Assessment of the SENCER Teaching Model at Indiana State University After Two Years

Abstract We have assessed the Science Education for New Civic En-gagements and Responsibilities (SENCER) Teaching Model at Indiana State University after two years of implementation using our traditional Student Instructional Reports (SIR) and the SENCER Student Assessment of Learning Gains (SALG ) . We compared SIR results from before and after implementation of the SENCER Teaching Model within the same faculty teaching introductory laboratory science courses in the natural sciences. Three faculty members taught through the transition to the SENCER course and volunteered to provide their evaluation scores for this assessment. We found that the transition to a SENCER course was not always easy with one faculty member declining in evaluation scores while two others increased. The majority of open responses were positive about the new course and we would recommend the adoption of the SENCER Teaching Model with the expec-tation that further faculty development may be required in some cases.