CEHD News Jeff Webb

CEHD News Jeff Webb

Blogging Diversity: A Look Back at Fall Semester

By Na’im Madyun, associate dean

I’m currently attending an intercultural competence training.  To begin, we introduced ourselves. We immediately felt connected and somewhat close as we noticed commonalities across our identities and cultural backgrounds.

Someone shared that they were an introvert and disliked large group sharing. I shared my current reading of the book Quiet by Susan Cain and how I identified as an introvert also. Others began to reveal their introverted identifications and the room became warmer.
As we continued the norming process of the group, the expected statements were made: “This is a safe space. We should be able to make mistakes. This is about learning. Every voice will be honored.”

The room appeared to act as one as we comfortably moved toward understanding how to become better cultural bridgers. We were still very early into the training and then someone referenced Ferguson. I quickly scanned the room and noticed how unified we remained – unified in our use of peripheral vision.  I sensed we were also unified in hoping it wouldn’t get any more uncomfortable than it was at that moment.

Ferguson was followed by a reference to celebrities using the N-word and one attendee modeled how using the actual N-word could take a lot of the power from the word. I am glad I didn’t feel the full power of the word because what I did feel seemed rather potent. Needless to say, it became a little less comfortable. The facilitators allowed us to remain uncomfortable as we tried to find that elusive safe space.

I heard well-articulated perspectives about diversity and equity that seemed incorrect. It was troubling to hear reasoned comments shared by people with whom I shared the earlier, immediate connection. I wanted to say something soft or clever to bring us back to that initial comfortable space, but I didn’t want to minimize the discourse, insult the intelligence in the room or dishonor the voices of courage. I felt stretched, strained, challenged and drained. I also felt like I learned too much, too fast.

Then, I felt thankful. I vocalized that I hope we continue to use this space as a place to test, challenge and demonstrate how complex diversity discourse is. In some ways, I set out to do that with this commentary and I want to thank those who helped me find a comfortable voice for disrupting comfortable discourse. Thank you to those who gave me commentary ideas, references, early draft critiques and last minute edits before I posted. Thank you to those who gave me critique and feedback afterwards.

A look back at this semester’s commentaries:

I plan to write next semester on Teach for America, disability rights, capitalism in higher education and other topics you suggest. I hope these commentaries invite reflection. Most of all, I hope they allow us to exist uncomfortably with each other as we dialogue on common ground.

CEHD Reads and author Wes Moore

Wes-Moore-002Each year the First Year Experience Program in the Department of Postsecondary Teaching and Learning partners with CEHD Reads to bring the author of the annual FYE Common Book to campus to talk to first-year students and the College community. This year students were excited to welcome Wes Moore, author of The Other Wes Moore, to campus. Wes Moore is a Rhodes Scholar and a veteran of combat in Afghanistan. He first entered the military after graduating from Valley Forge Military College in 1998 as a commissioned officer. Moore received an undergraduate degree from Johns Hopkins University and went on to get his Masters degree at Oxford University.

These accomplishments, however, are not at the center of the story he tells in his book, which instead focuses on his childhood growing up in Baltimore and the Bronx. The Other Wes Moore examines the barriers and challenges adolescents growing up in impoverished and violent neighborhoods face. Moore explained that his book uses his own story and the story of another young man also named Wes Moore, who winds up serving a life sentence in prison, as a way of building awareness about all of the “others” who are part of our society. By highlighting the importance of context, as well as the role of mentors, community and service, Moore spoke to many of the issues students have been exploring as they study his book in their First Year Inquiry course. The author used his time with the college community to inspire students to “make a difference.” Moore — a charismatic and engaging speaker — emphasized that “everybody has a shot at something bigger than where they started from”, and that it is our duty to take responsibility for others as well as ourselves if we want to build strong communities.

Students and audience members asked Moore questions about the role of parents, faith, institutions, race and class in determining the different paths of the two Wes Moores. Educators at the event asked Moore how they could better serve their students. He answered, “Consistency is key”. Many adolescents in impoverished neighborhoods and communities face inconsistency on a daily basis, and youth are more likely to reach their potential if they have at least one adult in their life who consistently supports them. While Moore recognized that “potential is universal, opportunity is not”, he encouraged everyone to help make a difference in the lives of adolescents who are faced with fewer opportunities. 

CEHD Connect Magazine Features STEM Education Center and 3M Relationship

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.

ECE and STEM Education Center Collaborate to “Flip” Classrooms

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.

