College Level Resources
Courses and content for college students and faculty help increase understanding of teaching methods and promote the exchange of knowledge between scientists, educators, children, and college students.
College level programs from the Hall reflect current educational approaches and active learning strategies, and include full courses like the award winning Communicating Science Courses, the innovative Early Learning in Math and Science (ELMS) methods course as well as content modules on green and nano technologies that can be integrated into community college science classes.
These programs help college students and faculty to more effectively communicate their subject, introduce science majors to teaching professions, provide access to content about emerging technologies, and create greater awareness among scientists about the need for outreach.
Communicating Ocean Science Courses
Communicating Ocean Sciences (COS) and Communicating Ocean Sciences to Informal Audiences (COSIA) courses prepare future ocean scientists to deliver effective learning experiences to K–8 students and teachers in schools or to the public in aquariums and science centers.
Communicating Science Courses
Innovative courses introduce participants to current ideas and practices in science education based on pedagogically sound principles of instruction. Their learning is then applied directly to science outreach experiences, teaching in K–5 classrooms or in informal science venues.
Early Learning in Math and Science (ELMS)
The Early Learning in Math and Science (ELMS) course is a model curriculum designed for use by college instructors to prepare undergraduate students in early childhood programs to teach science and math to young children.
Nano and Green Technologies in Community Colleges
High quality green and nano science content, modular materials, and career workshops are embedded into introductory science courses at community colleges. Concepts are connected to practical applications and day-long career workshops expose students to career options in emerging areas.
Communicating Ocean Sciences Courses
Our Communicating Ocean Sciences to K–12 Audiences (COS K–12) and Communicating Ocean Sciences to Informal Audiences (COSIA) courses are college level courses for undergraduate and graduate students in ocean sciences disciplines. They are designed to help future scientists communicate their subjects and to understand the importance of education, outreach and the broader impact of their work in ocean sciences.
The courses introduce inquiry-based, active learning instructional strategies that, combined with students’ content knowledge and enthusiasm for sharing it, equip them to communicate science content along with their passion for their subject area. COS K–12 prepares future scientists to introduce ocean sciences to K–8 students and teachers in local schools; COSIA prepares them to introduce ocean concepts to the public in aquariums, science centers and other informal environments.
The courses address a number of critical needs, including:
- helping future scientists to more effectively communicate their subject;
- steering some science majors into teaching professions; and
- creating a greater awareness among scientists about the need for outreach.
Either course can be used to fulfill requirements in both undergraduate science majors and the university-wide requirement for graduate students to complete a course in teaching methods.
The Communicating Ocean Sciences courses are a major initiative of the Center for Ocean Sciences Education Excellence (COSEE) California and were developed by COSEE California and the Marine Activities, Resources & Education (MARE) program at the Lawrence Hall of Science. The Hall serves as the central office for COSEE CA and leads the Communicating Ocean Sciences and the Ocean Literacy Campaign initiatives. These courses are available for download at cos-rop.net and Instructors workshops, as well as interactive online workshops, are offered annually.
For more information, please read more on the COSEE California site including professional development or email Lynn Tran at coseeca@berkeley.edu.
Communicating Science Courses
Services and Expertise
The Lawrence Hall of Science develops and researches unique, effective learning experiences for use in many environments—from informal to afterschool to formal K-12 classrooms and college courses. Our renowned curricula, professional development programs, exhibits, and partnerships all support our goal of advancing the quality of science and math education. When a program is shown to work, we scale it up and make it accessible through multiple formats—to provide engaging and effective science and math learning opportunities for many different audiences.
College-level Faculty Resources
Explore materials designed to help you teach college level courses related to science teaching and learning. We develop courses for college students that reflect current educational approaches, incorporating meaning-making discussions and other active learning strategies.
Communicating Science Courses
The award winning Communicating Sciences Courses are innovative college level courses aimed primarily at graduate and undergraduate students in science. They are designed to help these students communicate science to various audiences, and to understand the importance of education, outreach and the broader impact of their work in science. All courses introduce participants to current ideas and practices in science education, based on pedagogically sound principles of instruction. Courses are conducted by teams of educators and scientists and employ exemplars of effective educational approaches based on current research on teaching and learning. Participants apply what they learn in the course directly to science outreach experiences, teaching in K-5 classrooms or in informal science venues. There are currently three different versions of this course: Communicating Science, Communicating Ocean Sciences to K-12 Audiences (COS K-12) and Communicating Ocean Sciences to Informal Audiences (COSIA).
