STEM Education Center Teaching Specialists, Terry Wyberg and Barbara Billington are featured in the fall issue of the CEHD Connect Magazine for their excellent work with CEHD’s Teacher Education Redesign Initiative (TERI).
TERI is a year-long collaboration between select elementary schools and CEHD Teaching Specialist designed to a provide professional development to teachers in the participating schools, to expand the Teacher Specialist’s experience in elementary education and specialty areas, and to ultimately enhance the quality of education for K-6 students and teacher candidates across grade-school to university settings.
Both Barbara Billington and Terry Wyberg committed half of every school day for the year to working in their partner classrooms. Billington was partnered with a science specialist at Linwood Monroe Arts Plus in St. Paul while Wyberg worked at Barton Open School in Minneapolis.
The experience proved rewarding for both parties “I’ll help him with the math, but then we’ll work together with the pedagogy,” says Wyberg. “It’s been a nice connection for both of us.” Barbara Billington plans to invite her co-teacher to guest teach her UofMN methods class next year.
Billington and Wyberg express their gratitude to the college, TERI, and their department for the support and opportunity to work side by side with their co-teachers. They look forward to starting this school year with their new knowledge and understanding of effective elementary education.
Karl Smith gave an invited talk at the 2015 Summer Meeting of the American Association of Physics Teachers at their meeting in College Park, Maryland on July 28, 2015.
The Session was Research on Teamwork, and his talk with titled Teamwork: Insights from 40 Years of Research and Practice.
Systematic research on teamwork (or groupwork as it is referred to by many researchers) has been conducted for well over 40 years. I started experimenting with cooperative learning in my engineering classes in the early 70s. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. High performance teamwork is at the heart of effective use of cooperative learning. I’ll summarize key findings of the research that informed the implementation of cooperative learning as well as the development of Teamwork and project management, now in its 4th edition. As physics instruction shifts to an increasing use of challenge-based learning (e.g., problem based, SCALE-UP, inquiry based, etc.) understanding and implementing effective teamwork is essential.
The STEM Education Center would like to recommend a new resource for its STEM community members! www.mn-stem.com is a website designed by the Minnesota Department of Education to provide links to STEM resources and activities for families, teachers, advocates and businesses. Check it out now!
Congratulations to the EngrTEAMS project for their mention in the latest Start Engineering newsletter. Start Engineering is a learning resources company dedicated to inspiring and engaging children from elementary to high school about engineering. Their newsletter highlights engineering education activities from a variety of sources from business to universities. For more information about the EngrTEAMS project, read here.
Congratulations to Dr. Julie Brown, Assistant Professor of Science Education-C&I and STEM Education Center colleague for receiving the 2015 Rising Star Faculty Award from the CEHD Women’s Philanthropic Leadership Circle. Dr. Brown will receive the award at the Circle’s annual recognition ceremony on Tuesday, June 16th at the Town and Country Club in St. Paul.
The Rising Star Award recognizes a pre-tenure female faculty member in the College of Education and Human Development who has demonstrated leadership and creativity in an academic area as show by research, teaching, and service. This award requires a nomination process with a detailed letter describing the nominee’s qualifications as well as a letter from the nominee describing their teacher philosophy and research interests. The recipient will receive a $1,000 award for professional development.
Read more about this award and the CEHD Women’s Philanthropic Leadership Circle here.
The STEM Education Center is proud to have Dr. Julie Brown as a member of our team. Congratulations!
The Office of Public Engagement hosted an awards luncheon on Friday, April 3rd at the McNamara Alumni Center. Among the other finalists, Dr. Lesa Clarkson was recognized as for her accomplishments as a nominee for the 2015 President’s Community-Engaged Scholar Award. OPD Provost, Karen Hanson, hosted the luncheon and announced the winner, Kathleen Call-School of Public Health, at the end of the event.
Watch Dr. Clarkson’s finalist video as well as videos of the other nominees here.