Commentary: More than just a game

By Na’im Madyun, associate dean

A recent request was made by the academic community to place an academic voice at the intersection of cell phone usage and leisure behavior. Admittedly, there is a little irony about a call for a cell phone to have voice, but it is definitely a call worthy of a response. This response to a call to give voice to a medium is by no means unprecedented.  A Face in the Crowd demonstrated  the importance of responding to voices present in a medium. Listening to the power of the voice that emerges from particular conversations was one noticeable soundbite I took away from this film.

On Nov. 20th, I attended the last of four campus climate conversations scheduled for the fall. The first and second conversations were for our students. The third conversation was held for staff and the fourth was for faculty.  The student conversations were nicely attended. Unfortunately, there were approximately 4 times as many staff present compared to the faculty. Interestingly, there was a sound bite throughout all 4 conversations that amplified in my mind as I listened and reflected.

To what degree are  our voices both reflected and respected?  For too many, there is a cost to just “being” in academia and sometimes the costs are real when one adds voice to the inequity of their existence.

It’s troublesome to hear stories of colleagues receiving “retribution” for either carrying out their job description or illuminating disparities as engaged University citizens.  I privately reflected on how courageous one must be to add voice to the presence of injustices when knowingly not protected by academic freedom.

This commentary was probably one of the more difficult commentaries for me to write because of the nature of this topic’s peculiar relationship to bias and inequality. Recently, when voice was given to the nature of this peculiar relationship, a social media engineered tornado was created and targeted to the source of the emerged voices.  An impressive amount of time, energy and force was directed at the voice’s livelihood and any voice that dared to share the path.  This brings me to another soundbite I took away from a Face in the Crowd– the power of the medium  in leveraging destructive voices over just ones.

If you are not aware of Gamergate, please educate and then converse. The misogyny in many video games is as natural as using the female body to lure dirty cars in for cleansing at church fundraisers.  Because participation in gaming  is so high (59% of Americans are gamers and average 14 years of experience), the outcomes are socially acceptable (Phil Collins was in Grand Theft Audio, what can be more evidence of acceptance?). Because gaming helps to satisfy leisure needs, intersections with female objectification are either overlooked or to some degree expected.  Our climate is conducive to sustaining the female body’s use to support some of our leisure needs. As Gamergate has revealed for some of us, our climate is not conducive to sustaining voices attached to the disruption of leisure experiences if they are tied to that same objectification.

A professor’s attempt to add a disruptive voice to this leisure activity was canceled due to threats of a campus shooting, a “disruptive” female gamer found the death date of her Wikipedia page altered to coincide with scheduled public appearances, writers have left their profession , and some voices have even left their homes.

Despite threats to her business, her name, her physical home, her physical body, her family and her life, one face in the crowd has vowed to maintain a disruptive voice and has even vocalized a counter . I doubt she is doing this to satisfy her leisure needs or as a strategy for self-preservation.  To me, she is clearly deciding to stand up for those who cannot now or shouldn’t have to in the future.

It is noteworthy to recognize a wrong. It is commendable to add voice to disrupt the wrong. It is courageous to project against the wrong amidst real acts of retribution.  However, to selflessly sustain a voice against a wrong with little evidence that a chorus will emerge and even less evidence of protection for one’s life and the lives of loved ones is something we should desire to have consistently, naturally objectified in our diverse and equitable climate.

 

 

 

 

 

Building the jCENTER’s team of innovators

Post by jCENTER Academic Director, David Weerts

Photo of Monica Bruning
Monica Bruning

What does it take to build a culture of innovation at the jCENTER? A high-energy, experienced managing director is a great way to start. I’m thrilled to report that the jCENTER has taken a giant leap forward with the addition of our first full-time professional staff member, Dr. Monica Bruning. As managing director of the jCENTER, Monica is developing partnerships across sectors and disciplines to advance our innovative work in higher education. Monica is off to a fast start since she began her post in mid-August. She has brought tremendous knowledge, experience, and energy to the position, and has quickly gotten up-to-speed with the unique University of Minnesota culture. With her leadership and commitment, the Center is on track for long-term success.

In meeting Monica Bruning for the first time, one can see her deep passion for this work. In describing her commitment to our agenda, she remarked, “The focus of the jCENTER – disrupting assumptions, reframing problems, and envisioning new futures – could be considered the underpinning of my life’s work.” Considering her rich and extensive background, one can easily see the connection.

