Major Models for NonMajors Science Courses

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Major Models for Non-Majors Science Courses

• Course Design Assessment Workshop
• Rollins College
• January, 2004
• Preston Miles, Centre College, Danville, KY

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Considerations in Course Design

• institutional context
• course goals
• pedagogy
• content
• course structure the topic of this discussion
• assessment

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Six Models Currently Utilized for Non-Majors
Science Courses

• The Science Majors Model
• The Current Events Model
• The Thematic Approach
• The Fundamentals of Science Model
• A Disciplinary Approach Designed for General
  Education Students
• The Science-Technology-Public Policy Model

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The Science Majors Model

• Strengths
• high uniform expectations (rigor)
• cohesive material
• process skills (critical thinking skills)
• can catch potential majors
• available resources (instructors textual)
• Limitations
• does not address the differing learning goals of
  major and non-major students
• material important for students not continuing
  in the field is often not included in the first
  course taken by disciplinary majors

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The Current Events Model

• Description
• the hot topics approach, e.g. HIV-AIDS, or
  genetic engineering
• Strengths
• stimulates student interest
• science process skills
• relevance
• Limitations
• breadth and balance of coverage
• limited lifetime
• resources

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The Thematic Approach (a.k.a. case study or web
design)

• Description
• similar to Current Events Model
• e.g. Ecosystem of Walden Pond
• Strengths
• allows tailoring to institutional setting
• begins with narrow topic and explores outward,
  the web approach
• currency and timeliness are less essential
• Limitations
• can be instructor-specific

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Fundamentals of Science Model

• Description
• built upon major concepts of science, c.f.
  National Science Education Standards
• Strengths
• illustrates connections between concepts
• science literacy
• avoids the cafeteria choice dilemma
• Limitations
• danger of becoming too thin
• background of instructors
• availability of resources

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Disciplinary Course Redesigned for Non-Major
Students

• Strengths
• a familiar approach
• allows separation of major and non-major students
• availability of resources
• Limitations
• science literacy
• validity of the cafeteria model

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The Science-Technology-Public Policy Model

• Description
• structured around issue of critical
  importance, e.g. energy policy
• could be described as the newspaper headlines
  approach
• Strengths
• almost assures that connections be made
• Limitations
• demanding of instructor
• breadth of coverage

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Other Models

• The great books approach
• History of science format
• Philosophy of science
• these approaches tend to be about science and
  may not meet institutional goals for science
  literacy