The Department of Teacher Education & CREATE for STEM present: ‘Systematic Change in Science Education: How Can We Get People, the Standards, and the Materials Working Together?' by Dr. Charles Anderson. Dr. Anderson is a Professor for the Department of Teacher Education (in Science Education) here at MSU. This talk will focus on his research on curriculum and development work for the NSF Carbon TIME project.
The next STEM Teaching Essentials workshop will be:
Developing Models in an Introductory Cell and Molecular Biology Course: Using D2L to Support Group Work, Assessment, and Feedback in a Large Enrollment Course presented by Jon Stoltzfus, BioSci Program Director, Assistant Professor, Biochemistry and Molecular Biology and Terri McElhinny, Assistant Professor and Undergraduate Director, Integrative Biology. Lunch will be provided beginning at 11:15 and the workshop will start at 11:30.
The Lansing Center (333 E Michigan Ave., Lansing, MI 48933)
The 65th annual Michigan Science Teachers Association Conference will be held on March 2-3. To register for the conference, click here. For more information, visit the website here, and check out the links below for additional details.
On Friday, March 2, from 1:00-3:30pm, there will be a practice session for NARST. Those interested can practice either their paper or poster presentations. All are welcome to attend, including those who are interested but are not attending NARST this year! This is a great way to see what research is happening and the structure of NARST presentations.
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.
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).