Dr. Kaitlin Torphy will speak about an emergent phenomenon, social media in education. She will present the notion of a Fifth Estate within the digital age, redefining network influence (Dutton, 2009). Dr. Torphy will review research regarding teachers’ engagement within Pinterest, a prevalent social media platform amongst teachers nationwide. In related work, she will explore how teachers are turning to social media (Pinterest) to connect with instructional resources and one another as they work to support the academic needs of their students and respond to education reforms.
Bio: David Williamson Shaffer is the Vilas Distinguished Professor of Learning Sciences at the University of Wisconsin-Madison in the Department of Educational Psychology, the Obel Professor of Learning Analytics at Aalborg University in Copenhagen, and a Data Philosopher at the Wisconsin Center for Education Research. He is the author of How Computer Games Help Children Learn and Quantitative Ethnography.
Kellogg Hotel and Conference Center, Room Big 10 A.
The Student Success Launch will be kicking off our student success efforts this year with over 250 colleagues who attend this event annually. Mark Largent, Designee for Interim Associate Provost for Undergraduate Education and Genyne Royal, Assistant Dean for Student Success Initiatives and Director of the Neighborhood Student Success Collaborative, will introduce our updated MSU student success vision, mission, values and goals for 2018-2019.
Michigan State University and the CREATE for STEM Institute welcome the community to come and participate in Preparing Novices for Ambitious Science Teaching Conference. This NSF-sponsored event will be held on June 4, 2018 in the Kiva of the MSU College of Education. Event is open to the public. Lunch provided. Space is limited, so please register soon using the conference website: https://astp.create4stem.org/
The Society for Freshwater Science, which will have its meeting in Michigan this year, is sponsoring a free workshop in stream ecology on Saturday, May 19 (9:30 am - 4:00 pm) in Plymouth. Formal and non-formal educators, science teachers, environmental educators, watershed groups and families are welcome! Make sure to register by contacting Tara Muenz at firstname.lastname@example.org or 610.268.2153, ext.301 by May 1.
Read the details below or click on the attached flyer for more information:
Pierce Cedar Creek Institute, 701 West Cloverdale Road, Hast
Join Institute scientists, local groups, and Barry County students in celebrating science. Families will be able to participate in hands-on activities geared towards preschool through 5th grade students. This event will include both indoor and outdoor activities, weather permitting. This event is FREE.
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.
Research shows that students’ interest, motivation and excitement of learning science declines over the course of their education. This decline corresponds with a poor understanding of core scientific ideas, low achievements on national and international testing, and a persistent achievement gap among students of diverse social-economic background. One reason for this decline is that learners perceive science and science education as ‘irrelevant’ both for themselves and for society. To tackle these issues, we developed Health in Our Hands (HiOH), a middle school science curriculum that focuses on disciplinary core idea of gene-environment interactions and their effect on health issues that impact students and their families– diabetes and addiction. The curriculum was enacted across 6th grade classrooms in a large high-needs urban district in a Midwestern state for three consecutive school years (nstudents=1000; nteachers=20).