Abstract: Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students’ difficulties.
Title: That’s Beautiful! Aesthetics and Science Education
Abstract: One of the central roles of science education is to cause students to fall in love, and therefore become interested and engaged in science. Gallagher (1997) wrote “We become what we love. Our destiny is in our desires, yet what we seek to possess soon comes to possess us in thought, feeling, and action. That is why the ancient Greeks made the education of erōs, or passionate desire, the supreme aim of education. They thought it necessary to educate erōs to desire the good” (p xiii).
Riverfront Banquet Center, 1 Riverfront Plaza, Flint, MI 485
The public is invited to attend the Youth Diabetes Health Summit where 6th graders from Flint Community Schools and Clio Schools will report the findings from Community Action Projects to answer the question, “How can we work together to make our community healthier?”.
Title: Is biology education evolving? Critiquing three cases of high school and undergraduate biology education reform
Abstract: Questions are at the heart of biological inquiry. The discipline is shaped by an endless variety of avenues for investigation and an equally diverse and creative set of methods that help justify claims about the living world. Yet, biology as taught in schools rarely reflects the structure of the discipline as carried out at the bench or in the field. This talk will compare the affordances and constraints of three cases of reform in biological education across high school and undergraduate contexts.
Title: Novice Elementary Teachers’ Enactment of Ambitious Instruction in Mathematics: Challenges and Responses
Abstract: Substantial work in teacher education over the past several years has focused on elaborating and understanding the construct of ambitious instruction. While research on ambitious instruction has included detailed descriptions of ambitious teaching practices and the ways in which teacher education experiences are intended to promote the development of these practices, less research has investigated the conditions under which teachers, particularly novice teachers, are more or less likely to enact ambitious instruction.
Biomedical and Physical Sciences (BPS) Building, Room1425
Valerie Otero, Professor of Science Education, University Colorado Boulder, and Executive Director, Colorado Learning Assistant Program and International Learning Assistant Alliance is the featured speaker for this workshop on Learning Assistants. As your LA program grows (and it will), you will need help managing it. LA Campus is a centralized sstem for faculty course proposals, student applications, data collection, and data downloads. It connects and facilitates communication among faculty, department coordinators, program coordinators, and students. Learn the benefits (and challenges) of centralizing your LA program and how LA Campus software can help!
Facility for Rare Isotopes (FRIB) Auditorium and Lobby
Registration open to attend and poster presentation: The STEM Education Alliance invites you to attend and participate in a series of events focused on undergraduate learning assistants (ULAs) in STEM courses. The featured speaker will be Valerie Otero, Professor of Science Education, University Colorado Boulder, and Executive Director, Colorado Learning Assistant Program and International Learning Assistant Alliance. Dr. Otero will give a research talk on Thursday, December 6th, followed by a poster session. We invite members of the MSU community to present posters on ULA programs, the use of ULAs in curricula, or research related to ULAs. In addition to the Thursday session, Dr. Otero will lead a workshop on ULA program implementation and management, which will feature LA Campus software, a centralized system for ULA program management on Friday, December 7th.
Facility for Rare Isotopes (FRIB) Auditorium and Lobby Mich
Title: The Learning Assistant Model as a Catalyst for Instructional Improvement and Institutional Change
Abstract: The learning assistant model began at CU Boulder in 2001 with 4 LAs to support one section of Introductory Astronomy. Since then, the program has grown throughout campus, with 100+ faculty members each year working with 410 LAs in 14 departments in 4 colleges and schools, impacting approximately 20,000 students annually. The International Learning Assistant Alliance has emerged as a group of 1000+ faculty, administrators, and professional society representatives throughout the world, concerned about improving educational conditions for a diverse student population through the use of LAs. I will discuss the history of the LA program and how it has grown and been sustained.
This talk presents analysis of some of the ambiguities that arise among statements with the copular verb “is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of is statements using randomly selected examples from corpora representing the two linguistic registers. We categorize these examples according to the part of speech of the object word in the grammatical form “[subject] is [object].” In each such grammatical category, we compare the relative frequencies of the subcategories of logical relations conveyed by that construction.
Title: "Revolution in Engineering Education: Creating a more inclusive and meaningful environment for students and faculty"
Abstract: With an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant, the School of Chemical, Biological and Environmental Engineering at Oregon State University seeks to create (1) a culture where everyone in the CBEE community feels valued and that they belong, and (2) to create a learning environment that prompts students and faculty to meaningfully connect curricular and co-curricular activities and experiences to each other and to professional practice. In this fourth year of the grant we are emphasizing embedding our learnings in the processes and routine practices of the School.