturdays participated in a
engage younger students in learning
variety of Chemistry and Astronomy investigations. Science Saturdays is
the field they, themselves, love. They
part of the FUTURE program. In Winter 2010 Dr. Sanford’s Laboratory
also learn about school from the other
financially supported Science Saturdays.
side of the desk. Because of the
community built around the FUTURE
and plan, the outcome can change Detroit and Ypsilanti. program, most undergraduates stay
high school students’ classroom with the program several semesters.
experiences. In addition, the The Geoscience Department
Finally, the school students learn
undergraduates get a brief taste of encouraged almost 15 students to
science content and see what it means
what it means to be a teacher. In become engaged in this incredible
to be a college student and invest time
Winter 2010, the FUTURE program teaching experience. In total, the high
in giving back to the community.
increased in size to almost 40 school science areas now include:
undergraduate students and 20 biology, chemistry, physics, and earth
Summer 2010
 S C
Science Saturdays
I really liked the lab tours and meeting the people who worked in them. This
helped me narrow down which careers I would like to pursue.
— Tyler, Science Saturday scholar, Winter 2010
Science Saturdays. Providing opportunities for high
school students from southeast Michigan to explore
science and university life, on Saturdays in the
winter.
Growing programming in the IDEA Institute
needed to include weekend options. The FUTURE
program works great for some University of
Michigan undergraduates and graduate students,
but others (especially science students) have
difficulty finding a large time block to dedicate to
on-site work in the school districts. Science
Saturdays provides an opportunity to meet the
interests of these UM students and bring high
school students on campus to learn more about the
University. This multi-faceted program includes
recruiting, learning science, and focus on the work
of scientific careers.
Science Saturday students are recruited from across
southeast Michigan. Busses transport students to
Ann Arbor. Students then spend the entire day
working together on science ideas and developing
their understanding of how the world works.
Summer 2010!
I E N C E S A T U R D A
In Winter 2010, Science Saturdays occurred on four
Saturdays, one each month - January, February,
March and April. The collaborative team of IDEA
Institute FUTURE students, and graduate students
from Astronomy and Chemistry, created a unique
curriculum exploring the ways light is used in both
Chemistry and Astronomy.
Each Saturday, high school students explored the
campus, investigated aspects of light, and worked in
chemistry laboratories. Scott Cameron, post-
doctoral scholar from Astronomy, developed several
experiences for students to help them better
understand how light is critical to Astronomy while
Tyler Carter, Research Associate in Professor
Melanie Sanford’s chemistry lab, linked this to
chemistry explorations.
Students used IR to determine the composition of
materials, visited the Angell Hall planetarium and
the Detroit Observatory, used light emission tubes,
and built telescopes to take home with them. In each
of these experiences, students worked in small
groups, supported by FUTURE students.
Y S
At each Saturday session, at least one faculty
speaker described his or her work, pathway to a
science career, and expertise in their field. The high
school students appreciated the candor with which
the professors spoke about their work and working
at a university.
Science Saturdays are scheduled for the Winter 2011
semester. The focus will be Chemistry. The catalysis
research group from the Chemistry Department,
headed by Melanie Sanford, will be collaborators in
planning the events. For information about this
group, see: http://depts.washington.edu/centc/
Additional photos of the Science Saturday
experience are available by emailing the IDEA
Institute at ideainstitute@umich.edu
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 S U
IDEA Institute Summer Camps
IDEA Institute summer camps provide science learning and teaching
opportunities for students from across southeast Michigan. While growing in
size and number, the camps continue to serve the individual needs of middle
and high school students.
Summer Science camps challenge precollege
students both in science and in building a
relationship with the University of Michigan.
The IDEA Institute first offered Summer Science
Camp-Chemistry in 2008. Maintaining the ideals
and goals of all IDEA Institute programs, the
summer camp allows undergraduate instructors
opportunities to gain valuable teaching experiences.
Camp students are recruited from throughout
Michigan. This summer the geology department has
helped the IDEA Institute add a second high school
camp in the geosciences.
Both high school camps are residential. After being
transported to campus by University buses,
students spend two weeks in University housing.
They are given a roommate and eat breakfast and
lunch in the dining halls. By living like college
students, they begin to better understand the college
atmosphere.
Instructors for both camps are supported in learning
to guide scholars learning through weekly
development meetings. In these meetings, the
instructors and IDEA support staff work together to
develop properly sequenced and appropriate
learning experiences. During the camps, IDEA staff
and instructors continue to monitor students’
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M M E R P R O G R A M S
progress and create opportunities for the students to learn the conceptual background for many
be successful. IDEA supports instructional aides in chemistry topics.
the summer camps, which helps keep the
Each summer the Chemistry camp has grown. This
student:teacher ratio low. These aides work with the
summer, 24 student chemistry scholars spent two
instructors the first summer and then are able to
weeks in Ann Arbor, learning chemistry, interacting
take on the instructor role the following summer. In
with new friends, and experiencing the campus and
this way, continuity of activities and philosophy are
the city.
built into the program.
In 2010, Chemistry camp scholars learned TLC and
The camp experience is much bigger than just
other types of separations, advanced ideas about the
preparing for college science. Students are
periodic table, line structures, and how atoms
introduced to a variety of faculty members,
combine to form molecules. By combining a variety
admissions and financial aid counselors, and
of teaching techniques, students of all types are
academic advisors. The goal is for the high school
engaged and challenged.
students who have never spent time living and
working on a college campus, to learn about the Chemistry camp concludes with the students’ poster
university and begin to visualize themselves as sessions, developed around their content learning
prospective members of the University of Michigan for the camp. By publicly displaying their learning,
and science learning communities. they again mirror the work of scientists. Students’
parents are invited to these presentations and
Summer Chemistry Camp
students are asked to present their poster to other
The content for Chemistry camp is similar to a small invitees.
piece of college organic chemistry. While
The commitment fee for 2010 Summer Chemistry
challenging, this content serves to focus high school
Camp was $200. This camp is highly subsidized by
students on the type of learning they can expect in
the IDEA Institute. This subsidy makes this high-
college. Students spend at least 15 hours of camp in
quality camp accessible to many students who
college chemistry laboratories, learning techniques
would not otherwise be able to attend camp.
they could not learn in high school. Additional
lecture time provides opportunities for students to
Summer 2010
 S U
Summer Programs at IDEA
Supporting teachers and graduate, undergraduate, high school and middle
school students in exploring science concepts and inquiry learning experiences
Summer Geoscience Camp 2010
For the first time, the IDEA Institute and the
Geoscience department are collaborating in
developing a residential, field - based, high school
geoscience camp. Late in the summer 2010, high
school students and high school and middle school
teachers will converge upon Ann Arbor to deeply
consider the place of humans in the geologic
timeline.
Using geologic resources throughout Michigan and
Ohio, students and teachers will consider evidence
of changes in the earth and what that means in the
short and long term.
Students in geoscience camp will also learn in both
laboratories and lectures. The ordering of these
activities will allow students to connect their
laboratory experiences to their classroom learning.
Students will also be encouraged to work together
throughout the two week camp to develop
presentations, answer questions, and complete
laboratory investigations.
As part of the geoscience camp experience, three
teachers from Michigan public schools will join the
high school students. They will learn along side the
students to increase or supplement their content
knowledge, learn additional laboratory techniques,
and better understand the challenges of being a
geoscientist.
Summer 2010!
M M E R P R O G R A
The teachers will also meet with IDEA Institute
support staff to consider how the content of camp
can be translated into investigations for their middle
or high school students. These teachers can then
choose to be part of the IDEA Institute’s FUTURE
program in the fall and winter semesters and work
with undergraduate geoscience students to
implement these activities.
Summer Geoscience Camp costs students $250. This
is much less than the actual cost of camp. Each
students’ tuition is subsidized by the IDEA Institute.
Middle School Camp
In collaboration with the School of Education and
Ypsilanti Public Schools, the IDEA Institute offers a
middle school commuter camp. During the two
weeks, students spend their days learning science
content and investigating campus resources.
This sustained collaboration is made possible by
support from the Ypsilanti Public School District.
This camp has been active for several summers and
has successfully engaged students in
nanotechnology and energy concepts. For example,
in Summer 2009, Science Education students and
staff from the School of Education and IDEA led
M S
the instructional team. Thirty Ypsilanti middle
school students participated in camp.
In the Summer 2010, Middle School camp will be
fully supported by the IDEA Institute staff. A team
of advanced undergraduates from LSA and the
School of Education, middle school teachers, and
IDEA staff will use a model middle school science
curriculum, Project-based Inquiry Science, to guide
the students in investigating the quality of the water
in their community.
Students will visit the Huron River and use college
classrooms spaces and outdoor spaces. They will
work on laboratories and other projects. As a
highlight to camp, students will visit the Matthei
Botanical Gardens and collect and then identify
macro invertebrates collected from a stream. Finally,
they will create a final presentation for their parents
to demonstrate their learning.
Middle school camp is a real collaboration between
the IDEA Institute and Ypsilanti schools. The
schools transport the students to and from camp
each day and provide breakfast and lunch. Teachers
from Ypsilanti have also helped with contacting
parents to recruit students.
5
 M A S T E R ’ S D E G R E E

