CREATE for STEM Institute is very excited to announce Dr. Christopher Hoadley, New York University, as the keynote speaker for its 2019 Mini Conference to be held on May 6, 2019 at the Kellogg Hotel and Conference Center (Big Ten A Room).
Title: (How much) Can we reasonably expect research to improve teaching and learning?
Abstract: Can research tell us ‘what works’ in education? The basic premises of natural science research may not align well with the phenomena of schooling, in that generalizability, replicability, and treatment control may not make sense. Interpretivistic qualitative research generally has a distant relationship to interventionism. In this talk, I describe some of the types of knowledge we can generate that can improve teaching and learning, including design-based research and design-based implementation research, and try to compare this to what society expects of education research.
Wednesday, May 1, 2019 (All day) to Thursday, May 2, 2019 (All day)
AMR, University Park Dr, #100, Okemos, MI 48864
The Michigan Mathematics and Science Leadership Network is excited to invite you to an all expenses paid, two-day workshop, during which we will take a deep dive into using SageModeler, the tool used for CREATE's secondary science units.
Traditionally distinct scientific disciplines are merging to create new opportunities. Share the excitement and challenge through seminars and discussions with nationally recongnized pioneers in Science at the Edge.
Join Carlo Piermarocchi, from MSU's Dept. of Physics and Astronomy, as he discusses Spin Glass Models of Cancer Cells.
Designing NGSS aligned, PBL curriculum to support students’ understanding, engagement and socio-emotional learning. The vision set forth by the Framework for K-12 Science Education and the subsequent Next Generation Science Standards (NGSS) that builds from it calls for teaching geared towards helping students make sense of the world around them. Project-based learning, with its focus on making sense of meaningful questions and complex phenomena through students investigations, aligns with NGSS Performance Expectation.
Please mark your calendars for Friday, April 19, at 11:30am for the CMSE Brown Bag Seminar, which will be presented by Nat Hawkins. Nat has been working with myself and Brian O’Shea for the last year on an education research project aimed at understanding what the critical skills and competencies are that employers look for when hiring undergraduate students, both in industry and academia. Nat’s work is being used to review current CMSE curriculum and will be used to inform future curriculum development.
"Stuck in the middle with you!"
Universities frequently prioritize two groups of students for recruitment and student-success initiatives. High-achieving students are rewarded for their accomplishments through merit-based scholarships, awards, and fast-track programs that enable acceleration. Lower-achieving students are offered academic interventions such as bridge programs and supplemental instruction that aim to increase engagement and enhance retention. In 2014, Inside Higher Ed brought attention to students who complete their freshman year with a GPA between 2.0 and 3.0, typically considered neither low- nor high-achieving, but ultimately do not end up graduating
In this talk, I will share preliminary project findings that show the emergence of overlapping communities of practice during the first three years of an NIH Science Education Partnership Award project. This project, PAGES (Progressing through the Ages: Global change, Evolution, and Societal well-being) is a 5-year curriculum and professional development project working across K-12. As science teachers begin to implement the Next Generation Science Standards, they are being asked to engage in wide-ranging pedagogical shifts in their classroom. Through work done in PAGES, teachers are beginning to use NGSS-aligned PAGES curriculum units in their classrooms and implement many of the necessary shifts.
Mathematics anxiety among elementary preservice teachers is a well–documented phenomenon that greatly affects their ability to engage in teacher preparation courses (e.g., Dutton, 1951; Gresham, 2007; Sloan, 2010). One way for instructors to engage with PSTs is to interact with them informally (Lamport, 1993). Informal conversations present an opportunity to increase students’ confidence and address their anxiety regarding mathematics content. A potential venue for informal conversations is office hours; however, college students often do not take advantage of office hours that are offered.