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.
Monday, October 22, 2018 (All day) to Friday, October 26, 2018 (All day)
Kellogg Hotel & Conference Center & on campus
University Outreach and Engagement and International Studies and Programs have partnered together on the Global Engagement Speaker Series. The series brings internationally renowned community engagement scholars to campus for a public talk and for a variety of interactions--class visits, department lunches, individual meetings with faculty and staff.
Friday, October 12, 2018 (All day) to Sunday, October 14, 2018 (All day)
Michigan State University
Registration is now open for our 2018 fall meeting, October 12-14, at Michigan State University. Click here to register (Registration is free for all MSU faculty, staff, and grad students!)
We are very excited about our two keynote speakers: Gail Burrill: President of the International Association of Statistics Educators (IASE) Ellen Peters: Director of OSU’s Cognitive and Affective Influences in Decision Making Lab (CAIDe)