Prior to her work at the Center, Bruning served as associate vice chancellor for enrollment and institutional effectiveness at the University of Minnesota-Duluth. Earlier in her career, she was Director of Admissions at Western State University of Colorado and Montana Tech of the University of Montana. Bruning spent 13 years at Iowa State University where she served as the outreach/recruitment and talent expansion director for the College of Engineering. Also at Iowa State, she held the role of senior research associate and faculty member, leading collaborative multimillion-dollar National Science Foundation studies and projects to broaden STEM participation. One might say that innovation and a client-focused approach to work with colleges and universities is in her DNA.

Added to this extensive experience in the field, Bruning’s educational background is rich as it informs a scholarly-practitioner perspective on higher education innovation. Bruning has a Ph.D. in Educational Leadership and Policy Studies from Iowa State and earned a Master’s in Public Administration from the University of Colorado – Denver. She has a B.S. in Education from North Dakota State University.

We are thrilled to welcome Monica Bruning to the University of Minnesota, and look forward to having an opportunity to connect her with our colleagues and engage new “friends of innovation” in higher education.

Upcoming Events and What We Are Reading

What are WE reading?

“Do not read, as children do, to amuse yourself, or like the ambitious, for the purpose of instruction. No, read in order to live.”  Gustave Flaubert.

To better understand the lives that live within our college, we are asking CEHD staff and faculty to tell us what they are reading in the areas of equity and diversity. Below is a list of some diversity and equity readings.

The reading offered from Kristin Van Dorn and Amanda Costello

Bad Feminist by Roxanne Gay

Bad Feminist reads like a manual for surviving the cognitive dissonance we all experience when we engage with the world of pop culture. Can you call yourself an intersectional feminist when you enjoy dancing to pop songs that objectify women? What about when you read chick lit, or see movies like “Gone Girl”? It sometimes feels like feminism demands a certain level of unattainable perfection from us that can make simple, everyday acts feel emblematic of our failures. Roxane Gay is here to help. We loved this book.

The reading from Sara Foster

The Statement We Wish We’d Gotten… by  Aya De Leon

Same-sex parent suing due to mistakenly receiving sperm from an African American donor and the resulting racial prejudices being faced by her bi-racial two-year old.

The reading offered from Jane Marie Marshall

Scheile, J. H. (1997). An afrocentric perspective on social welfare, philosophy, and policy. Journal of Sociology and Social Welfare, 24(2), 21-39.

Using principles and traditions that predate African colonization to promote a system of equal opportunity for all members of a society.  This approach involves a collective identity lens that contends that resource surpluses can only occur after the basic needs of very citizen is met.

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From within the college, the university,  or the community, there are several diversity and equity-related workshops, discussions and events to explore in the month of November.

CEHD

International Speakers Series – Dr. Savo Heleta
Monday, November 17, 2014
12:00 PM – 1:00 PM
227 Burton Hall
International Tea Time
Thursday, November 20, 2014
3:30 PM – 5:30 PM
Burton Hall Atrium 2nd Floor
Looking Under The Lamp Post: Why “Assessment Of Intercultural Competence” Uses The Wrong Criteria
Friday, December 12, 2014
8:00 AM – 2:30 PM
Continuing Education and Conference Center

University

OED Certificate Workshop 7: Race, Racism, and Privilege
Date: 11/17/2014
Time: 8:30 AM – 11:30 AM
Location: Givens Conference Room (120B) Elmer L. Andersen Library
(Inter)Sex 101 (Community Education Program)
Date: 11/17/2014
Time: 12:00 PM – 2:00 PM
Location: 41 Appleby Hall

 

Book Talk – Trayvon Martin, Race, and American Justice: Writing Wrong
Date: 11/17/2014
Time: 12:00 PM – 1:30 PM
Location: Givens Conference Room Elmer L. Andersen Library

Revitalization, Identity Reclamation & Decolonizing Wellness Through University-Community Partnerships
Date: 11/18/2014
Time: 12:00 PM
Location: 113 Folwell Hall

Incorporating Equity & Diversity into the Job Performance
Date: 11/18/2014
Time: 1:00 PM – 3:00 PM
Location: 665 McNamara Alumni Center

Decolonizing the Brown Body
Date: 11/19/2014
Time: 6:00 PM – 8:00 PM
Location: Whole Music Club Coffman Memorial Union

(Trans)Gender 101 (Community Education Program)
Date: 11/24/2014
Time: 12:00 PM – 2:00 PM
Location: 41 Appleby Hall

Community:

Nelson Mandela & The Art of Ethical Leading
Date: November 17, 2014
Time: 6:30 PM – 9:00 PM
Location: Rauenhorst Hall, Coeur de Catherine, St. Catherine University

This is My Story Monthly Series: Bi-racial and Multi-racial
Date: December 04, 2014
Time: 11:20 AM – 12:40 PM
Location: Hamline University, Giddens Learning Center 100E

Afterlife Merriment
Every Mon., Tue., Wed., Thu., Fri., Sat. until November 29
Gallery 122 At Hang It
122 8th St. SE Minneapolis, MN

The Blacker the Berry
Every Mon., Tue., Wed., Thu., Fri., Sat. until January 10
Intermedia Arts
2822 Lyndale Ave. S. Minneapolis, MN

On-going Events

CEHD faculty research supported by William T. Grant Foundation awards

Curriculum and Instruction faculty Cassandra Scharber and Cynthia Lewis received a $599,905, three-year grant from the William T. Grant Foundation for the study “Bright Stars: Technology-Mediated Settings for Urban Youth as Pathways for Engaged Learning.” It examines the complex features of schools, libraries, and community-based urban settings that successfully engage students by positioning youth as knowledge producers, meaning-makers, and creators of their own learning through the use of digital technologies.

Family Social Science assistant professor Lindsey Weiler is part of a team researching “Mentor Families: A Setting-level Component to Improve Mentoring Outcomes for At-risk Youth,” which received a William T. Grant Foundation research grant in social settings. The project investigates “mentor families,” a relatively low-cost innovation to improve youth mentoring programs involving the groupings of four mentor–mentee pairs into a “family” that experiences a mentoring program together. The project will be awarded $599,784 over the course of three years.

Jensen selected as candidate for Fulbright Specialist Roster

JensenMurray-2013Murray Jensen, associate professor in the Department of Postsecondary Teaching and Learning, has been accepted to the candidate roster of the Fulbright Specialist Program. As a selected member of the Specialist Roster, Jensen is now eligible to be matched with incoming project requests from overseas academic institutions. If a match is found, the Fulbright program provides financial support for international travel and housing. Jensen’s area of specialization is biology education, and more specifically, anatomy and physiology education using inquiry based methods.

 

The Fulbright Specialist Program (FSP) promotes linkages between U.S. scholars and professionals and their counterparts at host institutions overseas. The focus of the FSP is educational capacity-building and the development of longer-term educational relationships. The program awards grants to qualified U.S. faculty and professionals, in select disciplines, to engage in short-term collaborative two- to six-week projects at eligible institutions worldwide.

“Inclusive Pedagogies” Explores Digital Technologies on December 11, 2014

Join the Department of Postsecondary Teaching and Learning for our second colloquium in our five-part “Inclusive Pedagogies” series.

Next Topic: Digital Technologies

Please join us:

Thursday, December 11, 2014

3:30 – 5:00 p.m.

227 Burton Hall

Facilitated by: Irene Duranczyk and Sara Schoen

Associate professor Irene Duranczyk uses digital technologies to offer collaborative online courses for PsTL graduate students in multicultural critical pedagogies and exploring access and success issues. Irene is also developing collaborations with and presentations for and with educators in Russia using digital technology. Sara Schoen is an instructional designer with the University’s Academic Technology Support Services who received her Master’s in Multicultural College Teaching and Learning last year. Her master project was, “Supporting Online Learning with Multicultural Equity Pedagogy and Chickering and Gamson’s 7 Principles.” Join them as they discuss ways to integrate digital technologies into curriculum and professional development that support developing and maintaining a sense of community and engagement in collaborations. Together, we’ll stretch our thinking about inclusive pedagogies. Attendees are encouraged to bring a digital device to access Moodle and digital course resources.

About the Inclusive Pedagogies Colloquia:

Designed to support diversity, equity, and excellence in postsecondary contexts, each event follows an interactive, discussion-oriented format where participation is highly valued. The series features diverse disciplines, holistic approaches to student development and education, and graduate and undergraduate contexts, with the purpose of:

  • Stimulating critical reflection on our teaching;
  • Sharing teaching expertise and innovations;
  • Building community among scholar-practitioners from different disciplines and programs.

Sessions are facilitated by teams of faculty and graduate students from PsTL’s First Year Experience program and M.A. in Multicultural College Teaching and Learning.