Post-secondary Science Education

Many PhD students in the sciences, wish to extend their learning into science
education. The Master’s degree in Post-Secondary Science Education helps
students meet that goal.

Master’s degree in Post-Secondary Science
Education (MS-PSSE). It is the mission of the
University of Michigan to integrate exceptional
research and teaching. To this end, many PhD
students in the sciences wish to extend their
learning into science education. The Master’s degree
in Post-Secondary Science Education helps students
meet that goal.
The IDEA Institute, in collaboration with the School
of Education (SOE) and College of Literature,
Sciences and Arts (LSA) has implemented a new
Rackham degree program for PhD science students
with an interest in science education.
Doctoral students in the seven physical and natural
science LSA departments (Astronomy, Biophysics,
Chemistry, Ecology & Evolutionary Biology,
Geological Sciences, Molecular, Cellular &
Developmental Biology, and Physics) are eligible to
participate in this 24-credit SOE degree program,
which involves 16 credits of SOE classes distributed
over four areas (Learning Theory, Assessment,
Instructional Design, and Classroom Applications),
4 credits of educational research, and 4 credits of
science cognates (which students will have taken as
a part of the LSA PhD program). Two of these SOE
classes might be counted as cognates in the LSA
PhD.
including how work derived from the MS might
be incorporated into the student’s PhD thesis,
(4) a letter of support from the Graduate Chair (or
equivalent) in the department
(5) a proposed timeline for satisfying the degree
requirements.
The University of Michigan is nationally recognized
as a leader in its’ programs for preparing future
faculty in the sciences, and this MS Degree adds to
the considerable strength of the work at UM.

It is the expectation of all the schools and the IDEA
Institute that through obtaining this degree, LSA
graduate students will have coherent learning
opportunities in science education, work with
students from the SOE, and research educational
aspects of their science work. By obtaining this
degree they will certify their interest in science
education and be prepared for the rigors of research
and teaching at the university level.
Open communication between the student, the
student’s PhD advisor, and the department is key.
Admission to the program is by application.
Students provide the following items:
(1) a brief essay to describe the need for this
degree for their short and long-term goals,
Students in the MS-PSSE program may choose to
(2) a copy of the academic record, be part of other IDEA Institute work.
(3) a letter of support from the PhD advisor,

6! Summer 2010
 M A S T E R ’ S D E G R E E P R O G R A M

The study of students...

“What I found, though, as I delved deeper into each respective project, was that
study of the students involved in the chemical education questions was at least as
(if not more) difficult than the cell project!”
— Becky Matz, Doctoral student, Chemistry; MS-PSSE student, Education

Master’s degree in Post-Secondary
Science Education. Becky Matz will
be one of the first PhD students to
complete the MS-PSSE degree when
she graduates in 2011. This excerpt is
taken from her MS-PSSE admissions
essay.
“I began taking science education
classes even while the formal Master’s
program was still just an idea. One of
the more enjoyable aspects of taking
these science education classes was
that there was a relatively large
collection of chemistry students
making a weekly trek over to the
School of Education. Two of my
classes were roughly evenly split
between science education and
chemistry Ph.D. students, and this
promoted an interesting dynamic in
each class. The chemistry students
were able to contribute practical
knowledge of what it was like to
teach undergraduates in laboratory
and discussion settings, and the
science education students were able
to contribute theories of and
techniques for designing science-
learning environments.
In my second year, as the formal
footing of the Master’s program
began to fall into place, I determined
that I was really interested in science
education, and that the best way to
learn if I was interested in science
education long-term, was to study it
seriously throughout the rest of my
graduate career by taking part in the
Master’s program. Around this time, I
also began a chemical education
research project, starting me up a
second steep learning curve (the first
was for the chemistry research
project).
Prior to initiating the chemical
education project, I was under the
pretentious impression that the
cellular processes I was studying in as on the chemistry research, and we
my chemistry research would surely share the expectation that I will
be more difficult to study than the publish the education work and
chemical education questions I set out include it in my thesis.”
to investigate. What I found, though,
as I delved deeper into each
respective project, was that study of
the students involved in the chemical
education questions was at least as (if
not more) difficult than the cell
project!
Of course, hindsight is 20/20, and I
am no longer surprised that the
behavior of multi-cellular organisms
is, seemingly, at least as complicated
as the single cells which comprise
them.
Courses in the new program
I have been encouraged by my
include collaborations between
advisor’s attitude throughout because
science education and science
I know that the education work is not
doctoral students and faculty.
viewed by him as second-rate;
instead, I am expected to work as
diligently on the education research

Summer 2010! 7
 U N I T E , N O Y C E , I N S P I R E

UNITE: University Network for

Integrated Teacher Education
— For Science and Math Undergraduate Students interested in teaching

UNITE: University Network for
Integrated Teacher Education: An
Integrated BS/MA Pipeline Program
for science and math Teacher
Certification
The UNITE program is a 5-year B.S./
M.A. pathway for undergraduate
LSA science and mathematics students
to also earn a School of Education
M.A. degree and teacher certification
at the high school level.
Using current resources in both LSA
and the SOE, UNITE introduces early
intervention, identification, and
recruitment activities related to K-12
teaching into the first 2-3 LSA years.
Students apply in the 3rd year, and are
will then admitted to 2 years of a
combined program in which they
complete their LSA undergraduate
degree and earn the Master of Arts
with Certification.
The NSF-funded Noyce Fellowship
grant, which when combined with
UM and IDEA funding, will provide
nine two-year, $20,000 fellowships for
students. (NOTE: 2 years of Noyce
funding requires 4 years of full-time,
in-service teaching, including support
structures from the University of
Michigan). For each year of funding,
Noyce Fellows are required to teach
for two years in a high needs school
district.
Details about the new UNITE
program can be found on the IDEA
Institute website.