Communicating Science Course
Originally targeted at UC Berkeley undergraduate and graduate students, this course introduces chemistry, physics, and astronomy majors to the excitement of teaching about their subject areas to elementary school children. The sessions are now downloadable at the following website and can also be used in various combinations to engage teachers in exploring successful pedagogical approaches. Participants are introduced to a series of effective K–8 science instructional materials developed by Lawrence Hall of Science; and learn about important educational topics such as:
- how students learn best,
- questioning strategies,
- encouraging discourse in the classroom,
- alternative conceptions about science,
- and formative assessment.
By sending college students into classrooms, Communicating Science has provided a focus on the importance of teaching science, as well as serving as a powerful method of reaching young children with quality science education programs. Sessions from the course have also proven very useful in both exposing new teachers to best practices for teaching science and renewing veteran teachers' knowledge and skills regarding inquiry-based, learner-centered approaches. This course can be used to fulfill requirements for graduate students to complete a course in teaching methods, as well as satisfying some requirements for undergraduate science majors.
For more information, please review the Communicating Science site or email Lynn Barakos for more details.
Early Learning in Math and Science (ELMS)
The Early Learning in Math and Science (ELMS) course is a model curriculum designed for use by college instructors to prepare undergraduate students in early childhood programs to teach science and math to young children. The course is intended to increase the confidence and ability of early childhood educators to teach science and math. ELMS was developed in response to the fact that many pre-service teachers are leaving their undergraduate experiences ill-prepared to provide high-quality science and mathematics education to young children. The course was developed with funding from the National Science Foundation through collaboration between UC Berkeley’s Lawrence Hall of Science and Los Medanos Community College in Pittsburg, CA. The instructional materials are detailed, flexible, and well-tested, and designed so that even instructors unfamiliar with teaching a science and math curriculum course can inspire, excite, and actively engage their students.
The course is organized as a 3-credit course composed of 17 sessions (each session is 2.5 hours of instructional time). Although the curriculum is structured in a particular way, each instructor can adapt, pick, and choose from the variety of ideas presented to fit their own format and time frame. The ELMS course open-source resources include instructor guides, PowerPoint presentations, exemplar science activities, suggested homework assignments, student assessments, sample syllabus, calendar, and other general course documents. The math content of the course utilizes Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know by the Erikson Institute’s Early Math Collaborative. A recommended course reader is provided with current journal and trade articles relevant to each session. If desired, each instructor can customize the Reader.
The course integrates science and mathematics with each other as well as with literacy development and other early childhood domains. The teaching approach applies constructivist pedagogy to fully engage students in the learning process. Hands-on experiences are central to every class session. Students manipulate and investigate concrete materials, are given time to develop and test ideas, and experience a supportive and collaborative environment that nurtures their own curiosity.
For more information, please visit the Early Learning in Math and Science website or email the ELMS team.
Nano and Green Technologies in Community Colleges
The goal of this project is to develop, implement and evaluate an integrated approach to STEM instruction for the expanding population of community college undergraduates in two areas of emerging technologies—nanotechnology and green technology. At the core of this approach is a set of nanotechnology and green technology short modules embedded within the introductory STEM courses of Physics, Chemistry, Biology and Engineering, and day-long career workshops that will bring together all students who experienced the short modules. This website presents the materials developed for the first two semesters of this program.
This project is a joint program between the University of California, Berkeley's Lawrence Hall of Science and the Center for Science Excellence at Contra Costa College, a two-year community college. This project is funded by the National Science Foundation’s Transforming Undergraduate Education in Science, Math, Technology, and Engineering (TUES) Program.
Hands-on Modules
The lab modules introduce community college undergraduates to emerging technologies in the fields of nanotechnology and green technology. These hands-on lab activities draw from the successful practices of science museums and other out-of-school STEM educational organizations. The lab modules have been implemented in introductory physics, chemistry, biology and engineering classes.