Mark your calendar for these future colloquia dates:

  • Thursday, February 5, 2015
  • Thursday, April 9, 2015
  • Thursday, May 7, 2015

 

Categories:

Commentary: Capturing the Pulse of Halloween

By Na’im Madyun, associate dean

What do we do when one artfully captures the pulse of a morning like Maya Angelou, the pulse of a day like Walter Cronkite, or the pulse of a generation like Steve Jobs?

Do we eschew the evening, stay the day, and generate the veneration?

What do we do when that which is artfully captured also captions the pulse of the mourning, the pulse of the night, and the pulse of mis-education?

Once a year, the pulse of the United States is collectively captured by children and adults as we creatively celebrate seeing with blinded eyes and “sugar-coating” our unresolved social conflicts.  Cultural novices can quickly become experts on what slows social progression in the United States by treating themselves to the ideas of a night – Halloween – that expresses the cool, the tempting and the cliché.

On this night, a cultural novice will learn the coolness of relating to ISIS as a religious meme,  the unavoidable temptation of Ebola, and the clichéd Black male athlete abuser.

On this night, a cultural novice can learn of how these contexts are not only rich for the development of our little kids in K-12 and our bigger kids on college campuses, but also the kids at heart.

There is something special about spending over 2 billion dollars annually on costumes to  capture the evolution of a young girl from a fairy to a vixen or a young boy from Flash to fuhrer.

There is something special about a doubling of child pedestrian fatalities  with 21% of those fatalities involving drunk drivers.

There is something special about watching your new classmates magically transform into what offends you and then travel back into your discussion group to offer their analysis of the reflective prompt for the day.

Every year, an article is written about how some cultural novices might see this as offensive  and inevitably some naive college may try and limit this harmless freedom of cultural expression.

Why even try? Who cares about the window to reference the clichéd research on corporal punishment versus child abuse, the tempting dialogue surrounding sex offenders and  trick or treaters or the coolness of displaced Islamaphobia on Muslim identity development?

This observance has long roots and any attempt to disrupt, interrogate or challenge such a tradition would be an unhealthy expression of pride.

We should be proud of this organic, fertile, prairie where we are allowed to exist as nature intended, capturing the beauty of living in a complex, diverse biome.  I wonder what we will capture next year.

Sousada Chidthachack Highlighted in UMN Women’s Center Blog

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.

Prepare2Nspire in UofM Legacy Magazine

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.

Learn more about the Prepare2Nspire project here

Boeckers honored with Outstanding World Language Educator award

11awardDaryl Boeckers, teaching specialist in the Learning Technologies Media Lab, recently received the 2014 Emma Birkmaier Outstanding World Language Educator Award at the fall conference for the Minnesota Council on the Teaching of Languages and Cultures. Boeckers is pictured here with former student Anna Oliver, Buffalo High School senior, who wrote a letter supporting his nomination.

The Emma Birkmaier Award is given to a teacher credited for a significant impact on the language teaching profession and involvement with the nonprofit organization.

College of Biological Sciences Partners with STEM Education Center

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.

Fellows Continue John Haugo Mission

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.

Emily Dare
Emily Dare

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.

BethannWiley
Bethann Wiley

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.

EngrTEAMS Fellows Scheduled to Present at E4 Conference in November 2014

EngrTEAMS Teacher Fellows, Ann Pelletier, David McGill, Heidi Sundet and Shelley Norton have been accepted to present at the 2014 E4 Conference in St. Paul on November 18th, 2014. Below is the description of their presentation and registration for the E4 conference can be found at www.theworks.org

Rockin’ Good Times with Earthquakes

9:30 to 10:45 a.m.

Capacity 30

Ann Pelletier,Como Park Elementary School,Shelley Norton, Bruce F. Vento Elementary School, Heidi Sundet, Expo Elementary School & David McGill, Capitol Hill School,St. Paul Public Schools

Experience a STEM-based unit about engineering in earthquake-prone areas. Use the seismometer app on an iPad to see how seismic waves are measured and graphed. Work within design constraints and test assorted earth materials and select one substrate to anchor an amusement park ride. The design will then be tested on a shake table.

Dare, Ellis and Roehrig Publish J-PEER Article

Graduate students, Emily Dare and Josh Ellis along with Professor, Dr. Gillian Roehrig recently published a new article in the Journal of Pre-College Engineering Education Research (J-PEER) titled, “Driven by Beliefs: Understanding Challenges  Physical Science Teachers Face when Integrating Engineering and Physics”. The STEM Education Center would like to congratulate them on this great accomplishment and encourage our STEM community members to read their excellent work.