UNITE: UNIVERSITY NETWORK FOR INTEGRATED TEACHER EDUCATION » SCIENCE OR MATHEMATICS CONCENTRATION

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

FRESHMAN YEAR SOPHOMORE YEAR JUNIOR YEAR SENIOR YEAR GRADUATING YEAR

Coursework for B.S. Degree
FUTURE participation
Coursework for B.S. Degree
FUTURE participation
Application process for combined
degree in LSA and School of Education.
Apply to Noyce Fellowship program if
desired. Coursework for B.S. Degree
FUTURE participation
Begin Coursework for Master’s degree Complete coursework for
HUK*LY[PÄJH[PVU^OPSLJVTWSL[PUN 4HZ[LY»ZKLNYLLHUK*LY[PÄJH[PVU
coursework for B.S. Degree Practicum Student Teaching
experience in School of Education Graduation

8! Summer 2010
 U N
Noyce Fellowships and INSPIRE
Fellowship and International Research Experience programs for Science and
Math undergraduates and beginning teachers
INSPIRE: International Noyce
Summer Preservice and Inservice
Research Experience. In collaboration
with Noyce programs around the
country, the IDEA Institute facilitates
opportunities for study abroad.
Summer 2010 is the initial summer of
a new, five-year international study
program for Noyce fellows. Noyce
students from across the United States
can apply for this program. This
summer, two students from Arizona
State’s Noyce program traveled to
China, for ten weeks of laboratory
research, then will return to their
teacher preparation program in the
fall.
Once they have completed the teacher
preparation program and have taught
for one year, they are invited to return
to China. On the return trip, they will
again work in a laboratory but they
Summer 2010!
I T E, N O Y C
will have the added challenge of
imagining how the lab work will
inform and be used in their classroom
the next school year. They will have
time to visit Chinese classrooms and
explore the differences and similarities
between the Chinese and American
educational systems.
The IDEA Institute expects to grow
the INSPIRE program for next
summer (2011) to at least four
students. To apply for the INSPIRE
program, students must be part of a
Noyce program somewhere in the
United States. The first summer is
targeted at Noyce Fellows with one
year remaining in their
undergraduate, pre-service education.
The research experience begins with
an orientation session followed by
nine weeks of full-time research in one
of the research groups at our host
E & I N S P I R E
schools. To extend the students’
knowledge of other cultures and
extend their understanding of science
learning in other places, the summer
program also includes activities
geared toward strategies for
introducing both internationalization
and research experiences into a
Fellow’s future work in the classroom.
The opportunity to study this
advanced science, as well as the
education here, has been nothing
short of an amazing experience. I
want to personally thank all of you
for this chance to participate in this
excellent program as well as show
you some of what has come about In the INSPIRE program,
thanks to your help and support. Noyce fellows from around
the US can collaborate
! Mr. Nathan Glover, during a two-year
! INSPIRE fellow, 2010 international research
experience.
9
 U N I V E R
Programs for University Science and
Math Learning
The IDEA Institute fully supports Science And Math learning advances at the
Undergraduate level. Structured study groups, e-portfolios, and the use and
usefulness survey are three mechanisms through which IDEA supports
undergraduate science and math education.
The IDEA model encourages students and faculty
members to work together as “teaching groups” on
instructional design, implementation, and
assessment, in direct analogy to the familiar and
successful model of “research groups” in the basic
sciences.
Regardless of their educational level, from
undergraduate to post-doctoral associate,
individuals who are potentially interested in
academic careers should have opportunities to work
with experienced faculty members in order to
develop knowledge and skills about teaching and
learning.
As in research, faculty members who work with a
group of collaborators can accomplish their own
goals while at the same time providing valuable
training for the next generation of scholars. IDEA
not only promotes collaboration between students
and faculty members in LSA and the School of
Education, but also with units, such as the Honors
College, the Science Learning Center, and the
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S I T Y C O L L A B
Sweetland Writing Center, that might help
institutionalize new ideas once they have been
developed.
IDEA welcomes inquiries from interested partners
who wish to pursue educational activities that
involve prospective future faculty members as
collaborators in instructional design,
implementation, and assessment.
Structured Study Groups: Improving Learning in the
Sciences
Students interested in science can be diluted in large
lecture classes. Structured Study Groups (SSG) are a
way for science-motivated students to work with
one another while digging more deeply into the
subject matter. SSGs are offered as a supplemental
option, open to any interested students in some of
University large lecture classes. The SSG curricula
are co-designed and led by upper level junior and
senior students.
O R A T I O N S
In a typical session, groups of 15-20 students meet
for 2 hours per week using a format of creative
work that most closely resembles a performance
studio. SSGs are offered in partnership with the
LSA Honors College, as a model for Honors
instruction that is open to any interested students,
and which is anchored in developing a deep
understanding of the discipline. SSGs were first
offered in 1994 as a part of the Organic Chemistry
teaching program. Thanks to the collaboration
between IDEA and the LSA Honors College, SSGs
are now available in a number of classes. Enrollment
in these groups has grown over several years. The
classes are described on the next pages. The projects
for each class are different and mirror the type of
work that assists in learning that science.
Breaking the tradition of [only] centralized
authority in teaching and learning coincides with
society’s demands for increasing the diversity of
people who are prepared to do (or understand)
science and technology. This is fortunate, because
many believe that this increase can be accomplished
Summer 2010
 U N I V E R
Understanding and Improving Science
And Math Undergraduate Education:
University Collaborations and IDEA
by designing classrooms that foster success both
broadly and inclusively.
Students often fail to excel in science and
mathematics because they do not know how to
work effectively with peers to create a community
for themselves based on shared interest and
common professional goals. Programs like SSG
work on two levels in this way:
(1) the leaders become true members of the
instructional team of the class, and
(2) the participating students come together around
a strong science agenda, every week, to work on
tasks that would not be possible to solve as
individuals.
Structured Study Groups in Chemistry 260
(Introduction to Physical Chemistry)
To improve conceptual understanding of quantum
mechanics, students engage in writing-to-teach
Summer 2010!
S I T Y C O L L A B
activities to create a supplemental “living text” for
their peers in Chem 260.
In the weekly SSG sessions, students work in teams
to create, peer review and revise materials designed
to be used as supplemental learning resources by
their peers. These materials include text sections,
practice problems with annotated solutions, and
literature-based examples for a variety of quantum
mechanics topics.
Structured Study Groups in Introductory Physics
135/235 (Physics for the Life Sciences)
In these SSGs, the study of the Physics of Life goes
beyond the standard course material and into the
current scientific literature, exploring journals such
as Science, Nature, Public Library of Science One,
Proceedings of the National Academy of Sciences,
and the Journal of Experimental Biology.
By digging into the literature, students gain a richer
understanding of the connections between physics
and life, learn something about how the scientific
O R A T I O N S
literature works, and develop new research,
presentation, and communication skills.
Structured Study Groups in General Chemistry 130
(General Chemistry Principles)
Using a well-grounded “writing to learn” format,
students in these SSGs explore relevant course
topics from the perspective of developing strong
narrative skills that go beyond the typical
mathematical problem/solution format.
Developed and implemented through a unique
partnership between the Honors College and the
Sweetland Writing Center, these SSGs focus on
constructing credible and plausible scientific
explanations; tying explanations to debatable
positions; using new scientific vocabulary
appropriately; identifying and applying patterns of
scientific arguments in prose; and constructing
arguments that link evidence to ideas, theories, and
positions.
11
 B I O 1 7 1

