STS 1 SYNTHESIS

(1) RELEVANCE OF GE

STS 1 as a GE course serves to enrich the science education acquired from the student’s younger years by looking at science and technology in a critical and yet constructive manner. Going into the philosophical and historical aspects of science and technology was identified as an important component of the course towards this objective. STS 1 exposes the student to various issues related to science and technology, and helps the learner arrive at comprehensive solutions to problems. The course strives to be holistic in approach, and at the same time is a good supplement to specialized courses. STS 1 also aims to be relevant by relating classroom materials to the interests and practical application of the student, and this is checked by having the student make comments and suggestions to be used as feedback in improving materials and the teaching process.

(2) INNOVATIONS/TEACHING STRATEGIES/RESOURCES EXPLORED

a) Preparation of course packs

To come up with better course packs the aims and content of modules in the UP system STS 1 course guide are being reviewed often. Changes are made depending on need. An important element of the course pack is an effective study guide that instructs the student through phases which assist learning and skill development.

b) Assessment tools

There is a move for a more outcome-based approach in assessment. This includes: 1) essay type of examinations wherein critical thinking is developed; 2) class activities that apply information and skills acquired; and 3) creating project proposals and delivering a pitch to build particular competencies.

c) Classroom management

There is a strong preference for the blended learning model wherein formal lectures are minimized or avoided and individual learning is encouraged. This is said to: a) give the student more responsibility and a greater role in learning; and b) be free from emergency constraints such as accidents, calamities, and problems in internet connection. Ideas mentioned in this regard include: a) having students do activities that are more practical and community-based; b) make projects that are interdisciplinary; and c) explore more efficient forms of instructional digital platforms/apps. Group activities are suggested because students also assume responsibility over the learning experience of their peers. The issue of heavy student workload was brought up and the identified solutions to this were: a) to limit the number of readings per topic; b) to use alternative resources or other sources/forms of information; and c) to minimize synchronous sessions.

(3) OPPORTUNITIES AND CHALLENGES

a) Interdisciplinarity

Panelists and the rest of the conference participants identified the opportunities of maintaining the strong interdisciplinal character of STS 1 as follows: a) heterogeneity develops good interactive and multiple discussions between different experts; b) it is an avenue in which networks are formed due to collaborative interaction from experts; and that c) students can benefit from different experts. Continuing team teaching as an instructional modality of the course and inviting resource speakers were welcomed. It was emphasized that the course be not only multidisciplinal, but also “transdisciplinal,” and with cross pollination between the sciences and various other fields. This interdisciplinarity is not only limited to expert instructors but also to students, who have been accumulating knowledge and skills in their undergraduate courses and sharing them to their peers. On the other hand, there are challenges to building strong interdisciplinarity such as getting instructors to teach STS 1 because they say that the scope is “beyond their comfort zone” in expertise and instruction.

b) GE modality

As a GE course delivered in the time of the Covid-19 pandemic, STS 1 presents opportunities such as: 1) inviting more expert instructors to teach because of the online/remote classroom mode; and 2) on the part of students, an avenue by which to practice “soft skills” and social competencies together with their knowledge and skills in the sciences.

Among the challenges identified were: 1) managing the greater demand of STS 1 course which is reflected in big classroom sizes and greater workload in the part of the instructor; and 2) sustaining the interests of students taking up the course, which may be remedied by including topics of controversy or those that strongly appeal to students.

Prepared by Prof. Jack Medrana