I am the Co-PI of the Certificate in Open Educational Practices through The Open Education Network. This work was funded through an Institute of Museum and Library Services (IMLS) grant. I served as a faculty expert on the curriculum design team and am an instructor for the course. 

Students in my general education course, CORE 101: Scientific Investigations, spend the semester remixing renewable websites focused on science topics we cover in class. My inspiration behind the project was the question: What would a non-majors textbook written by non-majors look like?

Feel free to click the image to the right to learn more about the project.

I employ what I now call collaborative grading - a type of ungrading - in my classrooms.

Teaching general education science has many challenges, the largest of which combating the previous experience students have with science. Many children have very poor science experiences throughout their lives, either because they don't have good role models in science, their science experiences early on in life were lackluster, or they had bad experiences with science teachers in secondary education. However it is caused, it typically results in students who say "I'm not good at science" or "I've always hated science" on their first days of class. This is a barrier to scientific literacy, which of course is the goal of any good general education science course. 

In the next few semesters I will be collecting both quantitative and qualitative data to try to get a picture of science anxiety and confidence in my classroom, and hopefully see how using alternative pedagogies helps to alleviate anxiety and/or increase confidence in my students.