… another likely explanation is that BIO 171 still

covers too many ideas in one semester in
insufficient depth to instill a solid conceptual
understanding in the majority of students.
Jo Kurdziel, Bio 171 Assessment Project Investigator

Educational Assessment are the "E"
and "A" in IDEA.  This kind of
research provides the experimental
data that gets the attention of the
science faculty. As a result,
collaborative, team-based assessment
projects have been as much in demand
as instructional design.
One important way to improve
student learning is to study the
learning process itself, to better
understand – as a matter of fact, rather
than speculation – what might be the
places to target effort. In 2008, the
introductory biology sequence at the
University of Michigan underwent a
major renovation. As a part of this
reform, faculty member Jo Kurdziel is
leading a three-year project to study
the effects of integrating a specific
assessment plan into the new course.
Kurdziel’s team fits the IDEA ideal:
her collaborators are undergraduates,
graduate students, and a post-doctoral
associate whose experience and skills
span LSA and the School of Education.
Dr. Kurdziel reports: “The research
team completed extensive literature
searches and found that two
instruments had been validated and
published. By the end of the second
semester we were able to test drafts of
all three instruments on the BIO 171
students.
“The team also reviewed the literature
in biology education and began
developing learning goals for ecology
as well as creating new questions. We
continued to refine the genetics
concept test and read the literature on
biology education to review what was
known about students’ challenges in
learning about evolutionary processes.
While a concept inventory on natural
selection was validated and published
a number of years ago, this instrument
does not assess students’
understanding of mutation, genetic
drift or gene flow and students need
to understand these other
evolutionary processes to really
understand evolution.
We compiled data on students’
conceptual challenges and wrote draft
questions to address these topics. By
the end of the second semester we
were able to test drafts of all three
instruments on the BIO 171 students.
“In general, what these assessments
are showing us is that although
students do well on our course exams,
they are not retaining key ideas at the
end of the course. One reason is that
we do not have a comprehensive final
exam, but another likely explanation
is that BIO 171 still covers too many
ideas in one semester in insufficient
depth to instill a solid conceptual
understanding in the majority of
students. Once pre-test and post-test
comparison is complete, we will share
the initial results with all faculty
teaching in BIO 171 so that we can
revise our approach and work toward
helping students master key biology
concepts.
“In year two, the research team will
tackle the development of the nature
of science and science inquiry skills
assessment instruments and continue
pre- and post-testing students about
key ideas in genetics, ecology and
evolution.”

12! Summer 2010

 U P
Preparing Future Faculty in the
Sciences:
Panels & Seminars on Science Education
PFFS, Preparing Future Faculty in the Sciences.
Each winter semester, the IDEA Institute
collaborates with others on campus to support
seminars and discussion panels to assist in the
transition from doctoral or post-doctoral fellow to
faculty member.
The PFFS Seminar and panel series allows future
faculty to interact with each other and a diverse
collection of faculty presenters. Presenters are
selected to meet the needs of various doctoral and
post-doctoral students in the sciences. In 2010, an
average of 35 students attended each PFFS seminar
or panel lunchtime talk.
JAN 13: PFFS Panel
“Preparation and Guidance for an
Academic Interview” Julie Biteen
(Chemistry/Biophysics, UM) Melissa
Reynolds (Chemistry, CO State) Aaron
Putzke (Biology, Hope College)
Summer 2010!
C O M I N G E V E N
JAN 27: PFFS Seminar
“Re-Envisioning the Relationship
between General & Organic Chemistry”
Ryan Sweeder (Chemistry, MSU)
FEB 3: PFFS Panel
“Thinking about First-Year Seminars”
Hashim Al-Hashimi (Chem/Biophysics,
UM) Larry Ruff (Geol. Sciences, UM)
John Schiefelbein (MCDB, UM)
FEB 10: PFFS Seminar
“Making Learning Active through
Effective Use of Clickers & Simulations”
Katherine Perkins (Physics; U Colorado)
FEB 24: PFFS Seminar
“Just-in-Time Teaching: Improving
Learning in Class by Engaging Students
Online” Andy Gavrin (Physics, IUPUI)
T S
MAR 10 PFFS Panel
“Teaching in Diverse Academic Settings”
Kevin Hamed (Biology, VHCC) Deano
Smith (Physics, Greenhills HS) Paul Root
(Chemistry, HFCC)
MAR 17: PFFS Seminar
“Model Based Reasoning in the Large
Introductory Biology Classroom: Impact
on Student Engagement and Hypothesis
Generation” Zane Barlow (Biology, U
Mass)
MAR 31: PFFS Panel
“The Tenure Process” David Gerdes
(Physics, UM) Sean Decatur (Dean,
Oberlin College) Jann Joseph (Assoc.
Dean, GVSU)
13