The STEM Education Center would like to congratulate Dr. Tom Post for the wonderful recognition he received yesterday for his many years of service in CEHD. The College of Education and Human Development hosted its Spring Assembly & Recognition Ceremony on Tuesday, April 21st at the DQ lounge of the TCF Bank Stadium. Along with Dr. Post, fifteen other retirees were recognized and awards were given for various accomplishments by CEHD faculty, staff, and students. The STEM Education Center is proud to have such an accomplished colleague and will be sad to see him leave in the coming months.
The American Society for Engineering Education (ASEE) is awarding Karl Smith, professor emeritus and co-director of the STEM Education Center, with the 2015 Lifetime Achievement Award. Smith will be presented with the award during the 2015 ASEE Annual Conference and Exposition on June 15 in Seattle, Washington.
The ASEE Awards Policy Committee identifies the recipient of this award through a thorough nomination process complete with references and a final selection.
The 2015 ASEE Lifetime Achievement Award consists of a $2,000 honorarium and up to $1,000 in travel reimbursement to accept the award, as well as a plaque and a framed certificate.
The STEM Education Center would like to congratulate Professor Smith with this outstanding achievement!
Five emerging multi-regional leaders in the U.S. State Department’s International Visitor Leadership Program will visit the STEM Education Center today, February 11th to discuss issues and opportunities for women in STEM fields with Co-Director, Dr. Karl Smith and Associate Director, Dr. Gillian Roehrig. We welcome the team to the STEM Education Center and hope they have an enjoyable and enlightening experience in Minnesota.
EngrTEAMS Teacher Fellows, Marta Stoeckel and Angela Peterson will be presenting their work on the EngrTEAMS project at the Minnesota Science Teachers Association Conference on Science Education conference on February 20th, 2015. Check out their presentation description and more information about MnCOSE here!
Forbes magazine recently posted an article by contributing writer Neil Kane about the NSF I-Corps -L project. STEM Education Center co-director and I-Corps -L principal investigator Dr. Karl Smith is quoted in this piece. The project is designed to foster an entrepreneurial mindset among educators and encourage implementation of innovations. We are proud to share this news and thank Forbes for their recognition of our work at the STEM Education Center!
Dr. Karl Smith, co-director of the STEM Education Center, was a major consultant for a project that recently published findings with the National Academy Press. The book, Reaching Students: What Research Say About Effective Instruction in Undergraduate Science and Engineering, was released January 15, 2015, and is available to purchase through the National Academy Press website- www.nap.edu
The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.
Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.
The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.
The STEM Education would like to congratulate Graduate Research and Teaching Assistant, Justin McFadden, for accepting the Assistant Professor of Science Education position in the Department of Early Childhood & Elementary Education at the University of Louisville. Beginning in the fall, Justin will teach elementary science methods. Justin is looking forward to working with his three new colleagues, Tom Tretter, Sherri Brown, and another new hire that begins in the summer. Much like the STEM Education Center, Justin’s new department and colleagues have strong connections with the local and statewide school systems; Justin is looking forward to continuing outreach work within his new community. The Department of Early Childhood & Elementary Education at the University of Louisville recently received a $5 million donation from the Mary K. Oxley Foundation. This money will hopefully support further research opportunities for Justin and his colleagues.
Justin McFadden began working at the STEM Education Center in 2011. He has been a graduate research assistant on a variety of projects such as EngrTEAMS and the WSC/River Run project. He has also taught courses in the initial licensure program for pre-service science teachers.
The STEM Education Center will miss Justin but wish him the best of luck in his new position.
The MN Daily newspaper highlighted the initiative of the STEM Education Center’s Prepare2Nspire project as they continue to work with inner-city youth to improve their math knowledge. Read the article here.
The recent issue of the CEHD Connect Magazine includes a feature about the valuable relationship between the STEM Education Center and 3M. The STEM Education Center and 3M created a fellowship program to service the local St. Paul Districts. In this program, 3M provided new engineering curriculum to these select school districts and the STEM Education Center provided graduate students to help guide teachers in implementing the curriculum in the classroom. From this successful program, the STEM Education Center was able to leverage their strong partnerships with these school districts to win an $8 million dollar NSF-funded grant named EngrTEAMS. Read more about the great work done by the STEM Education Center 3M Fellows and the EngrTEAMS project here.
