Dr. Jennifer Langer-Osuna, an assistant professor at Stanford University, will be on campus from Feb. 27 - Feb. 28. During her time here, she will be giving a talk at 1:45 pm on Feb. 28. See the details below.
Title: Teaching Teachers Making For Learning
Abstract: Working with classroom teachers requires both an evidence-based understanding of learning and a practical perspective on the realities of standards-based instruction in the era of accountability. If teachers are expected to develop as professionals, they require meaningful and digestible scaffolds that support their development both as content experts and conceptual thinkers. With teacher burn-out at record levels, developing supports for teachers becomes ever more important.
The presentation, called Shifting your small class strategies to big class contexts: Tips for making big classes seem small(er), will be given by Tammy Long. The workshop will be from 11:15 - 1:00 in 1400 Biomedical and Physical Sciences. Lunch will be provided.
Abstract: Too often, instructors reserve their most innovative and effective teaching strategies for classes that reach the smallest numbers of students. While large classes do pose constraints – some real, many perceived – we need not retreat from engaging discussions, skills-based assessments, and curiosity-driven inquiry just because we’re confronted with more than 20 students.
We are postponing the Mini-Conference scheduled on February 9th due to inclement weather. Please watch for a rescheduled date.
We are excited to welcome Dr. Mitchell J. Nathan, from the University of Wisconsin - Madison, as our conference speaker. Dr. Nathan is a Professor of Learning Sciences in the Educational Psychology Dept., Director of the Center on Education and Work, and Director of the IES Postdoctoral Fellowship Program in Mathematical Thinking, Learning, and Instruction. His research is largely rooted in cognitive, embodied, and social perspectives on learning and instruction in STEM fields.
Title: Leveraging Expertise: Advancing STEM Education for Undergraduates
Abstract: Postsecondary STEM education is built upon transactions driven by expertise—faculty work to articulate their knowledge and skills in ways that are accessible to students, and students actively choose to invest their efforts toward developing expertise through their selection and pursuit of professional pathways. Thus, effective undergraduate instruction requires a dynamic management of articulated content, instructional strategy, and motivation.
Title: GenZ and STEM Education Today – How to Capitalize on the Crossroads
Abstract: Freeman and colleagues (2015) provided substantial proof what we have intuitively known for quite some time - active learning improves students’ learning in STEM. However, given the digital age, learning science research and students’ access to information, we as educators are continuously challenged in the classroom, as the number of active learning practices are large and unwieldly. So where does one start?
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: 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).