Undergraduate science learning supported through
Mportfolio Project and Use/Usefulness Survey
Educational Assessment: How can we understand
and capture the value-added experience of an on-
campus university education? The Mportfolio
project!
Although UM students often report that they learn a
great deal from academic courses and peer
leadership experiences, the vast majority are not
able to specifically articulate what they have learned
or how they will use the knowledge they have
gained once they leave the university. The purpose
of the Integrative Knowledge Mportfolio Process is
to help UM students retrieve, integrate and
demonstrate the different types of knowledge and
skills they have gained from all areas of life and to
connect this knowledge to sources of curiosity and
inspiration, as well as personal and professional
goals. The success of the Integrative Knowledge
Portfolio Process lies in the fact that it facilitates
students in making critical connections between
their tacit knowledge (the unconscious insights,
frames of reference, and skills gained from real-life
experience) with explicit knowledge (the formal
theories and concepts learned in academic courses).
The process requires students reflect on and analyze
their experiences, engage in dialogue and feedback
with others, and create succinct and compelling (e)
portfolio pages that integrate both text and visual
elements.
Based on focus groups carried out in 2007, the
Mportfolio team identified the SSG leaders (see
above) as likely candidates from whom high-value
information about adaptive learning experience
might be gained. Project leader Dr. Melissa Peet
collaborated with the 2008-09 SSG leaders to create a
first round of (e)portfolios, which, upon analysis,
reflected and documented exactly the sort of deep
engagement that was evident during those initial
focus groups.
Dr. Peet reports on the 2009-10 experience: “During
the 2009-2010 academic year, a group of 8 Chemistry
Honors SSG leaders became the first group at UM
(out of a total of 2,000 participating students) to
create Integrative Knowledge Capstone Portfolios
through an entirely peer facilitated process. The
goals were to:
14!
M P O R T F O L I O
• help SSG leaders identify and demonstrate the
specific types of knowledge and skills they
developed as a result of their SSG peer education
and leadership efforts
• test if and how the portfolio methodology can be
successfully peer-facilitated
• identify how the reflection, writing and feedback
steps of the Mportfolio process could be used to
fulfill the junior/senior writing requirement for
undergraduate students
“Data analyzed from focus groups and interviews
with individual students demonstrated that as a
result of the portfolio process, SSG leaders
developed the following:
• the capacity to articulate exactly what they had
learned as an SSG leader and how they were
applying the knowledge and skills gained in SSG
to other areas of life
• a sense of themselves as lifelong learners with an
ability to identify how they learn as well as their
strengths and gaps as learners
• an understanding of how their underlying
passions and values have directly informed their
decision and actions
• the ability to meaningfully integrate seemingly
disconnected learning experiences
“The SSG leaders’ experience with the portfolio
project is making a significant impact on the larger
campus-wide MPortfolio Initiative. Most
importantly, the SSG leaders demonstrated that
undergraduate students can successfully facilitate
the steps/methods of the Integrative knowledge
Portfolio Process (if they receive training) and that
the degree of writing needed to create an MPortfolio
is equivalent to other courses that fulfill the college’s
upper-division writing requirement. These
successes are informing the next steps for the
Mportfolio Initiative.”
Educational Assessment: Use & Usefulness:
Understanding Resources across the Sciences
Large lecture classes are the norm for introductory
science instruction. One advantage to teaching in a
large environment is that there is often a
comparably large investment in learning resources
for students to access. This project examines
students’ self-regulated use of learning resources
and their beliefs about the usefulness of those
resources. This is the first-ever research
collaboration between the four major areas of basic
science, involving the departments of chemistry,
ecology & evolutionary biology, molecular, cell &
developmental biology, and physics.
Following pilot studies carried out in two chemistry
courses (organic chemistry, 2005-08; general
chemistry, 2009) and in biology (2010), we will begin
a three-year study in five key introductory LSA
science classes. Our key collaborators are the LSA
science faculty who are responsible for these
introductory classes and Professor Ed Rothman, and
his students, from the UM Center for Statistical
Consultation and Research (CSCAR).
Our initial results show that students who discover
a personally successful combination of resources by
the first exam, above and beyond the most common
ones, are better off throughout the semester.
Students who use the results from the first exam
and change their engagement in productive ways
can also improve.
For faculty instructors our initial results show that
faculty must think more explicitly about all of the
resources that they are providing, make the
inventory as transparent as possible, encourage
adventuresome use of new things, and provide
guidance about the value in shopping around and
changing to something that pays off. Adding
resources that are only used by a fraction of the class
may be worthwhile for a group of students who
needed “just that one more” to put them over the
top, particularly if the resources are easy to add.
Support for this project comes, in part, from a
successful proposal to the Whitaker Fund.
Summer 2010
 E V A L U A T I O N

Evaluation is embedded in all of our work. We are interested in what our participating students, teachers, and faculty
think of the programs we facilitate. These informal evaluation tools provide formative and summative assessment for
our programs and guide us to improvement. In addition, project reports provided by the various project directors give
detailed information about the evaluation work being carried out. IDEA has hired Ms. Lea Bullard, a UM PhD
candidate, to carry out third-party evaluations for all of the projects supported by IDEA, during 2010-11. She completed
a pilot study of the FUTURE program during 2009-10. Finally, we have engaged three international scholars in science
education to carry out an overall program review in October 2010.

By the Numbers…

! ! ! 2008-09! 2009-10! 2010-11 (est)!

I. Middle/High School Initiatives! ! !
! (a) Summer Camps
! ! number of camps! 1! 3! 2
! ! number of UM student leaders! 2! 15! 8
! ! number of precollege students! 17! 80! 48
! ! number of teachers! 0! 5! 4
! ! number of schools! 3! 10! 10
! ! number of subject areas! 1! 3! 3
! (c) FUTURE
! ! number of UM student instructors! 12/term! 45/term! 20/term
! ! number of precollege students! 720 ! 2,700! 1,800
! ! number of teachers! 6/term! 17/term! 5/term
! ! number of schools! 3! 6! 6
! ! number of subject areas! 3! 5! 5
! (d) Science Saturdays
! ! number of UM student leaders! ! 3! 3!
! ! number of precollege students! ! 25! 25!
! ! number of teachers! ! 0! 2
! ! number of schools! ! 5! 5
! ! number of subject areas! ! 2! 1
! !
II. Higher Education Initiatives
! (a) Team-based instruction
! ! number of UM student leaders! 6! 10! 13
! ! number of UM students! 100 ! 150 ! 200 !
! ! number of UM classes! 2! 3! 5
! (b) Team-based assessment on education
! ! number of UM student leaders! 2! 16! 20! !
! ! number of UM students involved! 1500! 2400! 6000
! ! number of UM Gateway classes! 1! 4! 6
! (c) Summer program (Pipeline)
! ! number of UM student leaders! ! 3! 3! !
! ! number of students! ! 13! 24
! ! number of subject areas! ! 3! 3