The Department of Electrical and Computer Engineering highlights a collaboration between the STEM Education Center and ECE in their recent edition of their SIGNALS newsletter. Dr. Jia-Ling Lin of the STEM Education Center worked with Prof. Paul Imbertson of ECE to present and test student learning of a newly developed Power Electronics curriculum. Read more about their collaboration and results in the Fall 2014 SIGNALS newsletter.
Congratulations to STEM Graduate Research Assistant, Sousada Chidthachack for her recent post on the UMN Women’s Center blog. As a Dr. Nancy “Rusty” Barcelo (Woman’s Center) Scholarship recipient, Sousada’s tell’s her inspiring story as a Thai refugee to STEM Ph.D. candidate to encourage all women to pursue their dreams and overcome obstacles. We thank Sousada for all of her hard work at the STEM Education Center and look forward to her many accomplishments to come.
The Fall 2014 issue of Legacy magazine published by the University of Minnesota Foundation featured an article about the STEM Education Center’s Prepare2Nspire project. Funded by the Great Lakes Higher Education Guaranty Corporation the Prepare2Nspire project is a team-based tutoring project focused on helping urban students master math. Congratulations to the Prepare2Nspire team for this wonderful recognition.
The College of Biological Sciences, in partnership with the College of Education and Human Development, has recently established the Department of Biology Teaching and Learning. The initiative of this new department is to transform biology education through research and innovation. As a strong partner with CBS, the STEM Education Center is proud to offer outreach initiatives to K-12 schools for the new department. With this new collaboration, intentions to create a joint faculty position between the STEM Education Center and the Department of Biology Teaching and Learning as well as a new Ph.D. program in Biology Education are underway.
“The STEM Education Center’s partnership with the Department of Biology Teaching and Learning will expand our focus in education research to the undergraduate level and bring cutting edge biology into K-12 schools” – Gillian Roehrig, Professor of Science Education and Associate Director of STEM Education Center.
On October 3rd, 2014 the STEM Education Center hosted Tyler Koep, a Postdoctoral Fellow in the Department of Biological Sciences. Tyler presented on the InSciEd-Out Project that has become the foundation for the Department of Biology Teaching and Learning initiative to transform existing research into “integrated science education for discovery in introductory biology experiences (InSciEd-In)”. The STEM Education Center congratulates the College of Biological Sciences on the development of this new department and is excited to see the growth of this collaboration.
Learn more about this collaboration on the College of Biological Sciences blog page.
The STEM Education Center is proud to announce its two new John Haugo Fellowship recipients Emily Dare and Bethann Wiley. The John Haugo Fellowship is granted to students in their final year of their PH.D. program to aid in the completion of their research.
This fellowship will enable me to conduct the research for my dissertation. My work will examine the attitudes and beliefs of students who are exposed to girl-friendly and integrated STEM instructional strategies. Specifically this work will focus on middle school physics in hopes of understanding what might influence girls’ interest in the field. My passion for this area of research arises from my own experiences as a woman in physics and wanting to understand why there is such low representation of women in physics-related careers.
I am very honored and excited to receive the Haugo Fellowship. This fellowship will allow me to focus deeply on the analysis of my data for my dissertation as well as writing my dissertation. I plan to expand on a previous study that I was involved with in the CAREI Center on Flipped Classrooms at the elementary level. I am interested in understanding to what extent various models of “flipping” align with the National Council of Teachers of Mathematics Principles for high quality mathematics instruction for all students. I would also like to develop a richer understanding of how the Flipped Classroom model impacts students’ attitudes toward and achievement in mathematics. The idea of “flipping” a classroom has become a very popular idea across the country however there is an extremely small amount of literature to support this model and virtually no research, except the CAREI study, on “flipping” at the elementary level. I hope to move this body of research forward with my study at the elementary level specifically focusing on student impact and mathematics teaching and learning within the Flipped Classroom model.