Teaching DecisionMaking to Future Scientists and Teaching Science

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“Teaching Decision-Making to Future Scientists and Teaching Science to Future Decision-Makers: The Princeton University

“Teaching Decision-Making to Future Scientists and Teaching Science to Future Decision-Makers: The Princeton University Experience” Gregory van der Vink & Peter Folger Teaching Public Policy in Earth Sciences Workshop – AGU, April 22, 2006

Disclaimer and Reference § Opinions are those of the authors and do not necessarily

Disclaimer and Reference § Opinions are those of the authors and do not necessarily represent those of any institution with which he is affiliated. § Based on 15 years of teaching upper-level Geoscience decision-making courses at Princeton University • Geo 399: “Environmental Decision-Making” • Geo 499: “Dealing with Natural Disasters” § Princeton University 250 th Anniversary Professor for Distinguished Teaching

Course Objectives § Improve scientific literacy of non-scientists (e. g. future policy-makers, business executives,

Course Objectives § Improve scientific literacy of non-scientists (e. g. future policy-makers, business executives, citizens) And § Improve the political, social, economic, literacy of future scientists (make scientists more effective in having their work benefit society – “citizen scientists”)

Definition of scientific literacy NSF defines scientific literacy not only as knowledge of the

Definition of scientific literacy NSF defines scientific literacy not only as knowledge of the tenets and methods of science, but also the impact of science on society.

Boundary Conditions Not every student will become (or wants to become) a scientist –

Boundary Conditions Not every student will become (or wants to become) a scientist – a producer of scientific information. (and that’s OK)

Boundary Conditions But every student will be a future consumer of scientific information. These

Boundary Conditions But every student will be a future consumer of scientific information. These students are our future decision-makers.

Courses for non-majors or for majors who will not be professional scientists § Few

Courses for non-majors or for majors who will not be professional scientists § Few producers, many consumers § Science background is valuable for many careers • Law • Diplomacy • Business • Education • Every profession [and to be good citizens]

Traditional Focus As educators, we focus on the future producers of scientific information But

Traditional Focus As educators, we focus on the future producers of scientific information But we generally ignore the future consumers of that information

Different Emphasis § For future consumers (policy-makers, business leaders, etc. ) Emphasis is not

Different Emphasis § For future consumers (policy-makers, business leaders, etc. ) Emphasis is not on learning facts of science, but rather on gaining an understanding of the scientific process, valid inference, representative sampling, data discrimination, etc. , § For future scientists Emphasis is on how science interacts with public policy.

Format for consumers Courses for non-science majors should be different from the traditional courses

Format for consumers Courses for non-science majors should be different from the traditional courses intended to train science professionals

Goals for understanding § Scientific process § Valid inference § Representative sampling § Boundary

Goals for understanding § Scientific process § Valid inference § Representative sampling § Boundary values § Data discrimination • Signal vs. noise • Outliers • Scatter • Random vs. systematic

“Take-away” understanding – example 1 The plural of “anecdote” is not “data”

“Take-away” understanding – example 1 The plural of “anecdote” is not “data”

“Take-away” understanding – example 2 Science is a human endeavor “A new scientific truth

“Take-away” understanding – example 2 Science is a human endeavor “A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die” – Max Planck

“Take-away” understanding – example 3 § Science is not about facts: - Science is

“Take-away” understanding – example 3 § Science is not about facts: - Science is a process - Science is a way of addressing problems

No need to “dilute” Many non-science students: Engineers Economists Political scientists Etc, have high-level

No need to “dilute” Many non-science students: Engineers Economists Political scientists Etc, have high-level quantitative skills and have experience addressing complex issues with many factors (variables).

Less is more § Avoid the “mile-wide, inch-deep” structure of many introductory courses. §

Less is more § Avoid the “mile-wide, inch-deep” structure of many introductory courses. § Select a few, difficult, unresolved issues with societal implications and have the students work thorough them (go deep).

Format for consumers High content § Expose students to primary data § Have students

Format for consumers High content § Expose students to primary data § Have students analyze data § Have students make decisions based on messy, incomplete, ambiguous data. § Experience requirement to make decisions based on their interpretation of the data available at the time of the decision.

Format for consumers Intellectually challenging § Data will be incomplete and ambiguous § Data

Format for consumers Intellectually challenging § Data will be incomplete and ambiguous § Data sets will be inconsistent § Decisions will involve long-equations with many variables from different disciplines. § Answers must be scientifically valid, but also politically, economically, socially realistic.

Format for consumers Long-term impact • 10% what we hear • 15% what we

Format for consumers Long-term impact • 10% what we hear • 15% what we see • 20% what we see & hear • 40% what we discuss • 80% what we experience • 90% what we teach § Give students experience – making decisions and defending those decisions.

Format for consumers “Socratic” Method Real Case Studies High Content Intellectually Challenging Long-term Impact

Format for consumers “Socratic” Method Real Case Studies High Content Intellectually Challenging Long-term Impact

Example 1 Senate Ratification of the Comprehensive Nuclear Test Ban Treaty

Example 1 Senate Ratification of the Comprehensive Nuclear Test Ban Treaty

Verifying the Comprehensive Nuclear Test-Ban Treaty Scientific: § Global seismicity (Guttenberg/Richter) § Seismic magnitude

Verifying the Comprehensive Nuclear Test-Ban Treaty Scientific: § Global seismicity (Guttenberg/Richter) § Seismic magnitude § Frequency of events § Energy/magnitude § Seismic transmission

Verifying the Comprehensive Nuclear Test-Ban Treaty Value-added: § Probability/confidence levels § Different scientists can

Verifying the Comprehensive Nuclear Test-Ban Treaty Value-added: § Probability/confidence levels § Different scientists can look at the same data, arrive at different conclusions § Technical assessments are permeated with value judgments

Example 2 Natural Disasters [Intersection of a Natural Process with Human-built Environment]

Example 2 Natural Disasters [Intersection of a Natural Process with Human-built Environment]

Earth. Scope Opportunity

Earth. Scope Opportunity

Education and Outreach

Education and Outreach

Wishka, WA

Wishka, WA

Transportable Array Siting Interns

Transportable Array Siting Interns

Sunset Crater Exhibit

Sunset Crater Exhibit

Why bother? § Improve scientific literacy of future non -scientists § Improve political/economic/social/ engineering

Why bother? § Improve scientific literacy of future non -scientists § Improve political/economic/social/ engineering literacy of future scientists § Enrich academic department Instill an understanding of, and appreciation for, science (and the methods of science) in the next generation of our society’s leaders.