Summer 2010! 15
 E V A L U A T I O N
EE VV AA LL UU AA TT II OO NN
Middle/High School Initiatives
B. B. Middle/High
Middle/High School
School Initiatives
Initiatives
I just wanted to let you know what a great Summer Camps (responses from student
FUTURE:
FUTURE: job Hannah did here at Cornerstone.  Her participants):
Summer Camps
Camps (responses
Vision,
FUTURE: another aspect of teacher expertise, Summer (responses from
from student
student
Vision, another aspect of teacher expertise, lessons were full of information and her participants):
can
Vision, be another
characterized
aspect by ofthe flexibility
teacher and
expertise, participants):
The IDEA camp was a very fulfilling experience
can hands on activities were great.  My
can be be
adaptability characterized
characterized byby
of the teacher. thethe flexibility
Being
flexibility toand
ableand I justwanted
I just wantedtotoletlet youknow
knowwhat
whataagreat
great
and I reallyyou that
Theallowed me towas
IDEA camp
camp discover what college life is
adaptability
adapt lessons
adaptability of
ofand the
the plansteacher.
teacher. Being
indicates an toto
Being able able students
jobHannah
Hannahdid didhere
enjoyed having
hereatatCornerstone. 
her in
Cornerstone. HerHer The IDEA was aa very
very fulfilling
fulfillingexperience
experience
job like while learning chemistry and meeting great
adapt lessons and plans
adapt lessons and plans indicates anof
understanding of the larger indicates
picture anhow my 7th and 8th grade classes.  I hope to
lessonswere
werefull
fullofofinformation
informationandandher
her that allowed me to discover what college
that allowed me to discover what collegelife
lifeisis
lessons friends.
theunderstanding of of
thethe
content is organized.
understanding larger
larger picture
Statements
picture of
ofthathow
how
continue on with this partnership in the
handson onactivities
activities were great.  My like while learning chemistry and meetinggreat
like while learning chemistry and meeting great
hands
FUTURE program.! were great.  My friends.
the content
indicated that isthe
organized.
participant Statements that
was flexible, friends.
the content is organized. Statements that students and I Ireally
students and reallyenjoyed
enjoyedhaving
havingherherin
in
indicated
adaptable
indicated orthat
that thethe
aware participant
of the need
participant waswas
to be flexible,
were
flexible, my 7th and 8th grade classes.  I hope to
my 7th and 8th grade classes.  I hope to I’m extremely
I’m extremely grateful
grateful to have such aagreat
theadaptable
second or
most aware of
prevalent the need
group to
of be were FUTURE
continue onwith
withteacher/mentor
thispartnership
partnership (Winter
inthe
the I’m extremely grateful to to have
have such
such great
a great
adaptable or aware of the need to be were continue on this in experience, one where I’m surrounded by aa
the second moststatements.
“Others-focused” prevalent group Vision,of then, 2010)
FUTURE program.!
experience,
experience, one
one where
where I’mI’m surrounded
surrounded by by
a
the second most prevalent group of FUTURE program.! group of brand new, diverse, and intelligent
is “Others-focused” ofstatements.
another markerstatements. teaching skill Vision, then,
thatthen, group
group ofof brand
brand new,
new, diverse,
diverse, andand intelligent
intelligent
“Others-focused” Vision, people with whom I made fast friends. And it’s
is another marker of teaching skill that I wanted to make sure I replied to you2010)
to people
people with
with whom
whom I made
I made fast
fast friends.
friends. AndAnd
it’sit’s
isappears
anothertomarker
be fostered during skill
of teaching participation
that FUTURE
FUTURE
teacher/mentor
teacher/mentor
(Winter
(Winter 2010) all in a science oriented environment! It was
inappears
the FUTURE to be program.
fostered during participation thank you so much for this opportunity to allall
inina science oriented
a science oriented environment!
environment! It was
It was
appears to be fostered during participation awesome.
in theMs.FUTURE program.
Leaprogram.
Bullard (School of work with the FUTURE program. My awesome.
awesome.
in the FUTURE
Ms. Lea Bullard
Education, 06/01/10, (School of
“Uncovering students were actively engaged and
Ms. Lea Bullard (School of
Education,
the views…”) 06/01/10, “Uncovering worked
I wanted well towith
make Ashley.
sure I Ireplied
look forward
to you toto
Education, 06/01/10, “Uncovering I wanted to makeyour sureprogram!
I replied to you to
the views…”) future
thankyears
you with
so much for this opportunity to
the views…”) thank you so much for this opportunity to
work with the FUTURE program.  My
work with the FUTURE
FUTURE program.  My
teacher/mentor
students were actively engaged and To me, this camp was not
students(Fall were actively engaged and
2008)
worked well with Ashley. I look forward to To me, this camp was not
I feel that FUTURE has worked well with Ashley. I look forward to just about chemistry but the
I feel that FUTURE has future years with your
future years with your
just about chemistry but the
helped me to become a program!! true college experience. I met
helped me to become a program!!
I was very glad to have Reggie and Apu
true college experience. I met
better speaker, leader, and FUTURE teacher/mentor (Fall 2008) 23 great people each with
better speaker, leader, and work
FUTURE with my Algebra class this
teacher/mentor (Fallpast
2008) 23 great people each with
partner, which will semester.  I think we all learned a lot their own uniqueness, that
partner, which will (including, most importantly, my
their own uniqueness, that
beneficial in any career path each gave me a new outlook
beneficial in any career path students!). 
I was veryOne gladoftothe things
have we learned
Reggie and Apu each gave me a new outlook
that I take. I was
about very
workthe glad
activity
with towe
my Algebra have
choseReggie
to do
class and
was
this Apu
pastthat on life.
that I take. itwork
was with
a bit my
too Algebra
complicated class
to this past
accomplish
on life.
semester.  I think we all learned a lot
semester. 
in just threeI class
(including, think we
mostperiods. all learned a lot
But that’s
importantly, my
(including,
helpful data most
students!).  for
One importantly,
next things my
time.!
of the we learned
My general teaching strategies have students!).  One of the
about the activity thingsto
we chose wedolearned
was that
MyMy general
generalteaching
teaching strategies
strategies have about FUTURE
the activity teacher/mentor
we chose to do was that
improved as a result of my time in the it was a bit too complicated to accomplish Science Saturday (responses from U-M
improved as
asathis
aresult of
of my
myItime (Winter 2010)
improved
classroom result
semester. haveinlearned
the that it in
wasjusta three
bit tooclass
complicated
periods.  Butto accomplish
that’s Science Saturday
undergraduate
Science Saturday (responses
instructors):
(responses from
from U-M
U-M
classroom
classroom this
thissemester.
it is important semester. II have
to first begin learned
havelessons bythat inhelpful
just three
dataclass periods. 
for next time.!But that’s undergraduate instructors):
undergraduate instructors):
ititisisimportant
important
engaging thetoto first
first begin
students, begin lessons
ideally by by helpful data for next time.!
engaging
engaging
connecting the
thestudents,
students,
with themideally
ideally
on some by level. JustFUTURE
wanted to teacher/mentor
let you know that (Winter 2010)
Marcus Science Saturdays taught me that me all of
connecting
connecting
Second, Iwith with
havethem them
learned on that
on someit level.
some is important FUTURE teacher/mentor
did a great job his first day in the (Winter 2010) Science
science
Science Saturdays
is intertwined,
Saturdays taught
taught meme
from that
meme
chemistry
that all all
to of
of
Second,
not toIIisolate
Second, havelearned
have learned
some kids thatwhile
that it is important
allowing classroom!  My students really enjoyed his science
astronomy;
science is is intertwined,
each of the
intertwined, from
fromscienceschemistry
chemistry to to
complement
not
not toisolate
to
other isolate
kids to some
some kids while
kids
overshadow while theallowing
rest of the lesson and he seemed to know
relax as theMarcus
day astronomy;
each othereach
astronomy; ineachof of
ways theIthe sciences
never
scienceseven complement
imagined.
complement
Just wanted to let you that
other
other class kids
kids toovershadow
to
in their overshadow
participation. theThird,
the rest ofandthe progressed. All each other in ways I never even imagined.
Just
didwanted
a great tojobof
let my
hisyou students
know
first day in are
that excited
theMarcus each other in ways I never even imagined.
class
class intheir
in theirparticipation.
potentially participation.
most importantly, Third,
Third, and
I have that he is coming Probably one of the best things that came out of
did a great
classroom!  jobMy hisback
firsttomorrow
students dayreally and again
in theenjoyed his
potentially
learned that
potentially most
most importantly,
students learn best
importantly, I have when they next week. Just it for me was
Probably one getting
of the besta lotthings
of experience
that came working
out of
lesson
classroom! and he wanted
My seemed
students you to know
toreally
relax as theit’s
enjoyed dayhis
learned thatstudents
can discover
learned that students
facts on learn best
theirbest
learn own when
– notthey
when when
they working beautifully. itand
forcommunicating
Probably meone was ofgetting
the best withlotpeople
athings thatfrom
of experiencecamedifferent
working
out of
progressed. 
lesson and he All of mytostudents
seemed relax as are
theexcited
day
can
can discover
they are simply
discover facts on
facts on their
theirfacts
taught ownby
own –– not
not when
the teacher
when professional
it and
for communicating
me backgrounds.
was getting a with It was really
lot ofpeople
experience fromworking
different
that he is coming
progressed.  All of back tomorrow
my students areand again
excited
they
they aare
in are simplydialogue
one-way
simply taught facts
taught facts
from byteacher
by the teacher
the teacher
to FUTURE teacher/mentor andchallenging
professional
communicating getting everyone
backgrounds.
with organized
It was
people from really and on
different
next
that heweek.  Just wanted
is coming you to know
back tomorrow it’s
and again
ininastudent.
aone-way
one-way dialogue from
! dialogue from teacher
teacher to to (Winter 2010) the same page
challenging
professional sometimes,
getting
backgrounds. It and
everyone learning
really how
wasorganized and to
on
working
next week. beautifully.
Just wanted you to know it’s
student.! !
student. do that
the samewill
challenging pagedefinitely
gettingsometimes,be a great
everyone and skill for
learning
organized and meontoto
how
FUTURE student (Winter 2010) working beautifully.
FUTURE teacher/mentor (Winter 2009) thehave.
do that page
same will definitely
sometimes, beanda great skill for
learning howme to to
FUTURE student
FUTURE student (Winter
(Winter 2010)2010)
FUTURE teacher/mentor (Winter 2009) dohave.
that will definitely be a great skill for me to
have.