Anti-bacterial properties of silver nanoparticles
Spring Semester 2013
The final implementation of the green-nano module in the LHS-CCC TUES project focused on synthesizing and testing silver nanoparticles. To augment the module, the career workshop focused on the impact of technology on society, specifically how current and future nanotechnologies will impact people around the world.
The three-part lab involved synthesis, testing and characterization and was implemented with a collaborative model. The chemistry students synthesized silver nanoparticles using the standard Turkevich method. The biology students then tested the anti-bacterial properties of these nanoparticles with a yeast respiration experiment. Finally, the engineering students characterized the silver nanoparticles from the chemistry class with a scanning electron microscope (Hitachi’s TM3000). Students from each discipline had an opportunity to hear from the students who had performed the previous step.
Source Article Links for Hands-on Module:
Turkevich, T., et al. “A Study of the Nucleation and Growth Processes in the Synthesis of Colloidal Gold.” Discussions of the Faraday Society 1951, Vol. 11, 55-75.
Kosinski, R. J. 2010. “Using Yeast Fermentation to Suggest and Then Challenge a Model.” Association for Biology Laboratory Education (ABLE) Proceedings 2010, Vol. 31, 162-186.
Project Staff Write-up of Hands-on Module:
Introduction to Silver Nanoparticles Presentation (“Synthesis and Characterization of Silver Nanoparticles”)
CCC Professor Lecture and Hands-on Modules Write-ups:
- Prof. Seti Sidharta’s Chemistry 120 Lecture (“Silver Nano Particles: Preparation and Biotoxicity”)
- Prof. Seti Sidharta’s Chemistry 120 Lab (“Bio-toxicity of Nanosilver Particles”)
- Prof. Pam Muick’s Biology 110 Lab (“Antibiotic Effects of Silver Nanoparticles”)
- Prof. Kevin Shambrook’s Engineering 230 Lab (“Plasmonic Nanoparticles”)
Superhydrophobic copper surfaces
Fall Semester 2012
For the second module, we adapted a protocol from Larmour et al. (2007). Students created superhydrophobic and superhydrophilic surfaces by chemically modifying copper.
Source Article Links for Hands-on Module:
Project Staff Write-ups of Hands-on Module:
Introduction to superhydrophobicity presentation (“Superhydrophobic Surfaces”)
CCC Professor Lecture and Hands-on Modules Write-ups:
- Prof. Seti Sidharta’s Chemistry 120 Lab (“Superhydrophobic Surface Lab”)
- Prof. Seti Sidharta’s Chemistry 120 Lecture (“Superhydrophobicity”)
- Prof. Mark Wong’s Engineering 240 Lab (“Superhydrophobic/philic Surfaces Preparation”)
- Prof. Mark Wong’s Engineering 240 Lecture (“Superhydrophobic Surfaces”)
Dye-sensitized solar cells
Spring Semester 2012
In the first module, students created dye-sensitized solar cells (DSSC) using nano-crystalline titanium dioxide. This well-tested lab, with deep connections to nano and green technologies, was adapted by the MRSEC at University of Wisconsin, Madison into a classroom activity from the original published experiment (Gratzel, 2003).
Source Article Links for Hands-on Module:
- Original scientific article: O’Regan and Gratzel. “A low-cost, high-efficiency solar cell based on dye-sensitized colloidal TiO2films”
- Educational article: Smestad and Gratzel. “Demonstrating Electron Transfer and Nanotechnology: A Natural Dye-Sensitized Nanocrystalline Energy Converter”
- DSSC lab activity from the University of Wisconsin, Madison (“Titanium Dioxide Raspberry Solar Cell”) resource no longer available
Project Staff Write-ups of Hands-on Module:
- Overview of photosynthesis and dye-sensitized solar cells (“Photosynthesis and Dye-Sensitized Solar Cells”)
- Presentation for Prof. Pamela Muick’s biology class (“Inspiration from Nature: Artificial Photosynthesis using Nanotechnology”)
CCC Professor Lecture and Hands-on Modules Write-ups:
- Prof. Kevin Shambrook’s Engineering 230 Lecture (“Dye-Sensitized Solar Cell (DSSC) Lecture for ENG 230”)
- Prof. Kevin Shambrook’s Engineering 230 Lab (“Dye-Sensitized Solar Cell (DSSC) Lab for ENG 230”)
- Prof. William Michaely’s Chemistry 121 Lecture (“The Photoelectric Effect, Photovoltaic Systems, and Solar Cells”)
- Prof. Jon Celesia’s Physics 231 Lecture/Lab (“Lab: Photovoltaic Cells (with the Photoelectric Effect lab”)
- Prof. Mark Wong’s Engineering 240 lecture (“Engineering 240 Lecture”)
Career Days
The career workshops complement the lab modules and introduce students to local companies and STEM career options. The workshop speakers have been STEM professionals from industry, a national lab, and academia across the country. In addition, the hands-on portions of the career workshops give the students an opportunity to become exposed to other topics in nanotechnology and green technology.
