Science Education and Civil Engagement: The SENCER Approach

• Relates topics of interest to students (global warming, HIV, etc.) to the underlying science
• Provides examples of how to incorporate civic engagement into science courses

Readership: University, college and high school faculty involved in STEM education as well as pre service teachers and students. SENCER is both a faculty and curriculum development program.

Edited by Richard Sheardy, Professor and Chair, Texas Woman's University

Preface
SENCER in Theory and Practice - Wm. David Burns: 1
The SENCER Models - Eliza Jane Reilly: 2
SENCER at TWU - Richard D. Sheardy and Richard C. Jones: 3
Implementing SENCER Courses at Texas Woman's University - Cynthia Maguire and Jennifer da Rosa: 4
Enhancing Chemistry Courses for Non-Majors: Implementation of Simple SENCER Teaching Strategies at the University of Dayton - Mark B. Masthay: 5
Implementing Civic Engagement Ideals in Analytical Chemistry - Kristen J. Leckrone: 6
Ground Level Ozone in Newton County, GA: A SENCER Model for Introductory Chemistry - Jack F. Eichler: 7
Studying the Redevelopment of a Superfund Site: An Integrated General Science Curriculum Paying Added Dividends - Steven J. Bachofer: 8
Engaging Students in Science Communication - Deborah L. Illman: 9
Engaging Assessment: Using the SENCER-SALG to Improve Teaching and Learning - Stephen B. Carroll: 10