16! Summer 2010

16! Summer 2010
 E V A L U A T I O N
E V A L U A T I O N
E V A L U A T I O N
Higher Education Initiatives
C. Higher Education Initiatives
C. Higher Education Initiatives
D. Noyce Supplement (INSPIRE)
SSG (team-based instruction)
SSG (team-based instruction) Perhaps the most important finding from the D. Noyce Supplement (INSPIRE)
SSG (team-based instruction) Perhaps the most important finding D. Noyce Supplement (INSPIRE)
pilot Honors course [in CHEM 130] isfrom the
the data I feel privileged to once again dedicate my life to
Sets of exam responses written by honors and Perhaps the most important finding from the
Sets of exam responses written by honors and pilot Honors course [in CHEM 130]
about changes in students’ thinking about what is the data the service of others, in hopes that they will
non-honors
Sets of examstudents
responses graded
writtento have similar
non-honors students graded toby honors
have and
similar pilot
about
kind
Honors course
ofchanges
[in CHEM
learninginisstudents’
required in
130] isabout
thinking
chemistry
the data
andwhat bring a more prominent future to the world as
content
non-honorsknowledge
students were distributed
graded to have to experts
similar about changes in is students’ thinking aboutandwhat
content knowledge were distributed to experts kind of
about thelearning
relevance required
of chemistry in chemistry
to their daily we know it. I continually look forward to
in chemistry.
content These were
knowledge experts were asked
distributed to rank
to experts kind
in chemistry. These experts were asked to rank aboutofTo
lives.
learning
the is required
berelevance
successful ofin in chemistry
chemistry to their and
science, students daily
need meeting with several other science teachers in
the
in writing samples
chemistry. These based
experts onwere
overall
askedquality
to rankand about the relevance of chemistry to their daily
the writing samples based on overall quality and lives. To be successful in science,
to move beyond memorizing, and the pre- and students need this part of the world and gaining insight in how
how
the well thesamples
writing students explained
based on theirquality and
overall lives. To beyond
be successful in science,
how well the students explained their to move
post-responses to memorizing,
the survey about andstudents
the pre-need
chemistry and they feel we might be able to bring our two
understanding.
how It was explained
well the students found that responses
understanding. It was found thattheir responses to move beyondtomemorizing,
post-responses
suggests the survey
that the Honors section
and the
about
may
pre- and
chemistry
have countries closer together through mutual
written by honors
understanding. It students
was foundwere
thatmuch more
responses post-responses to Honors
the survey about chemistry
written by honors students were much more suggests
helped them thatdothe
this. section may have classroom participation and scientific
likely
writtentobybe honors
ranked students
as the “best”
were compared
much more to suggests that the Honors section may have
likely to be ranked as the “best” compared to helped them do this. cooperation.
those
likely written
to be by non-honors
ranked as the students.
“best” compared to helped them do this.
Professor Anne Gere & Dr. Barbara
those written by non-honors students.
those written by non-honors students. Professor
Mirel (SchoolAnne Gere & Dr. Barbara
of Education) Mr. Nathan Glover, Beijing, 07/03/10
Ms. Anne Vázquez Professor AnneofGere & Dr. Barbara
Ms. Anne Vázquez (SSG coordinator for Mirel (School Education)
(SSG
Ms. coordinator
Anne Vázquez for(SSG
CHEM 260)
coordinator for Mirel (School of Education)
CHEM 260)
CHEM 260) e-Portfolio (evaluation of teacher development) I feel privileged to once again dedicate my life to
e-Portfolio (evaluation
(evaluation of of teacher
teacher development)
development) I feel privileged to once again dedicate my life to
e-Portfolio the service of others, in hopes that they will
the service of others, in hopes that they will
The SSG leaders’ experience with the bring a more prominent future to the world as
Theleaders’
SSG leaders’ experience the withportfolio
the bring a more prominent future to the world as
The SSG
portfolio experience
project is making awith significant impact we know it. I continually look forward to
portfolio project isa making a significant impact we know it. I continually look forward to
By leaving the presentation project is making significant impact
on the larger campus-wide MPortfolio Initiative. on the meeting with several other science teachers in
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and to select the one that best courses that fulfill the college’s upper-division Nathan Glover, Beijing, 07/03/10
and to select the one that best courses that
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reporting. end of the course (average scoresmost
result is that werestudents
in 50% and I wake up
commonality inknowing
that goingthat I will is
to work make a
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Reflections from David Chapel endnot
are of the course (average
retaining scores wereendinof50% and I wake up knowing that I will make a
range on each ofkey the concepts at the
three surveys). the difference
and I wake in
uplab and hopefully
knowing that I willwill do so
make a in my
Reflections
(SSG from David Chapel (SSG
Leader; 05/10/10) range on each of the three surveys).
course (average scores were in 50% range on difference in lab and hopefully will do so in my
Reflections from David Chapel (SSG classroom.in lab and hopefully will do so in my
difference
Leader; 05/10/10) each of theDr.
three surveys).Project Director,
Jo Kurdziel, classroom.
Leader; 05/10/10) Dr. Jo Kurdziel, Project Director, classroom.
“Injecting Assessment…” Sienna Silva,07/02/10!
“Injecting
Dr. Assessment…”
Jo Kurdziel, Sienna Silva,07/02/10!
Ms. Sienna Silva, 07/02/10,
(Project Director, “Injecting (INSPIRE 2010 Fellow!)
Assessment…”)