Spring Semester 2013
The third workshop, on May 10, 2013, featured three guest speakers. David and Alia Schoen from Stanford University presented a water filtration system they had developed. Drs. Schoen also discussed the steps involved in doing any new science research project, and highlighted possible sources of inspiration. Adrian Brozell, CEO of zNano in San Jose, discussed both his professional background as well as zNano’s water filtration systems. Dr. Brozell also highlighted the advantages and disadvantages of starting a business. All three speakers did an excellent job of connecting the semester’s topic – silver nanoparticles and water filtration – with current academic research and industrial projects.
Following the presentations, students participated in a group role-playing activity called “Nano Around the World”. This fun game was developed by the NISE network to explore the social and ethical implications of nanotechnology, as well as science in general. In the game, students received both character and nanotechnology cards. Students then traded cards in an effort to obtain the cards that they thought would most benefit their character. This activity, and the discussion that followed, was a fun and interactive way to discuss the broader issues related to nanotechnology.
Presentations
- David and Alia Schoen from Stanford University (“Cleaning Water With Silver Nanowires”)
- Adrian Brozell from zNano (“zNano Water Filtration Systems”)
Role-playing activity:
Fall Semester 2012
The second career workshop, on Nov. 16, 2012, featured two guest speakers. Gordon Goodyear, from Sigma Technologies Int’l, connected the topic of the second module—superhydrophobic surfaces—to his current work. He discussed methods for creating materials with different surface properties and described some of the applications for these products; he also reviewed the various scientific and engineering positions at Sigma Technologies. Sharnnia Artis, from UC Berkeley’s Center for Energy Efficient Electronics Science, discussed summer research programs for community college students and offered tips on transferring between community colleges and the UC college system. After the two presentations, CCC students participated in hands-on activities where they explored the hydrophobicity of different materials, such as lotus leaves, anti-graffiti coatings and “Magic” sand.
Presentations
- Gordon Goodyear from Sigma Technologies Int’l (“Sigma Technologies Int’l: General Corporate Overview”)
- Sharnnia Artis from UC Berkeley’s Center for Energy Efficient Electronics Science (“Transfer Admission Strategies and Summer Research Internships in STEM”)
Spring Semester 2012
The first career workshop of the project was held on May 11, 2012. The three-hour workshop was headlined by two guest speakers talking about STEM careers connected to nano and green technologies. Melissa Summers, the Carbon Cycle 2.0 Program Manager at the Lawrence Berkeley National Laboratory, presented a summary of efforts by the national laboratory to reframe research efforts around the energy crisis. Brian Hardin, founder of Plant PV, a solar cell start-up company in the San Francisco Bay Area, discussed the benefits of STEM careers and the dramatic growth of nano and green industries. Both speakers were available for questions after their talks, and took part in the show-and-tell session. The Hall and CCC staff involved in the project manned five hands-on activity stations demonstrating nano and green technology concepts and phenomena developed by the NSF-funded NISE network.
Presentations
- Melissa Summers from Carbon Cycle 2.0 (“Carbon Cycle 2.0:” A vision for a balanced energy future”)
- Brian Hardin from Plant PV (“Jobs in the 21st Century [and the Solar Power Industry]”)
Professional Development Calendar
- Making Sense of Phenomena with FOSS (FOSS, NSTA), Apr 3
- Science for All Students—Access and Equity (FOSS, NSTA), Apr 3
- Taking Science Outdoors—Help Combat Nature Deficit Disorder (FOSS, NSTA), Apr 3
- Wave Properties and Information Technologies (FOSS, NSTA), Apr 3
- Variables and Design in STEM (FOSS, NSTA), Apr 3