Carl E. Wieman, co-recipient of the 2001 Nobel Prize in Physics, will speak as part of the STEM Alliance Fall meeting, co-sponsored by the Leveraging Engagement and Vision to Encourage Retention in STEM (HHMI-LEVERS) and the CREATE for STEM Institute at MSU. Dr. Wieman has done extensive experimental research in atomic and optical physics. His current intellectual focus is on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and recently served as Associate Director for Science in the White House Office of Science and Technology Policy.
The topic of Dr. Wieman's talk will be “Taking a scientific approach to the learning and teaching of science.”
"Guided by experimental tests of theory and practice, science and engineering have advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, the learning and teaching of these subjects meanwhile has remained largely medieval. Research on how people learn is now revealing much more effective ways to learn, teach, and evaluate learning than what is in use in the traditional college class. The combination of this research with information technology is setting the stage for a new approach to teaching and learning that can provide the relevant and effective science and engineering education for all students that is needed for the 21st century. Although the focus of the talk is on undergraduate science and engineering learning and teaching, where the data is the most compelling, the underlying principles come from studies of the general development of expertise and apply widely".
This event is free and open to the public; please register here.
CREATE invites you to attend the viewing of the HBO movie: The Immortal Life of Henrietta Lacks.
Please join us as we watch the compelling true story of a poor African-American woman whose cancerous cells helped create the first immortal human cell line and established a multi-billion dollar vaccine industry—all without the family's informed consent. This film will be followed by a brief discussion from audience participants.
Popcorn and drinks will be served, and pajamas are encouraged.
“Connecting the Dots: Using Social Network Analysis in STEM Higher Education”
Social networks are the relationships among different entities and are studied in many disciplines. This talk provides an overview of social networks including theory and data collection, as well as a discussion of 3 different studies I conducted using social network analysis: a study on faculty teaching discussion networks, a study on graduate student networks, and a study on undergraduate learning community networks. For each study, I will discuss how these results could be used beyond simply describing these networks.
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).