Summer 2010! 17
Summer 2010! 17
Summer 2010! 17

Seyhan N. Eğe
Symposium
The Seyhan N Eğe Memorial Symposium, held in
October 2009, was sponsored by the generous
contributions of the College of LSA, UM Advance
Program, Rackham Graduate School, Department
of Chemistry, the UM Women in Science and
Engineering Program, and the IDEA Institute. The
symposium featured three addresses by
internationally renown speakers, Deborah Ball,
Debra Rolison, and Sheila Tobias.
Deborah Loewenberg Ball, Professor and
Dean, UM School of Education
Expanding Who is ‘Good at Math’ from the
Beginning
We live in a society in which even well-educated
people are comfortable saying that they are “not
good at math” and where major gaps persist in the
quality of children’s opportunities to learn and to
succeed at mathematics. how can diverse young
learners engage in complex mathematical activity?
and what does it take to create broad opportunities
for all young people to learn to do, and to en- joy
mathematics, from their earliest years?
Debra R. Rolison, Head of Advanced
Electrochemical Materials, Naval Research
Laboratory
Creating change in scientific institutions through
subversion, revolution, and meteorology
The inability of research universities to diversify
their faculty is a national disgrace in that these
universities recruit for students that reflect the face
of America, but have not yet incorporated that pool
of talent onto their faculty. Similar difficulties are
apparent among the scientific staff of national/
federal laboratories. But how can one person
change the world of science – especially the
concerned scientist at the undergraduate, graduate
student, postdoctoral, or untenured faculty level?
Sheila Tobias, Consultant, Author, Feminist
Scholar
Instructional Improvement: Innovation vs. Long-
term (Lasting) Change
From 20 years of participant/observation into the
process of reforming mathematics and science
education, we can derive a critique of the dominant
paradigm, which tends to favor “innovation”,
short-term (one-shot) funding, and the seeking
after “universal solutions.” We can question,
however, whether this model simply takes the onus
off faculty members and administrators (principals
and district superintendents in the case of K-12
education) to commit to the cumulative
improvement that guarantees long-term (lasting)
change.
18!
H O N O R S
Joseph Krajcik -
NARST Distinguished 2009 Professor of the Year
Contributions to Science Education Brian Coppola, the Arthur F. Thurnau Professor of
Joseph Krajcik, Associate Dean for Research and
Professor of Education and Co-Director of the
IDEA Institute, has been chosen by
the National Association of
Research in Science Teaching
(NARST) to receive their
Distinguished Contributions to
Science Education through Research award, the
highest award given by the organization.
From the NARST award announcement:
Joe Krajcik has an unbroken string of leadership
experience in directing multi-disciplinary research
projects that span a wide range from elementary to
post-secondary education. He has made important
contributions to project-based science, student
modeling skills and accompanying software
innovations, the role of explanations, and the role of
visualization in learning chemistry. Not only is Joe at
the cutting edge, he often defines it. He has
provided leadership to the research community in
different ways, and has built many successful and
productive bridges between science educators,
scientists, teachers, and school districts that integrate
teacher professional development with the creation
and implementation of innovative teaching
materials and methods.
Joe also provides leadership through international
collaboration: mentoring researchers and sitting on
review panels in countries such as Taiwan, China,
and Israel. He has mentored an impressive cadre of
graduate students and postdocs who are now
faculty, teachers, and administrators at universities,
research institutes, and schools throughout the
world. Many of his students have won prestigious
young researcher awards from NARST, AERA, and
APA. Researchers, scientists, teachers,
administrators, and funding organizations go to Joe
to learn about new directions, get feedback on their
ideas, and seek his collaboration. Joe’s ability to
combine a strong theoretical grounding with the
realities of students and teachers in classrooms
across diverse settings has resulted in research,
innovations, and a general approach to science
education that have both impact and staying power.
Joe is a most deserving recipient of the 2010 NARST
Distinguished Contributions to Science Education
through Research Award. From the School of
Education blog: http://www.soe.umich.edu/blog/?
tag=krajcik)
Brian Coppola -
Chemistry, has been selected as a 2009 U.S.
Professor of the Year by the
Carnegie Foundation for
Advancement of Teaching and
the Council for Advancement
and Support of Education.
Mark Meyerhoff, acting chair of
the chemistry department, notes
that Coppola’s reputation for
innovations in undergraduate education crosses
national boundaries. “Several years ago he initiated
the chemistry department’s exchange program with
Peking University, which brings Chinese
undergraduates to our department for summer
research participation and vice versa,” Meyerhoff
says. He adds that the adulatory student letters the
department regularly receives about the impact of
Coppola’s teaching on their lives include phrases
such as “life-long mentor,” “single-most important
influence” and “changed my life.”
The seminal moment of Brian P. Coppolas career as a
chemistry professor came when, as an art student at
the University of New Hampshire in the 1970s, he
was assigned to draw a picture of his roommates
feet. “In art, or music, or theater, You can give 20
people the same assignment, and there is absolutely
no possibility they can cheat,” says Coppola.
The science courses Coppola took (and, early in his
career, taught) worked much differently than that art
class: A whole class was given an identical set of
problems with the expectation that they would
return an identical set of answers. That model denies
students the imaginative side of chemistry. Its
actually very reductionist, he says. So the professor,
who teaches chemistry at the University of Michigan
at Ann Arbor, decided to make his chemistry classes
more like his old art classes.
Since 1994, Coppola has organized students in his
organic chemistry classes into teaching teams and
assigned each to examine different parts of the
discipline. Those teams collaborate to develop
assignments and, under the guidance of teaching
assistants, co-write a 250-page textbook. My syllabus
after mid-term is blank, Coppola says, because in the
first half they are working on proposals for what
they now want to do. As the end of the semester
approaches, Coppola tells his students he will be
formulating the exam based on mistakes in the
textbook the students have co-authored, prompting
them to study by checking their work en masse. It is
inevitable, Coppola says, that they have to go find a
room together and just be tearing that damn book
apart. From the University Record and http://
www.insidehighered.com/news/2009/11/19/
awards
Summer 2010
 U P C O M I N G E V E N T S

Calendar 2010 - 2011

This is a brief list of the work of the IDEA Institute for the next year.
Contact us if you would like more information about any events.
Summer 2010 Fall 2010 Summer 2011
Dentistry Pipeline FUTURE Summer Camp Staff
Program Orientation
May 17 - June 25 Science Leaders June 15 - 17
Study Group
Summer Chemistry Summer Science
High School Camp Chemistry Teachers’ Camp - Chemistry
June 20 - July 2 Institute June 19 - July 1
October & November
Middle School Camp Summer Science
July 12 - 23 Camp - Geoscience
Winter 2011 July 10 - July 22
Summer Geoscience
High School camp Preparing Future Middle School
July 26 - August 6 Faculty in the Science Camp
Sciences July 25 - August 5
FUTURE Teacher Seminar Series
(Summer Camp
Planning Meeting Dates are Tentative)
Science Saturdays
Jan. 8, Feb. 12,
Mar. 19, Apr. 16

The IDEA Institute

The UM Instructional Development and
Educational Assessment (IDEA) Institute is a
collaborative effort between the College of
Literature, Science, and the Arts and the School of
Education. IDEA brings faculty members and
students together to improve and advance, through
research and practice, undergraduate teaching and
learning; precollege teaching and learning;
preparing future faculty; and new pathways for
identifying and recruiting pre-college teachers.

The work of the IDEA Institute is built on the

concept of forming interdisciplinary and
intergenerational “teaching groups” take on the
large and complex problems in education,
comparable to the way in which “research groups”
have enabled people to take on the important
problems in their various fields.

Summer 2010! 19
 C O N T A C T I N F O R M A T I O N

IDEA Institute Partnerships Contact Us

The IDEA Institute is always
interested in creating or
facilitating partnerships among
individuals or groups who are
interested in improving science
and math teaching in grades 6 -
IDEA Institute Staff
Brian Coppola — Co-Director, coppola@umich.edu 204 Washtenaw #3236,
Joseph Krajcik — Co-Director, krajcik@umich.edu
Mary Starr — Program Manager, mastarr@umich.edu
Ann Arbor, MI 48109
Debbi Carmody — Admininstrative Assistant, dcarmody@umich.edu 734-647-9353
Stay Connected
Join the I LOVE IDEA email list by sending your email address to ideainstitute@umich.edu.

post-secondary. Please contact us

any time.
- IDEA Institute

Photos used throughout this Summer 2010 edition of the IDEA Institute report are taken at IDEA Institute
events and are the sole property of the IDEA Institute. Please do not use without permission.

IDEA INSTITUTE" SUMMER 2010

IDEA Institute - University of Michigan

204 Washtenaw #3236
Ann Arbor, MI 48109