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 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.
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.
Title: Developing Urban Elementary Teachers’ Responsiveness to Students’ Scientific Sense-Making
Abstract: Traditional elementary science teaching is documented as limited, fact- and activity-based, and disconnected from students’ lived experiences and scientific sense-making. Responsive science teaching has the potential to disrupt this status quo in order to increase science literacy for students who have been historically marginalized in science and school science. However, responsive science teaching is challenging due to the nature of its uncertainty and how different it is from most teachers’ “apprenticeships of observation”
Title: Active Learning 2.0: Being Intentionally Inclusive
Abstract: Active learning has many documented benefits for both students and instructors. Moreover, there is increasing evidence that it disproportionately benefits women, students of color, and students who were previously denied the same learning opportunities as others. However, the empirical evidence for this disproportionate benefit does not explain why it happens, nor does it guarantee that all students will benefit from active learning. In fact, my own experience with active learning is that it is difficult to do well and sometimes it can have detrimental effects on students if we are not careful.
Title: Using Automated Analysis to Reveal Student Thinking in STEM
Abstract: In the Automated Analysis of Constructed Response (AACR) Research Group, we develop constructed response assessment items and associated predictive machine learning models that allow formative evaluation of student writing. Our items and computerized analyses are particularly informative for revealing prevalent student ideas in large-enrollment, introductory STEM courses. We employ a mixed-methods approach to develop these questions and analytic tools, which reveal a rich and complex picture of student thinking about important disciplinary ideas across biology, statistics and chemistry.
Title: Importance of characterizing STEM faculty members’ instructional mindsets and practices in an era of instructional transformation
Bio: Marilyne Stains is an associate professor in the Department of Chemistry at the University of Nebraska-Lincoln. She received her Bachelor’s degree in Chemistry for the Université des Sciences de Luminy in Marseilles, France; her Master in quantum chemistry from the Université Paul Sabatier in Toulouse, France; her Ph.D. in Chemistry from the University of Arizona. She started her academic career at the University of Nebraska-Lincoln in 2011 and was promoted in 2016 to associate professor. Her research focuses on characterizing the extent, nature, and factors involved in the gap between instructional practices in science college classrooms and discipline-based education research.