The Value of Cogenerative Dialogues in STEM Learning

1. The Value of Cogenerative Dialogues in STEM Learning  Evaluators Faculty Participants Grant Coordinators Brahmadeo Dewprashad, PI* Wesley Pitts, CoPI# Faculty Developer Gillian Bayne# Line Augustine## Ashraf Shady## Moni Chauhan** Ling Chen* Mercedes Franco** Margaret Gaughan# Sharon Miller* Manita Pavel* Nelson Nunez-Rodriquez*** *BMCC; **QCC; ***Hostos; #Lehman College, ##Queens College Faculty Participants and Focus of Cogens Challenges Introduction and Rationale What are Cogenerative Dialogues? 1. Additional time is required for participants to be involved in each cogen so that all concerns, inputs, recommendations for and agreements to change can be addressed 2. Some students may use cogens to try to change course content mastery requirements. 1. Ling Chen, BMCC (Hybrid GOB course) Students edited chapter summary files, reflected on concepts learned and provided feedback on how the course could be improved: eCogens 2. Moni Chauhan, QCC (Honors Gen Chem II) Discussed students’ understandings of concepts covered and perceptions on how well concepts were taught in class 3. Mercedes Franco, QCC (Differential Equations) Understanding and mastery of course material were generated, as was how these are dependent upon prerequisite knowledge and skills, study strategies and resources 4. Nelson Nunez-Rodriguez, Hostos (Gen Chem I- Chem of Foods) Encouraging the voicing of student challenges, and creating feasible means by which the challenges could be addressed 5. Margaret Gaughan, Lehman (Human Bio) Encouraging students’ reading of their textbook and additional literature 6. Manita Pavel, BMCC (Gen Bio) Improving students’ content comprehension 7. Sharon Miller, BMCC (Gen Bio) Use of case studies to concretize concepts Cogens are discussions that aim to understand shared experiences involving teaching and learning. They can involve students, instructors, researchers, and sometimes administrators (Tobin and Roth, 2006). Cogens are grounded in sociocultural theory. They are therefore, regarded as social fields in which new culture is produced. Such culture, for example, is oriented toward the production of solidarity and shared goals associated with the teaching and learning of STEM. Although instructors are usually highly motivated to facilitate the success of their students, and make special efforts to do so, the differences in their academic experiences and expectations, and those of their students can limit effective execution of many well-intentioned pedagogical interventions. Cogenerative dialogues (cogens) can help to address this disconnect. This study used designed-based research to investigate the effectiveness of using cogens to facilitate STEM learning in CUNY’s community and senior colleges. In particular, it investigated the impact of cogens in helping to bridge the disconnects between instructors' and students' expectations of teaching, as well as how instructors and students are able to access classroom resources to improve teaching and learning associated with the course research site. Seven STEM faculty members (participants) from four different CUNY campuses were selected and trained in the use of cogens in their classrooms and laboratory environments. Faculty participants were guided in undertaking the studies and in evaluating the outcomes. Different pedagogical approaches used in conjunction with cogens were employed based on the needs of both students and faculty participants at each site. Baseline, formative and summative data were gathered from each course research site to assess the effectiveness of implementing cogens. Conclusions Improvements in teaching and learning were experienced in ways that were tailored to the individual and collective needs of faculty and students at each site Faculty Participants (7) 1. Each participant was trained in conducting a classroom study geared toward improving specific teaching and learning practices in STEM 2. Four participants have presented the results of their studies, which are now documented in peer-reviewed publications Student Participants (40) 3. Formed viable study groups, and took more responsibility for their individual and collective learning experiences 4. Formative and summative assessment grades improved throughout the course of the study Recursive Nature of Critical Design-based Pedagogy|Research Students and faculty reflect upon content taught and methods used; mutually agreed upon changes are made to improve teaching and learning practices. The science learning environment is one in which students and faculty work together and learn from one another; teaching takes place in a type of seminar format. Science teaching and learning are experienced through many avenues, including technological, laboratory and hands-on activities. Communication between faculty and students is consistent and constructive; generates local theory and solutions to problems discussed; ethical values embedded in pluralism, respect for difference, collaboration and communalism are upheld by all. Critical Science Pedagogy Research Acknowledgements CUNY- support from CUNY CCRI grant Students participating in the study & Faculty Collaborators Project Design