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SENCER robustly connects science and civic engagement by teaching "through" complex,
contested, capacious, current, and unresolved public issues "to" basic science.
SENCER invites students to put scientific knowledge and scientific method to
immediate use on matters of immediate interest to students.
SENCER helps reveal the limits of science by identifying the elements of public
issues where science doesn't help us decide what to do.
SENCER shows the power of science by identifying the dimensions of a public issue
that can be better understood with certain mathematical and scientific ways of
knowing.
SENCER conceives the intellectual project as practical and engaged from the start,
as opposed to science education models that view the mind as a kind of "storage
shed" where abstract knowledge may be secreted for vague potential uses.
SENCER seeks to extract from the immediate issues, the larger, common lessons about
scientific processes and methods.
SENCER locates the responsibility (the burdens and the pleasures) of discovery as
the work of the student.
SENCER, by focusing on contested issues, encourages student engagement with
"multidisciplinary trouble" and with civic questions that require attention now.
By doing so, SENCER hopes to help students overcome both unfounded fears and
unquestioning awe of science.
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Science Education for New Civic Engagements and Responsibilities (SENCER) - is a
national project sponsored by the Association
of American Colleges and Universities with funding from NSF.
The goal of SENCER is to improve undergraduate education, especially for non-science majors,
by teaching "to" the science "through" complex social issues. The Mizzou SENCER team is
working on a variety of faculty development projects to meet this goal on this campus.
Contact: Jenni Coggin,
SENCER Research Assistant.
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November 7 |
"Death of the Biology Teaching Lab:
Can We Bring Life Back Into the Classroom?" |
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October 24 |
"Assignments to Promote Critical Thinking" |
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October 10 |
"Theory hits the pavement:
Implementing notions gleaned from K-12 education in a college class" |
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September 26 |
"How do we know if our students know?
Frameworks for assessing student learning" |
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May 3 |
"Taking
Action on your Teaching: A Review and a Preview" |
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April 19 |
"Application
of Problem-Based Learning to Undergraduate Courses" |
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April 5 |
"Scientific
objectivity?: The need to examine moral concerns as a component of the science curriculum" |
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March 15 |
"Designing a Class Exercise" |
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March 1 |
"Making Lectures Interactive" |
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February 15 |
"How to Hold a Good Discussion" |
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February 1 |
"What Should Every Life Science Student Know?" |
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Preparing "Future Faculty Brown Bag Seminar", January 30,
12:00 - 1:30, N 208
Memorial Union.
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